Vol. 14 Issue 1 - Educational Expectations

Hey,Teach!

THE VICTORIA COLLEGE M AGAZIN E

Letter from the Editors

SPACE IS A BROAD TERM which can encapsulate many different meaningsand comein avariety of forms In discussionson education, topicstypically revolve around teaching pedagogy and practice ? the things that happen within a space. We wanted to zero in on the topic of space itself, in all its forms: physical and non-physical, inside and outside the classroom In our issue, we seek to expand the conversation by giving students and educators the chance to reflect and explorewhat spacemeansto them. How doesspaceshapetheway welearn and how can wecreatemoreinclusivespaces?

?Educational Expectations?focuseson examining how spaceisdefined in education and what it means to students and educators alike Our title is inspired by student and educator expectations for educational spaces and how those line up with the reality of their experiences. We wanted to put forward an issue which acknowledges and examines the changing educational spaces around us, whether that be physical, digital, metaphorical, or more Thisissue exploresthe intersectionsof space and educational expectations regarding equity, diversity, and inclusion (EDI), different modalities of learning (online v. in person), and the headspace of a student. As such, we hope that this issue can broaden perspectiveson spacein education toimprovethespacesweinhabit for thebetter

This issue features a journalistic piece from Cynthia Sa titled ?The Space Between Rows: Physical Space and Active Learning at the University of Toronto?, where she interviews UofT instructors Jesse Fröhlich, Radu Craioveanu, Steve Engels, and Michelle Craig about the role of the physical classroom in fostering active learning in university. Our features writer, Zhehui CeciliaXie, also commentson themesof physical space in university in her reflection on George Dei?s article, ?Decolonizing the University Curriculum?.

We would like to extend our gratitude to everyone involved in creating ?Educational Expectations?. To our wonderful and talented contributors, thank you so much for sharing your amazing ideas, research, and stories to bring into our creative space. Your contributions are meaningful and important. An enormous thank you also goes out to our Editing Team, Productions Team, First-Year Representatives, Features Writer, and Social Media Representative! You have all worked so hard and we are so grateful for thetime,thoughtfulness, and careyou put intothisissue. To our readers, thank you for picking up or virtually flipping through this issue. You allow us to create more space for conversations surrounding education and we appreciateyour support

Happy Reading!

Kelly Liu, Jevan Konyar, and Caitlyn Grant Co-EditorsinChief

Zhehui Cecilia Xie EditorinChiefMentee

KellyLiu

ZhehuiCeciliaXie

Wha t isyourfavouritespo t oncampus?

William Kilbride: Aesthetically speaking,I believe theUCbuildingisunbeatable.I alwaystry toget to any classesI havethereearly soastoallow myself to wander around both thequad and thebuildingitself Attached isaphotoof my group from thisyear's HSAphotoscavenger hunt at UC.

Jake Parsons : Overlooked by some,my favouritespot/library on campusistheUC Library.Thissmall library iscomprised of nookswith comfy chairsor desks,giving everyonealittlebit of asecluded spaceto study,and israrely full sinceit'salittleout of theway on thesecond and third floorsof UC Plus,theOwlery Cafeisright next tothe door on thethird floor,meaningnoreason toleavethebuildingfor Tim's!

Zhehui Cecilia Xie: My favourite spot on campus is the goldring student centre (including neds, cats's eye esp the games room!!, and the upper levels) It'sso easy to run into someoneyou know and the vibes are always very calm and peaceful --- although not a good work environment if you want toget thingsdonefor thesamereasons!

Nongtach Mason Amornvivat: Trinity College becauseit?smy collegeand thearchitectureisone of theprettiest on campus!

Daniela Pucci: My favouritespot on campusis definitely Emmanuel library It issocozy and I love thedesign inside! M E E T Y O U R C O N T R I B U T O R S

Samia Ahmed Islam: Favourite spot is the OISE main floor I lovethegorgeousvertical garden (not sureif that?stheofficial namefor it).

Wha t isyourfavouritefoodplacearoundcampus?

William Kilbride: I'venever actually been,but I havebeen taken by theBlueTruck sincethestart of my timeat UofTduesolely tothe modesty andhonesty of itsname I must makeapoint of grabbinglunch thereoneof these days/months/years

Zhehui Cecilia Xie:My favouritefood placehasto beOkonomi House(Japenesepancakes) --- thefirst "post post plenary social social" happened there and I got toknow Nina,Sydney,and Valerie through that dinner together! I am proud tosay that both Ninaand Sydney havebeen recruited as first year reps! You can read moreabout their responseson theinteractivepage.

Jake Parsons:For my go-tofood placenear campus,I'd haveto gofor aTorontoclassic,Rol San Unfortunately,therestaurant is closed at themoment whilethey movelocationsfrom one storefront on Spadinatoanother but should open again soon enough Don't let the"Conditional Pass" health inspection dissuadeyou! Thisjoint isnormally open until 4AM,soit'sthe perfect placetograbdim sum, noodles,or rice dishesafter alatenight of studying,or not studying

Nongtach Mason

Amornvivat: Chinatown for sure!

Daniela Pucci: My favouritefood placeon campushastobethe brown food truck on St George.I remember onceI cameout of amidterm feelinghorribleand my friend and I picked up poutinefrom thebrown food truck After demolishingthepoutine and sharingsomelaughs wefelt somuch better!

Emily Hand: My favouritefood spot on campusisthebrown food truck outsideof Sidney Smith becauseit makesmefeel likeatrue undergraduatestudent!

I can imaginemyself looking back on my yearsat The University of Toronto,treating myself tosomefriesduring study sessionsor sharinga poutinewith friendsduringthe fall I think thebrown food truck hasauniversity atmospherethat isboth friendly and comforting.

M E E T Y O U R C O N T R I B U T O R S

Wha t isyourfavouritestudyspot/gym?

Cynthia Sa: My favourite study spot hastobeeither the third floor CSstudy loungeor thesecond floor CSstudy lounge It'stheperfect spot to sit down at atable,plugyour laptop in,and block out the world for asolid several hours.It feelsdecently isolated and freefrom distractionswhilestill feeling rather spacious.

Emily Hand: My favouritestudy spot on campus istheUCquad duringthefall and thespring.As an English major, alargeportion of my weekly work isreading,and nothingseemsbetter than sittingamongst student lifewith acoffee,abook, and awarm breeze

Zhehui Cecilia Xie: My favourite study spot is Robarts5th floor...

I alwaysget work doneherewith a medium latte--- writingresponsesfrom thisspot rn Gym: I doloveGoldringvery much, lotsof sun!

Samia Ahmed Islam: On asummer day- I lovetostudy on my patioor balcony. Winter day- Robarts study rooms Cozy and niceviews.:)

Nongtach Mason Amornvivat: Probably my bedroom haha.I love library but I prefer tostudy in bed all day long!

William Kilbride: E.J. Pratt Library! Thisis admittedly themandatory answer for me based on thecontent of my article,but it's alsogenuinely my favouritespot on campus. You can catch mein asecond floor study carrel moreoften than not

Daniela Pucci: My favourite gym isdefinitely theAthletic Center! Therearesomany different piecesof equipment and lotsof spacetodo bodyweight exercises

RapidFire:brainswea t orgymsweat?orBOTH !

Daniela Pucci: Brain sweat first and then gym sweat toreleasethestressfrom thinkingsomuch!

Zhehui Cecilia Xie: Ahealthy balanceof both! --- I realized that I wasstressingout abit becauseI haven't been headingtothe gym for thelast twoweeks,but it could alsobetheoppositeand that becauseI'm recoveringfrom all theassignmentsand have thecapacity togo.I'm still figuringthat oneout.

Jake Parsons: I would gowith gym sweat,nobetter feeling than really exertingyourself after thegym, playingsports,or speedwalkingtoclassand beinguncomfortably wet asyou sit down in alecturehall Not surewhat brain sweat is,but if your brain sweatswhen you think toohard you might need to seeadoctor for that.

Nongtach Mason Amornvivat: Definitely brain sweat or better yet sleep sweat?!

William Kilbride: Brain sweat (but only figuratively)

Cynthia Sa: Brain sweat,definitely.Almost all of what I'm studyingmeansbrain sweat,so might aswell enjoy it instead of endureit in my opinion.

Samia Ahmed Islam: Definitely gym! I loveagood workout- especially arun!

THE OTHER VIRUS

I tend tofall in autumn

I would put on my trainingwheels,but I don? t got ?em

But it?sfine?causeI?ll get back on my two-wheeler

Sinceschool isback in session,and noonelikesasquealer

School in apost-pandemicworld hasbeen tough

Tosay it isn? t would bequitethebluff

After all thosedays months years online

You?d think returningtoschool in person would besublime

But I forgot how tolook my peersin theeyes

Or how it would feel when they seethrough my technicolour guise

Themasksareoff,but I wish they would stay on

Becausetheseyearsof masqueradetraded my queen only toreceiveapawn

Thereisanothervirusthat hasnot beentalkedabout

Theonethat fuelsour expectationsand roarson burnout

It?stheonethat often getsintentionally ignored

Becauseit doesnot let them hit thebullseyeon their corporatedartboard

Thisvirusmay not becontagious

But theamount of uswhosuffer from it isoutrageous

It lingersin our mindslikeaforbidden mistress Beggingtobeloved but consistently leavinguslistless

Returningtoaphysical spaceishard when you aren? t there Maybeyour body is,but themind remainsdistant and bare Soyou takeamental vacation,rememberingthedeathsof 2021 And tryingtoreturn would belikeseeingamidnight-sun

Thereisnocurefor thisvirusthat usesyou asitsvolunteer Maybeif weignoreit enough likethepandemicit will ?disappear?

But I haveasneaky suspicion that won't work

Becausehistory repeatsitself likeit isthebiggest jerk

Theneutral newsisweareall in thistogether Tryingtocut thisglassviruswith afeather Wemust understand weareall tryingour best Just toget up,goout,and get dressed.

DanielaPucci

Second Year Psychology Specialist Education & Society M inor

l OVE l ETTER TO uOFt

IT TOOK ME 13,623 KILOMETRES TO COME TO UOFT, but just five months to realize why this has been my dream study destination since I began my undergrad studies in Thailand. Eight characteristics shape how special this school is, showing me what the tears and (boba) tea the T in UofT stands for Coming here as a year-abroad student, I became hyperaware of my surroundings ? the places, the people, and how those impact the students physically, mentally, and emotionally Here are the impressions I have thus far:

1. d iv er s it y

How could I talk about Toronto without mentioning the beauty of this melting pot? Of course, issues persist, yet the cultural acceptance and celebration here are phenomenal You truly feel like you have ownership of this educational space Land acknowledgments also blow my mind, as I love the emphasis on being grateful to those who came before you.

2 . pr o f es s o r s

From a funny, award-winning poet to a passionate Shakespeare scholar from the University of Oxford, I am grateful to be able to learn from a number of distinguished lecturers The passion and connection that the profs have for their crafts are admirable, inspiring students to value our education more.

Coming from a Thai school, class styles and teaching methods here never cease to amaze me More participation, more energetic students, and more engaging class content! I am in awe of how passionate and open everyone here is with learning ? or maybe it?s the expensive tuition doing the work! Since a bachelor?s degree or its equivalent is almost a bare minimum in Thailand, teaching styles and enthusiasm are dry.? ?Please note that I am an English major ? perhaps humanities are more ???colourful in general, sorry STEM peeps Regardless, such vibrancy in terms of passion for knowledge in the dark, cold winter fully contributes to the dark academia vibes you get on campus. Shoutout to Trinity for setting this immaculate ambience on campus!

"yo u t r ul y f eel l ike

yo u have o wner ship o f t his educat io nal space."

n o n g t a c h ma so n a mo r n v iv a t

Third Year

English major; Linguistics and Creative Writing Minor

10000/ 10 across the board. Countless world-class facilities, free events, and accessible opportunities for all. As a typical broke student, I adore all the free events, from short excursions to the daily group fitness like Cardio Dance Party and barre You can enjoy food, meet new friends, and get fit free of charge (if you don? t die from the course load first). My home university in Bangkok, Thailand has significantly fewer facilities, opportunities, extracurricular offers, and an overall lack of space. Hence, I am truly grateful for all the perks UofT students have, so be sure to cherish them while you?re here!

5. c o l l eg e l if e

Being an exchange student at the Faculty of Arts and Science means you?re a fake student at your college because you?re randomly placed into a college without any application process Indeed, I couldn? t be happier as a fake Trin. The university offers a lot of opportunities already, but Trinity doubles that. They also have bursaries, so I can attend most paid college events for free A free Toronto Marlies game, the Conversat formal ball, plant pot painting, and holiday dinner are just some of the incredible benefits I?ve received. Still, the concept of having your own clique and being put into a Harry Potter house is as intriguing as ever I hope this serves as a reminder to check out your college more, get involved, go to events, and ask for bursaries, and you might receive invaluable memories and a $50 candlelight concert ticket like me!

6. s pa c e

The vast space of the university is located on Indigenous land, and it is most important to recognize this first The first time I heard about land acknowledgment was at the study abroad orientation, which

confirmed that I had chosen the right place The respect we have (and should continue to have) for the land serves an important role in developing it. Since the university acknowledges this, the space development has been very fruitful, with more than a hundred buildings to foster the students, thus maximizing the land?s usage. My little goal this year is to explore all the cafeterias on campus. Living in the heart of such a dynamic city, let?s not forget to enjoy the space and set small goals to learn more about it

7. r es o u r c es

Said it before and I?ll say it again ? all the access that the university offers, from the accessibility services to the gem that is the library system is truly underrated ???Did you know that UofT library system is the third largest academic library in North America, behind only Harvard and Yale? Yup, take notes and go read or even have fun at a movie night, thanks to the university?s archive of a variety of movies and recorded performances Better yet, be a volunteer notetaker to help your classmates who registered with Accessibility Services

8. pr es t ig e AND o ppo r t u n it ies

UofT is up there on the world ranking, and that is why most of us are here The prestige comes with a lot of opportunities ? we have talked about the various possibilities of living your best life here, but what about the aesthetic of the old (and some new) buildings in the heart of Toronto? Great location and grandeur, boujee meets modern ? architecture will always most represent this school for me No, not you, you brutalist Robarts

I only included positive aspects in this list because every beautiful little thing that makes UofT special for me deserves room for a shout-out. Plus, students here don? t have time for the negativity anyway. All in all, I want to express my deepest appreciation for this space that provides me with excellent education and even more remarkable life lessons during my time in Canada. I hope this is a reminder for everyone to explore your space and see how it helps us all thrive, even in small ways Till next time, Toronto.

"I ho pe t his is a r eminder f o r ever yo ne t o expl o r e yo ur space and see ho w it hel ps us al l t hr ive, even in smal l ways."

AFTER A 10-YEAR HIATUS from academia, I was pleasantly surprised to find that professors still maintained the practice of journaling, something I had enjoyed tremendously during my undergrad. I wasdisappointed to find that graduateschool in an MA program, unfortunately, did not allow any opportunities for creative, informal learning outlets. As a firm believer in Vygotsky?s ?zone of proximal development,? and his idea of knowledge as a social construct, the benefits of informal written journals were not lost on me I was thus vested wholeheartedly in one professor?s requirement of journal writing and posting on a publicforum for all peerstodiscussand reply

As I read through the replies from my peers for many of my journals,several particularly intriguing responses caught my attention I quickly realized that by participating in writing and responding to journals, I was demonstrating Vygotsky?s idea that learning develops through social negotiation. Our collaboration and interaction resulted in all of us learning from one another. More importantly, despite having vastly differing perspectives, my peers and I learned to respect and learn from one another?slived experiences

I had written one particularly interesting journal regarding Piaget?s theories to my own real-life experienceswith my children. One of my esteemed colleagues brought up a fascinating point in his reply to my journal: ?One reassuring concept of Piaget'seducational psychology that I think relates

to your example is that even though the behavioursand thoughtsof our children/students are being modelled after their social environment, we still have the ability to "form not furnish" their minds by helping them learn how to learn.? What a wonderful idea! I now realize that thiscolleague isright: asan educator in my classroom, my job isto ?form?my students, not ?furnish? them The same appliesto my own children at home. My job is to teach, encourage and motivate my students; the rest is entirely up tothem!

As an educator, the best and most useful thing I can do for my students is to them and inspire in them a genuine love for learning; most importantly, themost useful thingI can dofor my studentsisto teach for transfer and preparethem to apply this knowledge to their real-life problems Thecommentary from my colleague hasundoubtedly helped melearn and grow.

I was pleasantly surprised by the wonderful, thought-provoking commentary my peers were kind enough to provide me An intriguing question arose through our shared journal exchanges: ?I wonder now how teachers can take advantage of this process to support the cognitive and social development of the students in our classrooms.? As a teacher of Grades 11 and 12 English in a primarily Mandarin-speaking private school, I constantly worried about my students; I worried if thematerial wastoodensefor them; I worried if my assessmentswere too difficult As a novice without any formal teacher education, I spent far too much time attempting to provide fun, engaging tasks, sometimesat thecost of coveringall strandsof the Ontario curriculum for ENG3U/ENG4U. However, I have come to the startling realization that my students? social development isasimportant an aspect of their schooling as mere content. I can only hope that my constant class discussions and preference for small group activities helped my students develop some friendships and strong social development skills. Further, I hope that my passion for literature and my desire to inspire a love for reading helped them in other ways, namely, fostering a real appreciation of good literature

The practice of journaling and engaging in written dialogue with my peers throughout the semester hasbeen most enriching I must say, I genuinely enjoy writing and to have the opportunity to write journalsin thiscourse was an incredible privilege. Through these journals and subsequent replies, I not only learned from and with my peers but also created and participated in a community of like-minded learners This practice reinforces Vygotsky?s second waveof constructivism: our class?ssocial interaction helped me both as a learner and a participant in the larger community of my colleagues Further, my knowledge of child psychology has been constructed with both external and internal factors, mainly through constantly engagingwith my peers

I will certainly be incorporating this within my own classroom and I encourage readers to do the same; despite being far younger, I truly believe students from all grades can benefit from sharing ideas and learning from their peers.

A Librarian on the Power of Libraries

THE TITLE OF THIS ARTICLE IS A LIE, I?m not technically a librarian. That?s the job title I give to basically everyone who asks, both out of convenienceand, admittedly, asameanstoappear more qualified and cultured than I actually am. After all, this article would imply a lot less authority if it were called ?A Circulation Desk Student Assistant on thePower of Libraries?

I have been working at Vic?s own EJ Pratt Library for just over a year, and I don? t believe I can adequately express my appreciation for the job Asan aspiringresearcher and educator, I have found my constant interaction with the UofT Libraries System?s seemingly endless supply of high-quality academic resourcesto be remarkably informative and inspiring. I have also found that working at a campus library has given me the opportunity to become better intertwined with

William Kilbride

the proverbial pulse of the student body, feeling my own levels of tension ebb and flow along with the bustle of the space during busy academic periods. This is to say nothing of the profound emotional value that I derive from my frequent visits with the simultaneously foreboding and invitinglife-sizestatueof Northrop Fryesitting on thebench just outside(who, at thetimeof writing, is wearing a fashionable scarf sculpted from snow by aroguestylist).

I am given the opportunity to glimpse into the work of thousands of UofT students and faculty Some of these are regular patrons, and I get to witnessthedevelopment of their respective projects over the course of many months. There?s the postgraduate cinema studies student who seemed to stay until closing almost every day during the summer He and I developed a non-verbal saluting ritual to indicate the imminence of 4:45 PM as I made my rounds To thisday, westill exchangesalutesashepassesthe front desk. There?sthematurestudent majoringin anthropology who would approach the desk almost weekly last semester, showing me his handwritten essays and asking me about mine (which, to his amusement, are only ever typed). There?s the professor who habitually resides in a first-floor study carrel, reading Chaucer and dressed so immaculately that I, despite my steadfast belief in emancipatory pedagogy and classroom democratization, cannot help but call him Sir. At work, I am often struck by a sensation

that I once heard someonecall ?sonder?(defined by the Dictionary of Obscure Sorrows as ?the realization that each random passerby is living a life as vivid and complex as your own?[1]). It is practically impossible to exist in the space of a library and maintain asenseof insularity

For most of my first year at Pratt, we operated under a reduced schedule due to the ongoing pandemic. Recently, we have returned to our pre-COVIDhours, and thishasrevealed to mea

principle underlying the unique benefit of libraries? whether public or university-affiliated Wearenow open until midnight on most days, and theselatenightshavegenerally been characterized by a scarcity of patrons. A co-worker and I were discussing this fact, and I began to wonder aloud whether the library might reconsider its extended-hour policy. I then realized, however, that my question incorrectly assumed that libraries operate according to market logic. That the library incursoperating costsduring hoursof minimal use isnot amatter of concern, asit isnot operated with maximizingefficiency in mind

Indeed, what makes libraries unique and essential learning tools is precisely the fact that

they do not exist asameansof profit-seeking. They provide access to broad ranges of human thought and knowledge through countless forms of media, and they provide this service for free. This is obviously not arevelation of any kind, but I believe that this aspect of the library as an institution is worthy of direct mention and praise due to its rarity in an age of rapidly encroaching neoliberalism As is well-summarized in a tweet by Amanda Killian, ?libraries literally aren? t just a place to obtain books for free. They?re one of the few public spaces left in our society where you?re allowed to exist without the expectation of spending money?[2]. The offering of such a service for freealmost seemsanachronistic, acall-back toa

time of greater perceived social responsibility. Libraries are a welcome refuge from the seemingly ever-sprouting tendrils of cynical capital accumulation, representing oneof thelast bastions of noblesseoblige.

In the final years of his life, steel baron Andrew Carnegie turned his attention to philanthropy Though he ultimately left behind a complex and contradictory legacy that wasmarred by anti-labour sentiment, Carnegie donated the equivalent of $55 billion ? 90%of hisfortune? to variouscharitable endeavours. One of hisaimswas to spread education, and funding library construction wasa central element of hiseffortsin this regard. Nearly 1,700 ?Carnegie libraries? were ultimately constructed, 125 of which were built in Canada (including the building that would eventually become the UofT bookstore) It is no accident that Carnegie?s principal means of spreading education was to invest in libraries These institutions, whether public or university-affiliated, are essential tools to ensure access to knowledge, thought, and culture They provideaccesstoeducational resourcesof all levels, and, perhaps more importantly, serve as increasingly rare public spaces that don? t demand payment Awell-funded, well-stocked, and well-run library can change lives, change a community, or simply provide a great place to write your cinema studiesdissertation I?ll salutetothat

WorksCited:

[1] Dictionary of ObscureSorrows.(2012,July 22). Sonder TheDictionary of ObscureSorrows Retrieved March 3,2023,from https://www dictionaryofobscuresorrows.com/post/ 23536922667/ sonder

[2] DCPublicLibrary.[@dcpl].(2017,December 26). RT@ Amanda Killian:Librariesliterally aren't just aplacetoobtain booksfor free They'reoneof thefew publicspacesleft in our society whereyou'reallowed toexist without theexpectation of spendingmoney Twitter.https://twitter.com/dcpl/status/ 945664273740718081?lang=en

[3] TorontoPublicLibrary.(2023).CarnegieLibraryCentral TorontoPublicLibrary Retrieved March 2,2023,from https://www toronto publiclibrary.ca/ about-the-library/ libraryhistory/carnegie- central-reference.jsp

ChatGPTand Generative AI:The Newest Technology to Turn Education on its Head

Hi,I'm ChatGPT!

How can I help you?

Jake Parsons

FourthYear

Human Geography Major

History & Education and Society Minors

ChatGPT, developed by OpenAI, is a groundbreaking language model that has had a major impact on various fields, including education. While ChatGPT offers numerous benefits to students and teachers, it also poses a potential threat to the integrity of the learning process. Some students have started to use ChatGPT to write their assignments, raising concerns about academic integrity and the validity of their knowledge. In this article, we will examinethe impact of ChatGPT on education? both positive and negative aspects. On one hand, ChatGPT provides students with instant

answers to complex questions and facilitates interactive lessons. On the other hand, its use in completing assignments undermines the purpose of education and raisesquestionsabout the credibility of a student's work. As we delveinto theimpact of ChatGPT on education, we must also address the potential consequences and find ways to ensure that this technology is used ethically and responsibly.

CHATGPT IS A TYPE OF CHATBOT, or an AI that has learned and trained on thousands of online texts, articles, books and websites in order to form statistical relationshipsbetween words Asa result, it can produce responses to a user?s input, mimicking what human writing might read like. Chatbotshaveexisted for alongtime, perhapsmost commonly in the realm of customer service, where you might be prompted online to talk to a frustrating?digital assistant?that attemptstosolve your problem ChatGPT is far more advanced than any regularly encountered chatbot, and thus, has the capability to dramatically alter fields like education.

After being launched to the public by the Bay Area company OpenAI in November, concerns soon rose about how ChatGPT could be used by students to produce written assignments Being trained on billions of human-written texts, ChatGPT produces extremely human-like works, often making it difficult to differentiate between what could be written by a student and what could be written by an AI. Within amonth of ChatGPT?srelease, Edward Tian, a Torontonian studying at Princeton developed a program called GPTZero, with the stated purposeof preventingstudentsfrom abusing the generative AI. This program allows teachers to input their students?written work to receivescores that indicate the likelihood of the text being AI generated. GPTZero in its current state produces scores that essentially measure ?randomness? and ?variation?, components of writing that are more common in human writing than machine writing Since the writing of chatbots is technically unique, it isnot assimpleasaplagiarism detector

I encourage anyone unfamiliar with ChatGPT to give it a try. A user can instruct the software to write something general, such as a 500-word description of nihilism, or something more specific such asa1000-word essay on themesof materialism in The Hobbit. To display this, the introduction paragraph of this very article was written by ChatGPT simply by asking it to ?write an introduction paragraph to an article discussing ChatGPT?s impact on education and learning?. These are examples of prompts for the program that could pose a threat to the academic integrity of students, but by no means are these ChatGPT?s solefunction. The program can be used almost as a simplified search engine, drawing on internet sources to help explain a concept. For example, asking ?how do you find out if a gene is a positive or negative regulator?? is an example of how a student I personally know used the program to develop a better understanding of a factual question they struggled with from class

All of thisbegsthequestion, how will thisnew tool changehow classesfunction, and how can teachers adapt this new tool? I posed these questions to educational researcher Dr Cresencia Fong who works at University of Toronto Schools (UTS), an affiliated high school on the University of Toronto campus Dr Fong was less concerned about how ChatGPT wasbeing used by studentsto subvert the expectations for assessment, conceding that the overall trend may be for courses that rely on long form written works to transition to more in-class writing assessmentsand perhapseven handwritten work. After all, teaching and learning have had to adapt to new technologies before. Dr. Fong was instead more excited about the opportunities that ChatGPT provides for teachers and students. She explained how ateacher at UTSwasalready usingit in their Grade 12 AP Research course The teacher had each student enter their year-long research question into the chatbot, asking it to answer the question and critiqueit

"The introduction paragraph of this very articlewaswrittenbyChatGPTsimplyby askingitto'writeanintroductionparagraph toanarticlediscussingChatGPT?simpacton educationandlearning'"

This experiment had ChatGPT peer-review the question and resulted in some students rethinking how they posed their questions One student?s research question was focused on how healthcare can be improved for poorer Canadians, and asked ChatGPT to list relevant actors to the research question. When the chatbot was finished, the student realized they had not considered the profits of private insurance companies closely in their research Using ChatGPT in the idea-generating stage of a student?s assignment is just oneexampleof how it can beused asatool that does not necessarily cross the academic integrity line. Dr. Fong also suggested that instead of writing work for students, the program could literally edit student-written work for clarity, giving studentsan additional version of their writing to compare and take from as they see fit. In our conversation Dr. Fongstressed theimportanceof usingChatGPT asa tool to encouragecritical thinkingno matter how it is used, and not solely to do that thinking for a student.

productions can also be the subject of critical analysis activities in classes like the aforementioned AP Research class. No matter how individual teachers plan to or plan not to utilize ChatGPT, it is paramount that educators understand what ChatGPT is and how it will inevitably affect their classrooms and students. Ongoing professional learning is fundamental to being an educator; and in the case of new technologies like ChatGPT, having a strong understanding of itsimpactsiskey to successin an evolvinglearningenvironment

ChatGPT can also be an asset for teachers Some teachers have begun to use it to help brainstorm lesson plans already at UTS, and ChatGPT

"UsingChatGPTintheidea-generatingstage of a student's assignment is just one exampleofhowitcanbeusedasatoolthat does not necessarily cross theacademic integrityline."

"Nomatterhowindividua l teachersplanto orplannottoutilizeChatGPT,itisparamount that educatorsunderstandwhat ChatGPTis and how it will inevitably affect their classroomsandstudents."

towards the

IMPOSSIBLE:

IN MY FIRST YEAR AT UNIVERSITY, I began studying at every library on Campus. I soon found myself in the Physics library, an unfamiliar, small, and quiet place tucked away from the bustling downtown environment. An idea overcame me at that moment: I raced to the stacks and searched the thesis shelf; lying there was my father?s PhD. In one moment, we were connected. It was a rare instancewhere time paused, and I could feel him in the room; I could seehim studyingin thisspacefor hoursupon end. I could envision my mom editing his work and noting his grammar. This created a bittersweet warmth asmy dad died from cancer in 2015

Moving through education and new adulthood in the absence of a loved one who was caring and involved creates a peculiar standard and an urge to make them proud, even if it is created by our own volition. For me, it generates a goal I?m constantly trying to reach, although I can? t articulateexactly what that is PerhapsI wish toprove that I am okay, that in theeverlasting wakeof grief, I can find success and joy A trend I?veobserved in my university career isnever feeling satisfied with my accomplishments as they become entangled in my own ideasof legacy, both aself-imposed honour and aburden. I doubt thisthought isentirely individual, but it isonethat isseldom shared It is a thought that breaks the idealism we associate with remembrance and exposes the cracks underneath the varnished positivememoriesof thosenolonger here.

a love letter to those completing education in the absence of a loved one

I?vehad alot of timeand distanceto accept thisreality, although I know many moving through university have not When my dad died, he became fragmented over time ? moulded into a flawless, untouchable portrait of someoneI felt likeI could not reach. Walkingthrough thesamecity hedid bringlifetolibraries and streets in new ways I remind myself that I walk with both my parents beside me, who always encouraged learning and creativity I know I do not have to study physicsin my father?s absence or cure cancer to makehim proud. I am meant to find thesamejoy in education that hedid. I know that theguilt felt when leaving home does not change, but that it is of my own construction I know these feelings are not easy for any of usto process, but recognizing thesemomentsisvital when wewant to heal and access thegood I yearn to tell everyonewho entersinstitutionswith grief in their paststhat you do not haveto academically or emotionally exhaust yourself to make your loved ones proud. The standard we hold ourselvestoisoften unattainable,and that isokay

We are here, and that in itself is enough

Looking back, I long to hug the fifteen-year-old girl entering a seemingly never-ending wave of grief. I want to tell her that shegoeson to do good, even remarkablethingsand carriesher parentsevery step of theway to her passion for learning, moving on from mistakesand darkness. Sheisconstantly discovering and re-discovering passions, joys, and reflections I long to tell all people experiencing these moments of melancholy:you areyour loved one?sgreatest wonder,and you beinghereisenough.

Emily Hand

Fourth Year

English Literature& TheatreStudiesMajor

"Yo u Tea ch w ho Yo u Ar e" : Visio n f o r Tea ching

Elena Hannach-Courard

MasterofArts

ChildStudyandEducation

EXACTLY ONEYEAR AGO, I decided I would submit my application to theMaster of Artsin Child Study and Education program at OISE. I remember translating my recommendation letterswhich were originally written in French and Spanish. It was Rosh Hashanah (Jewish New Year), the end of winter in the Southern hemisphere. I was drinking yerba mate on a cool breezy morning, wondering: How can I get into this program?

Wewerestayingat abeach housethat weekend My mother wasworking asagardener for arich family who ownsabeautiful country houseon thecoast of Valparaiso, Chile She planned the garden with native species exclusively, most of them with low water requirements due to climate change making thedroughtsworsen every year.

The Ontario College of Teachers Standards of Practice connect to everything I stand for as a teacher:I seemyself asan avid learner whodelivers from experience, becoming a teacher who can be trusted isoneof my top priorities, and my practice is enhanced by being active in my learning community. What I learn from other teachers allows me to reflect, make better decisions, and solveproblemsin acollaborativeenvironment with elevated ethical standards.

I think back on my teachers with the highest respect. When I lived with my father in 2001, he came out as gay, which was a big deal at the time.My grade8 teacherswereso supportive of me something I?ve never experienced again in my life and somethingI will never forget.

My boyfriend wasdigging holesunder my mother?s instructions, and I could hear them talk about the importance of preserving native species while I went through e-mails. I?m so proud of my mother, to whom I owe my sense of urgency for saving the planet

Now, one year later, I?m in Toronto in the program of my dreams and it?s mindblowing. I?m exactly where I want to be. I know it will be a transformativeexperience?my vision of theteacher I want to be has already taken on another dimension.

They were serious but friendly, asking me how I was feeling about the family news. Back in Chile, sexual orientation wastaboo. Gay men would livea ?double life,? ? often married with traditional familiesand in denial

I want to beableto deliver thesamesupport to my students I know the impact teachers can have on someone?s life, and it?s game-changing The responsibility is HUGE: we can positively impact youngpeople?slivesif wedoagood job

On the other hand, we could hinder their development and causemajor damageif wedo not know how tohandleachallengingsituation

There are teachers that students will remember for their wholelives, and thisistheteacher I want to be. Someone who encourages students to chase their dreams and inspires them to be engaged citizens. It isvery important to meto bethebest I can be for them. Being there for new generations givesmy lifemeaning

My social vocation is strong and I believe we are responsible for providing equal education to all. I seemyself engagingin projectsand communitiesin the future, building a strong foundation for less privileged studentsliving in difficult settings? not only standingfor equity but practicingit

""CHILDSTUDYISASCIENCE!""

My biggest fear isbecoming ateacher who doesn? t love what they do. I LOVE what I do. I?ve never questioned my decision of devoting myself to education. Even during difficult times, I?m firm in my belief in education. As Nelson Mandela said: ?Education is the most powerful weapon which you can usetochangetheworld.?

My priority is to deliver my very best to see this change happen. Building bridges, working with children at risk, and helping them overcome challenges is my biggest motivation. I have one student whom I support online. She leads a difficult lifebut hastremendousresilience. Even at adistance, wecan work thingsout ? Grade6math through WhatsApp isour game.

Based on systematic observation and evidence, aiming to attain an understanding of human nature in the early years. Through this understanding, we discover how early interactions unfold in an ever-changing world. It is essential to look at child study asaway of preparing new generationsfor the future, guiding them through a change of paradigm in social structures.

A good example is online learning with how education is shifting toward more abstract and digital environments: it is our duty to adapt our activities to new contexts to continue to provide inclusive environments for learning. We shall be action-oriented, transparent, and very in tune with thetimes;research isan asset.

""OURCOMMITMENT TOSTUDENTSISESSENTIAL""

This is why we apply both disciplinary knowledge and pedagogy in our planning, and we apply theory in practice with evidence-based resources Through ongoing professional learning, weopen ourselvesto innovative problem-solving and thereby deliver high-quality education.

Integrity, care, trust and respect are the foundations of meaningful interaction inside our teaching community. The Ontario College of Teachers provides education, both in spirit and in policies, a unique lens that promotes justice and children?srightstoeducation

I have a very deep connection to my career path and to this city. I was born here; some spiritual movements suggest that we choose our place of birth I?m not religious, but I do enjoy this theory ? it gives my journey here a hidden meaning. I would be honoured to join the Ontario teaching community in the future and give back through my profession all the love my Ontario teachers and schoolsgaveme That is,infinite

Spaces of Higher Education: A Reflection on George Dei?s Article

Zhehui CeciliaXie

SecondYear

LiteratureandCritical TheorySpecialist;Contemporary AsianStudiesMajor;CreativeExpressionandSociety

Minor

IN HIS PAPER "DECOLONIZING THE UNIVERSITY CURRICULUM," Dei explicitly chooses the phrase "decolonize" (2016). The word "decolonize" draws attention to the fact that educational reforms are comparable to revolutions that liberate educational spaces from colonialism Dei argues that a covert and systemic colonial process is still at work in educational institutions He implies that the responsibility of the article's readers,publicintellectuals, and studentsshould be to campaign for changes to the school curriculum and theveiled "deep curriculum" (Dei 2016, p 35) A deep curriculum suggests that there is more to what meets the eye: the curriculum results from the interplay between culture, environment, political, economic, and social organizational elements of school (eg, the texts, teaching, and pedagogies).

Using first-year seminars as an example, a professor teaches first-year seminars in a small-group settingof around 25studentsper class. Although the professor also teaches other courses, students are given a relatively high amount of individual attention compared to other first-year foundational courses primarily taught in lecture halls, which is more often than not the case for most first-year students. Many first-year students feel unsupported and disconnected due to their high expectations (e.g., as compared to high school), large class sizes, and unfamiliar university-level material Thesituation isworsened

by the Covid-19 pandemic and the sudden shift to remote learning. Despite the support infrastructures that began improving, many studentsare reluctant to go to office hoursor have difficulty finding the right resources for their problems.

The university cannot afford to have every student be in a small class and in close proximity to a professor in their first year. Although the situation improves as one enters higher years of study and becomes more specialized, the limited resources mean that some students are disadvantaged compared to others Even within the classroom of a first-year seminar course, different space dynamics can serve to ?other? students; for example, sitting in the front of a classroom isvery different from sittingin theback (e.g., proximity to the instructor affects hearing, sight, etc) Thesefactorsmight lead to thelevel of participation a student exhibits during class, which is directly or indirectly correlated with the quantifiable learning outcomes (e.g. having questions answered, sharing comments, or being graded on thelevel of participation).

Aside from students, instructors also face systematic and institutional restrictions. For example, as Dei argues, scholars who work on critical equity and race work are most subject to controversial student evaluations (2016), which might lead to the choice of less controversial material Following this thought, less controversial is often subject to the opinions and influence of the majority and the establishment ?Playing/teaching it safe? might, in the worst case, even lead to certain groups feeling underrepresented or unwelcomed when thevoices

of the oppressed, marginalized, excluded, and(or) colonized people are already discounted (Dei 2016, p 51) Similarly, budget considerations can also lead to adverse outcomes. Dei suggests that when austerity measures restrict public funding, the academy may turn to private/corporate funding. However, all funding comes at a cost Decisions such as what and who to include may fall increasingly into the hands of the academy?s benefactors. From my personal experience, the curriculum of the course EAS103 has been influenced by fundings from other East Asian countries to change the overwhelmingly rich China-related content Indeed, this change reflects a more balanced and well-represented East Asia. However, scholars who engage in areas of study where minority groups are of interest can face the issueof not receivingsufficient support

As Dei argues, although courses make an effort to create atmospheres of equity and respect, the curriculum may still be built on, and thus influenced by, a history of othering minorities, women, and disadvantaged individuals Implicationsof social oppression and patriarchy are still a part of the existing system of knowledge which continues to be taught in education spaces. Dei argues that inclusion is not introducing marginalized groups to existing systems but making structural changes and creating new and better spaces (Dei 2016, p 36) He believes that ?decolonization? has been mainstreamed today, which makes it no longer simply decolonial but requiresaskingnew questions(Dei 2016, p. 27). The proposal of structural changes offers another perspective solution by urging educators and

"...inclusion is not introducing marginalized groups to existing systems but making structural changes and creating new and better spaces."

policymakers to ask one question, ?how [can] we hope to address an existing problem by simply adding to what already exists when what already exists is the source of the problem to begin with??

(Dei

2016,p 27)

One way of looking at societal operations divides into three levels of systems ? the macrosystem, the exosystem, and the microsystem (Kasser and Linn 2016, p. 123). In the case of education in Western society, an example of the macrosystem society can be capitalist ideologies; the exosystem can be a government?s spending decision (eg, austerity measures); and finally, an example of the microsystem can be the classroom. In today?s language system, education is often compared or related to competition (e.g., ?winning on thestarting line?) Theidea of education simply as ?the obtaining of knowledge? can be somewhat neutral Still, the implications change when the contexts are considered (e.g., projected into the model of different macrosystems) Education in a society with a capitalist macrosystem tends to foster competition For example, as Stucke observes, although competition is the ?backbone? of US economic policy and is thriving internationally, it may not always benefit society (2013). Perhaps competition is helpful to some extent, but when it comes to education, competition tends not to do justice to minorities and disadvantaged groups

Although one macrosystem and its relevant definition of successarenot necessarily better than others, the capitalist definition of success can be problematic in creating an inclusive education curriculum; Dei argues that critical inclusion also demands a redefining of success that moves away from the traditional ?atomistic? view (Dei 2016, p. 36): the atomistic definition emphasizes and rewards the best and the brightest, which in the western academy is also ?often the whitest ? By highlighting individual achievements, it is easy to overlook the process contributing to the outcome This could lead to a hyper-individualistic society that values and promotes individual accomplishments over collaboration, thus driving morecompetition

Dei argues that success is never an individualistic effort. It is alwaysa collective effort where the process and the people involved are a part of theoutcome For example, in theclassroom,

the learning outcome depends on the entire group and a collaborative effort among peers. Seeing education as competition, one easily overlooks the factors contributing to individual success. Variegated and uneven learning characterizes the ?liberally informed? learning environment, which leads to outcomes such as atomistic and independent individuals, competition, stratification, power bargaining, prioritization of reason, and exclusion of the body (Dei 2016, p. 37). This type of environment easily risks ?othering? minoritiesand underprivileged individuals; it tends to separatepeopleinto winnersand losers. Though it is always more complicated than one mighty summary of observations, the western capitalistic exosystem isperhapsoneof thereasonsthat led to a celebration of individuals; in turn, the liberally informed school environment reinforces the capitalist system. On theother hand, an exampleof themacrosystem istheeducation system

As McLuhan would put it, the education system asamedium isthemessage(1969)

The system might seem neutral but, in reality, it hasbeen tuned tobenefit certain social classesover others, and social class is associated with socio-economic factors such as race, gender, income, and education Theeducation system often reinforces the present social system through inclusion and exclusion. The act of exclusion or segregation produces and reinforces the uneven distribution of resources. Although thepresent-day Western education system is no longer segregated by gender or race,thereisstill adividebetween the public and private schooling systems Even with North America?s public school system, the neighbourhood determines the public school a child can attend. De Certeau defines the neighborhood as the ?setting and staging of everyday life? (de Certeau 1998, p. 7), resulting

"By highlighting individual achievements, it is easy to overlook the process contributing to the outcome."

from a combination of economic and sociocultural factors. Although there isn? t a system in Canada where grades are attributed according to postal codes, the ?postal code? can often indicate a school?s performance In Vancouver, for example, public schools in West-end neighborhoods tend to dobetter in rank than schoolsin East Vancouver In addition to lessening inequality, education often legitimizes and reinforces it (Storey 1999, p 47), with education historically relating to the justification of class distinction and generating patterns of cultural consumption framed as legitimate ways of life. What is obtained from learning is internalized and presented as natural cultural competence (Storey 1999, p. 47); socio-economic differences are ?transformed? into (framed as) academic differences. Theacademy has been and continues to be a site of uneven access and exclusion. In an increasingly neoliberal age, institutions such as higher education spaces risk beingfurther disconnected from thepublicand fuel the growth of inequality Economic and sociocultural factors continue to influence higher education spaces (eg, tuition fees continue to reject and excludeaccess) and perhapsthequestion toask is:what now?

WorksCited

Certeau,Michel De,et al Practiceof Everyday Life:Volume2:Living and Cooking

University of MinnesotaPress,2014

Dei,George ?DecolonizingtheUniversity:theChallengesand Possibilitiesof Inclusive

Education ?Socialist Studies/ÉtudesSocialistes,2016

Kasser,Tim and Linn,Susan ?GrowingUp Under Corporate Capitalism:TheProblem of MarketingtoChildren,with Suggestionsfor Policy Solutions?Social Issuesand

Policy Review,10(1),2016 122?150

McLuhan,Marshall ThePlayboy Interview:Marshall McLuhan Playboy Magazine, March 1969 1-23

Stucke,MauriceE ?Iscompetition alwaysgood??Journal of Antitrust Enforcement, Volume1,Issue1,April 2013 162?197

<https://doi org/101093/jaenfo/jns008> Accessed 7Dec 2021

Storey,John Cultural consumption and everyday life Arnold London,1999

The Space Between Rows:

Physical Space and Active Learning at the University of Toronto

Cynthia Sa

AS A SECOND YEAR UNDERGRADUATE student, on the Arts and Science campus, a few thingscometo mind when I think of physical space at theUniversity of Toronto. Memoriesof sprinting acrosscampusand havingtoclamber over someone to get to the last empty seat in the row tend to come to the forefront. It was from these experiences that a thought occurred to me while I sat down to prepare for this article ? I knew the student perspectiveof physical spacein classrooms, but I had noideahow it impacted theinstructors It was a gap in my perspective that I felt inspired to rectify.

Second Year

Computer Science Specialist

Linguistics Major

I was able to speak to four instructors and glean their opinions on how physical space impacts how they teach and how physical spaces across the university reflect theshiftingopinionsamongst the teaching faculty. I want to extend a wholehearted

thank you toRadu Craioveanu, JesseFröhlich, Steve Engels, and Michelle Craig for taking the time to speak with me.

To begin my journey, I started with what I assumed was a simple question ? what makes a good classroom?Soon though, I realized thiswasa more nuanced question than I initially thought Radu Craioveanu, a Ph D candidate in the linguistics department, expressed that what makes agood classroom ismore?acombination of factors and not just any one thing? While some things were universally desirable ? like having space between rows of seats, so no one is climbing over each other ? it is hard to determine a single universal quality that makesagood room

There is no single universal good quality because every room at the university is somewhat specialized for different teaching styles, and

consequently, what makes them ?good? will be defined by different measures An example Radu posited was the rooms fitted with rolling chairs. Those rooms were very well-suited for students to break up into groups and have discussions However, in the context of a course without a planned or expected discussion, the lecture can becomerather chaotic

I felt this made a great deal of sense Rooms were created with particular teachingstylesin mind, and there can be cases where a classroom can be unsuitablefor thelectureprepared.Aroom wasnot necessarily good or bad, just better suited or ill-suited to what the instructor attempted to achieve.

With this newfound perspective under my belt, instead of fixating on what specific things would make a classroom a ?good classroom,?I began to

explore a different question: if rooms across campuswere created to cater to very specific sorts of teaching styles, does the assigned room then impact how acourseistaught?

Michelle Craig, a Teaching Stream professor in the Computer Science department, said, ?I think that the space supports what [the instructor] wants to do You can fight it [ ] Most of the time we don? t know about the space when we?re planning how we?regoingto arrangeacourse [ ] Sometimesyou have to fight against the space to accomplish what you want to do, and other times the space really supports that kind of teaching? The number of blackboards, projector screens, and the way the student seating is established all lend to some

teachingstylesand slightly detract from others.

SteveEngels, another Teaching Stream professor in the Computer Science department, had similar thoughts He cited his experience in teaching CSC404: Video GameDesign and how thecoursehas been given various rooms over the years. ?There was one room where tables and chairs were much more mobile, and [ ] people could break into groupsof two, break into groupsof four, groupsof eight,?hesaid

And while the current room that CSC404 takes place in has slightly less mobile tables and chairs, that does not make the setup any less impressive. The room in question is in Myhal Centre for Engineering It is equipped with large hexagonal tables, and eight large monitor screens set up around theroom, all working together to createan environment well-suited to more intimate group work Which, for a small course in fourth year like CSC404,worksincredibly well.

?We adapt based on the room we are in, and the moreopportunitiestheroom givesus, themorewe can do thefun activitiesthat we know would make the classroom more engaging If we?re in a room that?s just plain old tablet desks facing in one direction, that?s going to limit the kind of things I can do?

Tofight against rooms,towork with rooms, thereis no small amount of compromise that goes into planning and teaching a course or lecture. While the physical construction of a classroom does not

have a fundamental impact on how the course is taught?that still lies in the hands of the instructor?therearesmall aspectstothedelivery of a said course that are rendered more and less convenient by thespacein which they aretaught. However, I was rather surprised there was even more to the conversation beyond that Jesse Fröhlich, a Ph D student in mathematics, was the one who first brought the concept of active learning and how that involves physical space into my periphery

?A lot of pedagogical research lately has been showing that classrooms are far more effective learning environments when they?re interactive,? he explained ?As opposed to a traditional lecture where the instructor presents content and the students are expected to copy it down and ask the occasional question ?

?With these two modes of learning in mind, the more interactive a learning environment is, the more you need to be able to, as an instructor, traverse the environment. And the better the environment has to be for the students to interact with each other ?

?Many classroomsare designed just for studentsto beableto seetheboard, and not so much for them tointeract with each other. Othersaredesigned [...] without a central location, and thisallowsstudents to interact with and intermingle with each other more,?headded.

Jesse went on to say that, from his perspective in

the math department, this movement towards more interactive learning environments has been gaining traction in the university He has seen many changes happen since he first arrived at the University of Torontoin 2017asagraduatestudent, citing Myhal and McLennan as examples of buildings with spaces to accommodate more student interaction.

It seemsthough that thisinterest in activelearning isfar from unique to the mathematicsdepartment Prof Engels expressed that many faculty members arefansof activelearning, although not all of them. Someinstructorscaremorefor thetraditional ?sage on the stage? approach, and more open rooms wouldn? t make much of a difference for them.

?However, for those of us who want to do more active learning or discussion-based activities, these [moreopen and decentralized rooms] aregreat ?

Another question comesto mind then ?do weneed more of these more spacious rooms to implement interactive teaching styles? According to Prof. Craig, maybe not necessarily, but it does make a noticeable impact for some students and instructors. To begin with, she clarifies what exactly theprincipleof activelearningentails

?The principle of active learning means you have the student doing something active, mentally, with the material as you?re teaching it or interspersed with teaching it,? she explained. ?A very strong student is actually doing active learning in a regular, traditional [lecture]. They?re constantly,

actively processing how this new idea connects to what they know ?

But, unfortunately, that only applies to the strongest students

?So we provide a mechanism for strongly encouraging [the average student] to work actively with the material more immediately after they?ve been taught it It doesn? t have to mean working in groups, it could be working by yourself in a row But alot of what workswell isdiscussion with your peers, [...] or doing something that requires some movement so you?re [ ] actually working with the material. Sometimesthe space really facilitatesthe activity that ishelpingthemental activity.?

However, what kind of space isneeded depends on what activity is being facilitated and, from there, what discipline is being taught For example, those studying music could participate inactive learning when playing and practicing in ensembles. In contrast, others in STEM disciplineswould actively engage with knowledge through various labs. Both of these fall under the umbrella of active learning, though clearly would require different kinds of spaces ?I?m not sure about other disciplines, as much as I am about my own, about what the right activities would be to support the mental processing of new materials,? Prof Craig says ?So perhaps you don? t need to physically get around to the students, or they don? t need to be in groups, though I can? t really imaginewherethat wouldn? t help ?

?In disciplines where active learning is a big contrast from traditional teaching, the professor used to stand on the stage and speak at students who just took notes furiously. Certain rooms really facilitated that styleof teachingand otherssupport breakingfrom that convention ?

Everyone I spoke to had a wealth of thoughts on what small thingstheUniversity of Toronto can do, and has done, to improve their classrooms. Multiple power outlets, screens, and surfaces to project and display information, and even spaces that do not echo. However, larger-scale improvements?like creating rooms that can effectively handle multiple teaching styles?may still beawaysoff for multiplereasons.

For one, many of the rooms we use today were created tosuit popular teachingstyles. Especially in older buildings like University College, the rooms are even built with an auditorium-style slope The university is unlikely to invest in the expensive endeavor of remodelingtheserooms.

Another issue is that rooms built for discussion rather than lecturesare very expensivein termsof space What that means, essentially, isthat it takes agreat deal morespacetohold thesameamount of seats in more decentralized classrooms than it would in auditorium-style rooms A room full of desks with comfortable space in between will take more space than a lecture hall with seats packed together in elevated rows; this is a given For a university as large as the University of Toronto,

spaceisfinite, and, assuch, needsto beconsciously and efficiently utilized

That is not to say that the University of Toronto is not making progress towards accommodating the new interests of the teaching faculty. Newer buildings like Myhal already have rooms built to accommodate more interactive teaching styles, and the university will likely continue to build more as additional buildings are constructed

Though, from Prof. Engel?s perspective, it is highly unlikely that we will ever get rid of auditorium stylerooms.

?I think they're just trying to make up for the fact that they?rearen? t alot of thesekindsof rooms,?he explained ?Sothisiskind of their way to[ ] swing

the balance a little bit. But they?ll never get rid of the auditorium style rooms because they still need those for when you have a large group of people that all need tobetaught at thesametime.?

It seemsthat I have only scratched the surfaceof a rather complex topic?and I would onceagain liketo thank all four of the instructorsthat took time out of their schedulesto speak with me on the subject Their insight wasinvaluablein guidingmetoward a better understanding of how physical space at the University of Toronto both impactsand reflectsthe teaching styles and interests of our faculty, and I hope that their perspectives can introduce others to this conversation about the search for balance, engagement,and thevalueof physical spacehereat theUniversity of Toronto.

MAPPINGOUR FAVOURITESPACES

Alex

Favour i te Cam pus Spot - Cat?s Eye

My favouritespot is100%Cat?sEye There?salwaysfun eventsgoing on in thereand I lovehangingout in thegamesroom playingsome pool or sittingon thecouches

Favour i te Li br ar y - E J Pr att

My favourite library is E.J. Pratt. There?s always someone I know studying in the rooms downstairs and it provides for a peaceful work environment.

Favour i te Food Spot i n Tor on to - M cDon al d?s

My favourite place to eat is McDonald?s because it is closeto campusand it?scheap One timeI went in there and was ordering on the machines (3 breakfast sandwiches, no beverage) and when I tapped my card the whole thing shut down and the power went out. I havenever felt morepoor

MAPPINGOUR FAVOURITESPACES Nina

Favour i te Cam pus Spot - Vi ctor i a Col l ege Quad

My favourite spot on campus is definitely the Vic Quad and Queen?s Park Even thought both of these spots are really pretty my favourite part about them is the squirrels. When it was warmer out I used to take my Burwash dinner to go and eat outsidesothat I could feed and watch thesquirrels.

Favour i te Li br ar y - Em m an uel Col l ege Li br ar y

My favourite library is definitely the Emmanuel College library It is so beautiful inside it feels like you?re in a movie!! Also it has a big bonus because I don? t like studying in libraries but it has a really nice common room that is a really great study spot.

Favour i te Food Spot i n Tor on to - Sushi Cl ub

My favouritefood placeisdefinitely Sushi Club on CharlesSt. just beside Rabba's The first time I tried it was actually almost two years ago when I was visiting Toronto with my parents. As soon as I moved here I made it my most regular restaurant and I make sure to take ALL my friendsthereat least once!

Sydney

Favour i te Cam pus Spot - Ter r en ce Don n el l y Cen tr e Bam boo Gar den

There are so many great places to explore on campus One place I?ve discovered that has now become a favourite of mine is definitely the bamboo garden in the Terrence Donnelly Centre! It is such a beautiful space that is very calming and relaxing. It?s been especially great to visit recently, as it is nice to experience greenery duringthesecold winter months.

Favour i te Li br ar y - UC Li br ar y

I personally don? t enjoy studying on campus However, I love going to UCLibrary because it has a mixture of both modern and traditional elements, such as its gorgeous stained glass windows. This library is also very accessible asthereareramped entrancesand an elevator.

Favour i te Food Spot i n Tor on to - Sushi Cl ub

My favourite food spot on campus is also Sushi Club! It?sjust east of Victoria College on Charles St Oneof my friends, who just so happensto be another first-year rep, took me there back in October, and it?s become my favourite spot to eat with them. The staff at Sushi Club are very friendly and provide not only great service but alsogreat food for areasonableprice.

F finalThoughts romtheExecs

To conclude this issue of the Hey, Teach! Magazine, we present some final thoughts from the execs from the Hey, Teach! team. The execs of this issue of Hey Teach! Magazine were given the choice of answering one of two prompts about space in education:

What does space in education mean to you? OR

In the past year, how have you seen space in education change?

CO-EDITORIN CHIEF EDITORIN CHIEF MENTEE

What does space in education mean to you?

Space, in both the metaphorical and physical sense, shapes the way in which students learn and feel connected to the environment around them. As such, adapting and creating educational spaces in a mindful way isimportant to ensurestudentsand educatorsalike feel heard and included The post-pandemic shift from online classrooms and digital space back to physical classrooms in particular opens conversations about the fluidity and flexibility of

space in education and how we might consider improving transitions between spaces and adapt accordingly to the ever-changing educational space

What does space in education mean to you?

Space in education is something I have not thought about until taking aclasswith Professor Urbancicin the Vic Oneprogram To me, education spaces, unlikemany other spaces (eg, Mars), are grounded in the people who occupy, interact (/engage in play) with, and pass through the space Because we can interpret the word "space" in so many ways, it might behelpful to shift our perspective from the space itself to the people who make these spaces meaningful and make meanings in thespaces

Zhehui Cecilia Xie

Kelly Liu

SENIOR EDITORS

Yona Anderson

In the past year, how have you seen space in education change?

Through the unfortunate event of COVID-19, we have seen the educational space become more digitally focused across all forms of education As a result, an entirely new culture of education was formed, and with that comesnew setsof expectationsand rulesboth studentsand educatorsneed to follow What has long been mainly a leisure space has now incorporated itself into an integral part of our education life Seeing education becoming more digitalized reflects the way society has become extremely reliant on technology It?s a melancholy feeling to think that the generations coming will most likely not have the concept of valuingthetimeof meetingtheir friendsat school with thestrongpresenceof technology

Zarfishan Qureshi

In the past year, how have you seen space in education change?

Going back to classes in a somewhat post-pandemic climate has demonstrated how space can be such a flexible concept, particularly in the university setting Navigating between physical classrooms, digital classrooms, and hybrid classroomshasshown mehow wecan forgecommunitiesand ashared spacein so many different waysand sometimes, wedon? t even have to be in thesamephysical space Not only that, this opening up of what ?space? has traditionally meant in a university environment has really done wonders for accessibility and accommodations It?s so vital that our definition of ?space? has nuance so that wecan consider whohashistorically been left out

PRODUCTIONSMANAGERS

Angelica Hu

What does space in education mean to you?

To me, spacein education isboth physical and symbolic It?simportant for studentsand educators to enjoy the space they learn and teach in, but also feel welcomed by this space Spacein education also meanshaving representation for studentsand teachersof various backgrounds so that they feel they have space in the classroom to be who they are. In the physical sense, inclusive teaching practices and spaces like incorporating a ?cool-down zone?in theclassroom, can help studentsfeel they havespacein education.

Angelina Song

What does space in education mean to you?

Space in education means influencing how the people within the classroom feel, think, and interact. The way desks are organized, the types of posters and decorations around the classroom, or even how a virtual classroom is set up can affect learning. Thus, learning not only dependson thecurriculum itself but alsoon physical space

FIRST YEAR REPRESENTATIVES

Abeeha Ahmad

What does space in education mean to you?

To me, space in education means creating an environment where students feel comfortable, empowered, and supported throughout their educational journey This includesboth physical space, such asthelayout of classroomsand theavailability of resources, as well as emotional space, where students feel safe to express themselves. Ultimately, I believe that creating space in education is essential for promoting student success as it allows students to feel valued and receive the necessary support toreach their full potential.

Alex Teschow

What does space in education mean to you?

To me, space in education represents an important aspect of the learning process The learning environment can greatly influence students' engagement, motivation, and performance. For methat meant havingon siteand in person spacesto practice my theatre in high school or the way my writer?s craft teacher had no desks. A well-designed and welcoming space can foster creativity, collaboration, and critical thinking Apoorly designed or uncomfortablespacecan hinder learning

Nina Dawicki

In the past year, how have you seen space in education change?

This is definitely applicable to more than just the past year, but following the COVID-19 pandemic I have seen space in education become much more flexible. Specifically in terms of modality (more online education as opposed to in person). However, I think even when it comes to late assignments and things like that educatorsare a lot more lenient The fact that there isno longer need for a doctor's notetodeclareillnessismoreproof of thisincreasingleniency in education systems

Sydney Pacheco

What does space in education mean to you?

When I think about space in education, I think about the different ways that people learn and how educatorscan accommodate individual learning needs. The education system has evolved beyond just the traditional classroom, which may not have been effective for every type of learner Today there are so many different educational spacesthat arecapableof meetingdifferent learnerswherethey are

SOCIAL MEDIA REPRESENTATIVE

Laura Milton

What does space in education mean to you?

Space in education means to me an environment that is safe and welcoming. It providesall studentswith theopportunity tolearn to thebest of their abilities!

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