Concurrent Sessions #2

Gurnit Kaur, Assistant Professor, Teaching Stream, Pharmacology and Toxicology, Michelle Arnot, Professor, Teaching Stream & Associate Chair, Undergraduate Education, Pharmacology and Toxicology, Raveen Christian Joy Rajakumar, Graduate Student, Pharmaceutical Sciences, Temerty Faculty of Medicine Nurturing learning systems that are respectful and welcoming to diverse individuals is a step towards improving the experience of all students. This roundtable discussion will focus on strategies to re-evaluate the undergraduate curriculum with a critical lens towards the incorporation of content that is Equitable, Diverse, Inclusive, acknowledges Indigeneity, and is Accessible (EDIIA). We will share how a curriculum mapping approach examined the undergraduate Pharmacology and Toxicology [...]

2.4.1 Developing Students’ Economics Writing Skills through Scaffolded AI-Assisted Feedback Nazanin Khazra, Assistant Professor, Teaching Stream, Economics, Faculty of Arts & Science, Victoria Sheldon,Faculty Liaison Coordinator, Generative AI Pedagogies, Centre for Teaching Support & Innovation This session introduces an innovative assessment method for a Microeconomics theory course (ECO200) that combines economic analysis with reflective writing, supported by critically engaging with AI-assisted feedback. The assessment includes pre-exam preparation, a pre-test assignment with reflection on AI feedback, and an in-person writing exam on real-world economic scenarios. This approach leverages generative AI to provide personalized feedback on students' pre-exam essays, with the aim of [...]

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 [...]

2.2.1 A Just-In-Time, Blended Approach to Prerequisite Review Lisa Zhang, Assistant Professor, Teaching Stream, Mathematical and Computational Sciences, University of Toronto Mississauga, Alice Gao, Assistant Professor, Teaching Stream, Computer Science, Faculty of Arts & Science Many upper-year courses have prerequisites, but students often struggle to retain prerequisite knowledge, e.g., due to gaps in time and difficulty transferring knowledge to new contexts. While prerequisite review is a well-established educational practice, we believe that its timing, modality, and level of support help ensure that no one is left behind. Thus, this session describes a teaching strategy used in our third-year machine learning courses [...]