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 Backto the 90s: Investigating Engagement, Interaction, and Thinking in a ScreenlessFirst-Year Writing Class Mustafa Siddiqui,Assistant Professor, Teaching Stream, Institute for the Study of UniversityPedagogy, UTM SustainingResonance: Lessons, Insights, and Impact Earlier thisterm, I conducted a first-year writing class a bit differently—I wentscreenless. The two sections I taught for three hours each did not use anytechnology. This meant there were no slides, no laptops, and no phones, and Icalled it a “Back-to-the-90s Class.” As an instructor, I relied on handouts,boardwork, and hard copies of books; meanwhile, students engaged throughannotation, reflection, and small-group exercises. Special accommodations werealso made for students registered with [...]
4.3.1 AmplifyingSupport: A Low-Stakes Infographic Activity to Help Students Navigate SocialSupports and Connect Emotional Topics to Community Resources Odilia Yim, AssistantProfessor, Teaching Stream, Psychology, FAS Amplifyingthe Signal: Connection, Engagement, and Civil Discourse Inundergraduate courses that address sensitive and emotionally-chargedinterpersonal topics, students often struggle to distinguish the core learning“signal” from the emotional and cognitive “noise” these themes can evoke. Thissession shares insights from implementing a new low-stakes “Community ResourcesInfographic” activity designed to help students translate abstract courseconcepts into real, actionable forms of support. In theactivity, students in an upper-level undergraduate course select a courseconcept from one of the weekly themes related to [...]
3.4.1 Competency-basedlearning 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 ComputationalSciences, UTM Findingthe Frequency: Clarity, Purpose, and What Matters Most If testscores are the primary “signal” students use to gauge their progress in afirst-year large first-year math course at U of T, what happens when wedeliberately amplify that signal by allowing students to retake assessmentsuntil they demonstrate competency, and by making expectations explicit anditerative? In this presentation, we examine a radical redesign of MAT135Calculus 1 [...]
2.4.1 Aframework for balancing equity, pedagogy, and management of a multi-sectioncourse Lindsey Shorser,Assistant Professor, Teaching Stream, Mathematics and Computer Science, FAS Filteringthe Noise: Tools, Trends, and Tensions Building onthe theme for this year's symposium, the signal to noise ratio of things acourse coordinator *could* be doing and the things they *should* be doing caneasily lead to burnout. In this talk, I will present a conceptual tool forfocusing on one aspect of a course at a time, once perspective at a time, andone subset of a "to do" list at a time for anyone running anundergraduate course. The three-role framework for conceptualizing [...]
3.5.1 Evaluatingthe use of infographic instruction in undergraduate science classes Naomi Levy-Strumpf,Assistant Professor Teaching Stream, Department of Cell & Systems Biology,Human Biology Program, FAS Filteringthe Noise: Tools, Trends, and Tensions Universityeducation is increasingly embracing multimodal pedagogy, integrating visual,written, and other communication strategies to meet the diverse needs oftoday's students. Research shows that student preferences for learning haveshifted in recent decades, with a growing demand for concise, visually engagingresources, a trend driven by the volume of information students encounter andthe deepening integration of technology in educational settings. Visualinformation is often processed more quickly and efficiently than written orverbal content, and most learners [...]
1.3.1Learning from the Development and Evaluation of Better Together: A LongitudinalHybrid Interprofessional Pressure Injury Prevention and Management Curriculumfor Health and Social Care Students Sharon Gabison,Assistant Professor, Teaching Stream, Physical Therapy, TFoM SustainingResonance: Lessons, Insights, and Impact This sessionwill present the reflections related to the development and evaluation of alongitudinal hybrid interprofessional pressure injury curriculum for health andsocial care students at the University of Toronto. More specifically, theobjectives of this session are: · Toshare reflections on the development of a longitudinal hybrid interprofessionalpressure injury curriculum for health and social care students. · Toshare reflection on the evaluation of a longitudinal hybrid interprofessionalpressure injury curriculum [...]
1.2.1Reflecting through Relationships: A Grounded Theory of Professional IdentityDevelopment in Work-Integrated Learning Ainsley Goldman,Experiential Learning & Professional Development, Experiential LearningEducational Developer, FAS Amplifyingthe Signal: Connection, Engagement, and Civil Discourse Work-integratedlearning (WIL) is regarded as a panacea for incorporating students into theworkforce, but scholars have called for more explicit curriculum and reflectionrelated to professional identity development. Reflection is well-established inWIL curriculum, predominantly through graded written reflection assignments,but there is preliminary evidence that assessed reflections can becomeperformative. Using aconstructivist grounded theory approach, this research project explored thequestion: how is professional identity developed through reflection in WILcurriculum? Data was collected from 20 undergraduate WIL [...]
