5.5 Open Mic Sessions

5.5.1 Beyond the Literature Review:Modernizing Scientific Writing Assignments
Naijin Li, Assistant Professor, Teaching Stream, Human Biology Program, FAS

SustainingResonance: Lessons, Insights, and Impact

This sessionshowcases a novel scientific manuscript assignment that has been developed foran advanced undergraduate neuroscience course. The assignment replacestraditional literature reviews with an authentic simulation of the researchprocess whereby students formulate a focused neurobiological question, designan experimental pipeline, analyze three provided datasets based on coreneuroscience methodologies, and communicate their findings in a professionalmanuscript format. Students also complete structured peer reviews that mirrorscholarly publishing practices. Since the assignment requires students toengage in authentic research reasoning rather than produce summaries, itinherently limits the potential for inappropriate use of generative AI, as studentsmust interpret raw experimental findings and integrate them into a cohesivescientific narrative. Furthermore, the assignment supports students in theirpreparation for graduate school or careers in research by strengtheningcompetencies in data interpretation and scientific communication. This sessionwill share the structure of the assignment, examples of the workflow,reflections on implementation, and student responses. Participants will gainconcrete strategies for designing assignments that promote authentic learningand address academic integrity concerns in the context of generative AI. Theapproach is adaptable across disciplines that incorporate empirical data,analytical reasoning, and research communication.    

5.5.2 Usingan Anatomy Museum Visit to Support Learning in a First-Year Pathophysiology andPharmacology Course for Nursing Students
Judith Coulson,Assistant Professor, Teaching Stream, Lawrence Bloomberg Faculty of Nursing
Jana Lok, Assistant Professor, Teaching Stream, Lawrence Bloomberg Faculty ofNursing

Amplifyingthe Signal: Connection, Engagement, and Civil Discourse

This sessionpresents a focused experiential teaching strategy involving a visit to auniversity anatomy museum for first-year students in a second-entry acceleratednursing program as part of their Pathophysiology and Pharmacotherapeuticscourse.  With the increasing use ofclinical simulation in health professions training, opportunities for learnersto directly work with human specimens that show variability in anatomicalabnormalities are becoming more limited. Our aim was to introduce real-worldanatomical specimens that aligned with course topics while integrating ethicaland psychological considerations.

Theexperiential learning opportunity was first implemented in the Winter 2026semester with 236 students.  Studentssigned donor respect declarations prior to the one-hour visit. Each visitfollowed a structured sequence (adapted from the INACSL Simulation Standards)consisting of a pre-brief to establish expectations and normalize emotionalresponses, self-directed museum exploration supported by a faculty-developedguidebook, and a guided debrief to consolidate learning and process emotionalresponses. Students completed a self-reflection assignment after the visit, andthose uncomfortable visiting the museum received an alternative assignment.

Studentfeedback collected through an anonymous survey indicated meaningful educationalimpact. Learners indicated the experience significantly enhanced theirunderstanding of anatomical structures compared to traditional learningmethods. They valued the opportunity to explore real specimens and describedthe experience as meaningful and highly relevant to clinical learning.Identified challenges included crowding around specimens, limited time, andemotional discomfort.

The sessionwill illustrate how a structured pedagogical practice can support engagement,donor respect, and deeper conceptual understanding in settings involvingsensitive subject matter.

5.5.3 Amplifying Connection ThroughPoetry: Teaching Academic Writing as a Human Practice
Kanika Verma, Sessional Instructor, Institute for the Study of UniversityPedagogy (ISUP), UTM

Amplifyingthe Signal: Connection, Engagement, and Civil Discourse          

In first-yearacademic writing classrooms, students often experience writing as a rigid,anxiety-producing task governed by rules rather than meaning. This Open Micsession presents a creative teaching practice that uses poetry to amplifyclarity, connection, and inclusive dialogue in writing instruction.

The sessionfeatures a short performance of an original lyrical–narrative meta-poem thatreflects on my pedagogical practice as an academic writing instructor who comesto teaching through poetry. The poem itself functions as a teaching strategy:it performs key writing concepts—such as writing as process, metacognition,rhetorical awareness, and community—rather than explaining them abstractly.Through rhythm, repetition, and reflective pauses, the poem models attentivelistening, empathy, and relational meaning-making.

Following theperformance, I briefly explain how I use poetry in undergraduate writingclassrooms to foster trust, reduce fear around academic writing, and createspace for meaningful conversation. By reframing academic writing as a human anddialogic practice, this approach supports civil discourse and inclusiveengagement, particularly among students who feel alienated by prescriptivewriting norms. Poetry becomes a shared entry point that invites multiplevoices, experiences, and literacies into the learning space.

This Open Micsession speaks directly to the symposium stream “Amplifying the Signal:Connection, Engagement, and Civil Discourse” by demonstrating how creative,arts-based pedagogy can cut through distraction and polarization, strengthenclassroom climate, and engage students in reflective, respectful dialogue.Participants will leave with a concrete, adaptable strategy for using poetry tobuild connection and belonging in writing-focused courses.