Concurrent Sessions #3

3.1.1 Against All Odds: The Sandbox’s Asynchronous Collaboration across Disciplines William Ryan, Assistant Professor, Teaching Stream, Psychology, Steven Coyne, Assistant Professor, Teaching Stream, Philosophy/Computer Science, Faculty of Arts & Science What does meaningful collaboration across courses look like? What if the courses are different sizes, at different times, from different disciplines, and the students are completing different assignments? In this short session, we describe an approach we piloted to facilitate asynchronous collaboration across philosophy and psychology courses as part of The Sandbox multidisciplinary experiential learning initiative. As part of the course, students from both courses worked on projects for UNICEF. Philosophy students [...]

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 [...]

Jessica Dere, Associate Professor, Teaching Stream, Psychology,Ashmita Mazumder, PhD student, Psychology, University of Toronto Scarborough Campus Student-centered approaches are an integral part of inclusive and equitable pedagogies. At the same time, promoting flexibility, sustained engagement, and student participation alongside considerations of assessment integrity, fairness, and workload is often daunting. Balancing these factors in the context of a Credit/No Credit (CR/NCR) course raises unique challenges and opportunities. Without traditional grade incentives, how can we ensure students remain engaged? In this roundtable discussion, we will share insights into how an approach of structured flexibility - including scaffolded assignments, flexible grading structures, and student-driven [...]

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 [...]