2024-2025
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- Beyond Reconciliation in English Language Arts: Indigenous Literatures Lab
Beyond Reconciliation in English Language Arts responds to the critical need for teacher preparedness to support ethical engagement with Indigenous literatures in secondary level English Language Arts (ELA) courses, comprised […]
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- Equity, Diversity, Inclusion and Indigenous Engagement Student Fellows
Three student fellows at the Leslie Dan Faculty of Pharmacy will be hired (two undergraduate PharmD students and one graduate student) who will contribute to EDI and Indigenous Engagement teaching […]
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- Students-as-Partners Approach in Development of Inclusive and Equitable Resources
We are using a students-as-partners approach to enriching and strengthening EDI in the Department of Biology curriculum at UTM. Student fellows will gather, select, and build an initial set of […]
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- Indigenous Research Ethics Webinars
Using exemplars and case studies drawn from the Arts & Science Indigenous research community, this series of four webinars will welcome audiences to develop a deeper understanding of ethical engagement […]
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- The Social Justice Classroom: Dismantling Racism and Destabilizing Power Structures in Curriculum with Students as Partners
This project drives social justice change in curriculum design by leveraging students as partners to co-create anti-racist curriculum while dismantling structural inequities and destabilizing power structures in the classroom. The […]
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- Embedding Inclusive Excellence Strategies and Resources for a Video Assignment in a Large First-Year Life Science Breadth Course
In a large 500-student first year science breadth course, students currently create a short video as one of the assessments. Assignment instructions are currently in written form. We will support […]
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- Fostering Science Identity for STEM Students: Developing Curricular Resources for First-Year STEM Courses to Promote Contributions of Underrepresented Scientists
With the assistance of work-study students, preferably themselves from underrepresented groups and who have just completed the core STEM courses of biology, calculus, chemistry and physics, we will compile a […]
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- Using Generative AI and Retrieval Augmented Generation for Accessibility Services Note Taking Requests
Students requesting note taking as part of their accessibility accommodations experience many barriers in being able to fulfill their needs. Such barriers include (but not limited to): no available note […]
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- Understanding Psychology in Context: Taking a Students-as-Partners Approach to Support the Development of a New Breadth Course in Psychology
This project will take a ‘students-as-partners’ approach to support the development of a new second-year breadth course titled “Psychology in Context”. Guided by principles of equity, inclusion, and diverse ways […]
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- First Assessment, First Feedback
A&S is aiming to provide enhanced academic skill-building and peer support opportunities for students in identified first-year courses with high DFW rates. Through First Assessment, First Feedback (FAFF), students will […]
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- Enrolment Research Project
UTM is facilitating a comprehensive review of available data, and collecting additional information via focus groups, related to the decisions of applicants/students who a) accepted an offer to UTM but […]
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- Get Finished Scholarship Program Project
We would like to further develop the Get Finished (GF) Scholarship Program by focusing on three current areas of the incentivized program for students who are working towards the “finish […]
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- Implementing Psychologically Attuned Communications
UTM is implementing a variation of the ‘Ideal PAC Development Process’ (Fricker, 2024) to redevelop communications we sent to students, related to academic standing and POSt-refusal. Specifically, drafts of “attuned” […]
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- Integrating EDI Principles into the Arts & Science Co-op Curriculum
The Arts & Science Co-op program is committed to integrating Equity, Diversity, and Inclusion (EDI) principles into every aspect of our curriculum. Our goal is to make EDI central to […]