Sharing What You’ve Learned About Teaching and Learning
30 minutes each (2 per 1-hour session)
These sessions (in the practice or research track) share share the stories, studies, and lessons that have shaped our understanding of teaching. We recommend a 20-minute presentation and 10 minutes for discussion.
5.4.1 Back to the 90s: Investigating Engagement, Interaction, and Thinking in a Screenless First-Year Writing Class Mustafa Siddiqui, Assistant Professor, Teaching Stream, Institute for the Study of University Pedagogy, UTM Ryan Shuvera, Sessional Lecturer, Institute for the Study of University Pedagogy, UTM Sustaining Resonance: Lessons, Insights, and Impact Earlier this term, I conducted a first-year writing class a bit differently—I went screenless. The two sections I taught for three hours each did not use any technology. This meant there were no slides, no laptops, and no phones, and I called it a “Back-to-the-90s Class.” As an instructor, I relied on handouts, [...]
4.3.1 AmplifyingSupport: A Low-Stakes Infographic Activity to Help Students Navigate SocialSupports and Connect Emotional Topics to Community Resources Odilia Yim, Assistant Professor, Teaching Stream, Psychology, FAS Amplifying the Signal: Connection, Engagement, and Civil Discourse In undergraduate courses that address sensitive and emotionally-charged interpersonal topics, students often struggle to distinguish the core learning “signal” from the emotional and cognitive “noise” these themes can evoke. This session shares insights from implementing a new low-stakes “Community Resources Infographic” activity designed to help students translate abstract course concepts into real, actionable forms of support. In the activity, students in an upper-level undergraduate course select a [...]
3.4.1 Competency-based learning and radical student agency in first year calculus courses Micheal Pawliuk, Assistant Professor, Teaching Stream, Mathematical and Computational Sciences, UTM Eric Hart, Sessional Instructor, Computer and Mathematical Sciences, UTSC Janelle Resch (co-author), Sessional Instructor, Mathematical and Computational Sciences, UTM Finding the Frequency: Clarity, Purpose, and What Matters Most If test scores are the primary “signal” students use to gauge their progress in a first-year large first-year math course at U of T, what happens when we deliberately amplify that signal by allowing students to retake assessments until they demonstrate competency, and by making expectations explicit and iterative? In [...]
2.4.1 A framework for balancing equity, pedagogy, and management of a multi-section course Lindsey Shorser, Assistant Professor, Teaching Stream, Mathematics and Computer Science, FAS Filtering the Noise: Tools, Trends, and Tensions Building on the theme for this year's symposium, the signal to noise ratio of things a course coordinator *could* be doing and the things they *should* be doing can easily lead to burnout. In this talk, I will present a conceptual tool for focusing on one aspect of a course at a time, once perspective at a time, and one subset of a "to do" list at a time for [...]
3.5.1 Evaluating the use of infographic instruction in undergraduate science classes Naomi Levy-Strumpf, Assistant Professor Teaching Stream, Department of Cell & Systems Biology, Human Biology Program, FAS Filtering the Noise: Tools, Trends, and Tensions University education is increasingly embracing multimodal pedagogy, integrating visual, written, and other communication strategies to meet the diverse needs of today's students. Research shows that student preferences for learning have shifted in recent decades, with a growing demand for concise, visually engaging resources, a trend driven by the volume of information students encounter and the deepening integration of technology in educational settings. Visual information is often processed [...]
1.3.1 Learning from the Development and Evaluation of Better Together: A Longitudinal Hybrid Interprofessional Pressure Injury Prevention and Management Curriculum for Health and Social Care Students Sharon Gabison, Assistant Professor, Teaching Stream, Physical Therapy, TFoM Sustaining Resonance: Lessons, Insights, and Impact This session will present the reflections related to the development and evaluation of a longitudinal hybrid interprofessional pressure injury curriculum for health and social care students at the University of Toronto. More specifically, the objectives of this session are: · To share reflections on the development of a longitudinal hybrid interprofessional pressure injury curriculum for health and social [...]
1.2.1 Reflecting through Relationships: A Grounded Theory of Professional Identity Development in Work-Integrated Learning Ainsley Goldman, Experiential Learning & Professional Development, Experiential Learning Educational Developer, FAS Amplifying the Signal: Connection, Engagement, and Civil Discourse Work-integrated learning (WIL) is regarded as a panacea for incorporating students into the workforce, but scholars have called for more explicit curriculum and reflection related to professional identity development. Reflection is well-established in WIL curriculum, predominantly through graded written reflection assignments, but there is preliminary evidence that assessed reflections can become performative. Using a constructivist grounded theory approach, this research project explored the question: how is professional [...]
