Inquiry into Teaching and Learning

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 [...]

3.4.1 The ‘wellness complex’: Studying graduate education in Ontario through a critical disability studies lens Dr. Lori Ross, Associate Professor, Dalla Lana School of Public Health, Dr. Savitri Persaud, Postdoctoral Fellow, Department of Health and Society, University of Toronto Scarborough In Canada and internationally, high rates of poor mental health reported among postsecondary students have raised concern; however, research on this topic has primarily centred on undergraduate students. Our study aimed to address this gap through a critical disability-informed examination of graduate student mental health in three Ontario universities. A critical disability studies orientation turns our attention away from the individual [...]

2.1.1 The Social Justice Classroom: Dismantling racism and Destabilizing Power Structures in Curriculum with Students as Partners Leanne De Souza-Kenney, Assistant Professor, Global and Public Health in the Human Biology Program and Health Studies Program, Faculty of Arts & Science, Yuchen Jia, Undergraduate Research Student, Nutritional Science Department, Human Biology Department, Statistical Sciences Department This session explores the transformative potential of anti-racist, inclusive curriculum development using a students as partners (SaP) partnered approach. Rooted in social justice principles, this project highlights how co-creating curriculum with students can dismantle systemic inequities and foster empowered learning environments. By engaging diverse voices, from students [...]

1.2.1 Translanguaging as Learning Strategy: Moving Beyond “English-only” YaseenAli, Learning Strategist, Learning Strategist, Intercultural & Community Learning, Centre for Learning Strategy Support (CLSS), Division of Student Life “Translanguaging” refers to multilingual users’ transcendence over the boundaries historically maintained between socially constructed language systems (Otheguy et al., 2015). This dynamic practice can include moving across “named languages” (e.g., French, Japanese, Urdu) and leveraging environmental materials (e.g., writing instruments, assistive technologies, semiotic resources) to express ideas. This session provides findings from a study examining the language frames (i.e., beliefs and attitudes) of 22 graduate students who identify as English as an additional language users [...]