Events

3.2.1 Our Journey to "Noor's Journey": Documenting our multi-year process of flourishing while creating a learning game focused on diversity, resiliency, and empowerment Kosha    Bramesfeld, Associate Professor, Teaching Stream, Psychology, University of Toronto Scarborough Campus, Denise Ysabel Silva, Project Manager, Authentic Learning Lab, Master of Social Work Student (Combined Degree HBSc & MSW), Factor-Inwentash Faculty of Social Work Learning games provide an effective tool for teaching about complex social issues (Bramesfeld & Good, 2016). The creation of these games can also create high-impact experiential learning opportunities for students across a range of disciplines (Burling et al., 2020). But engaging students in [...]

4.3.1 Cultivating Wisdom Through Self-Reflection: A Personal Life Philosophy Assignment Amanda Sharples, Assistant Professor, Psychology, Faculty of Arts & Science There has been a call from scholars of pedagogy to encourage the cultivation of wisdom in higher education (Bruya & Ardelt, 2018; Ferrari & Kim, 2019; Jakubik, 2023).  Indeed, wisdom has consistently been linked to greater well-being and may buffer against the stressful experiences that undergraduate students frequentlyencounter (Liu & Sharples, in prep; Ardelt & Jeste, 2016). Research on the pedagogy of wisdom suggests that self-reflection may be particularly important for enhancing wisdom (Bruya & Ardelt, 2018). Many undergraduate students are [...]

Jasjit Sangha, Educational Developer, Anti-racist Pedagogy, Center for Teaching and Learning, UTSC, Diana Pearson, Equity, Diversity and Inclusion Coordinator, EDIO, University of Toronto Scarborough In Hope Circuits Ridell (2024) states: “As members of the academy, we are hard-wired for hope – to teach it, to share it, and to imagine a better future” (17). However, the actual process of creating hope can be fraught, especially for anti-racist educators who are striving to change the teaching culture of post-secondary institutions and address historical injustice. Doing anti-racist work often requires contending with one’s own experiences of racial, and other forms of, trauma which may manifest [...]

Alexandra Guerson, Associate Professor, Teaching Stream, New College, Tyson Seburn, Assistant Director, International Programs, New College, Melissa Levin, Assistant Professor Teaching Stream, New College, Jeff Newman, College Librarian, New College Classrooms, in both form and content, are never neutral spaces. Inayatullah (2022) reminds us that educational institutions have historically been sites of imperialist production, with teachers as its agents. The pedagogical imperative to disrupt this relationship demands deliberate strategies and approaches that seek to facilitate social change. De-colonial and anti-colonial thought and pedagogies are, at their cores, attempts to re-envision what we do in the classroom and beyond as tools for [...]

Rahul Bhat, Centre for Learning Strategy Support, Resilience Program Lead, Alexander Bowie, Centre for Learning Strategy Support, Learning Strategist, Resilience Focus, Ellyn Kerr, Centre for Learning Strategy Support, Learning Strategist, Grad and Professional Programs, Vivian Zhang, Centre for Learning Strategy Support, Learning Strategist, Innis College Generative AI is reshaping how we teach and how students learn. This workshop invites instructors to consider: How can we navigate tensions between monitoring unethical and learning-ineffectual AI use and equipping students to make informed, learning-supportive decisions about using AI? How might we shift from deficit or control models that focus primarily on risks, to embrace [...]