Going beyond the traditional English lecture, this episode explores Dr. Sarah Bull's course Cultures of the Book, where students explore the technology behind the text. From working with oak gall inks to creating new visions of what a book can be, Sarah shares how she uses experiential learning to engage her students in an exploration of the written word. Dr. Sarah Bull is an Associate Professor in Toronto Metropolitan University's English Department. Her research focuses on print culture and the history of the book. Her first book, Selling Sexual Knowledge: Medical Publishing and Obscenity in Victorian Britain, focused on the practices and politics of selling medical books on sexual matters in nineteenth-century Britain. Her current book project, Manufacturing Literature, examines the practices and politics of compiling books in the nineteenth century Anglophone world. Read the transcript: https://tinyurl.com/3mwetbse

In this episode of Podagogies, Dr. Leanne Taylor shares how she teaches required equity-focused courses in spaces where resistance is real, and learning is sometimes hard-earned. She reflects on how critical hope shapes her approach to course design, assessment, emotional labour, and institutional change. From building classroom community to moving beyond traditional essays, this conversation explores how teaching equity through critical hope means holding space for discomfort, sustaining possibility, and playing the long game of change. Dr. Leanne Taylor (she/her), is an Associate Professor at Brock University. She is Chair of the Faculty of Education’s Equity and Social Justice Standing Committee (ESJC) and is affiliated with the Social Justice and Equity Studies Master’s program (SJES). She is a recipient of the Chancellor’s Chair for Teaching Excellence (2024-2027), the Faculty of Education Award for Teaching Excellence, Brock’s Distinguished Teaching Award, and a 3M National Teaching Fellowship. For the past 15+ years, Dr. Taylor has conducted research on anti-racism practices, policy, and programming and has designed and instructed courses on equity, social justice, power, and politics across undergraduate, graduate, and teacher education programs. Read the transcript: https://tinyurl.com/22282m7e

Have you been listening to DocTalks, the branch of Podagogies dedicated to exploring the world of medical education? We're cross-posting DocTalks Episode 9 here on Podagogies to share what we can learn from medical educators about how to improve our teaching practice. Emergency physician and award-winning educator Dr. Jonathan Sherbino joins DocTalks to unpack why education research matters, and how it improves patient care. Drawing on his work leading MERIT at McMaster University, Sherbino challenges assumptions about innovation, rigour, and legitimacy in medical education. The conversation explores competency-based education, diagnostic error, and why experience, not “thinking harder” or bias checklists, drives clinical expertise. A thoughtful, evidence-informed discussion on building safer systems, better training, and scholarship that truly translates to practice. Dr. Sherbino is a Professor of Medicine and Assistant Dean, Health Professions Education Research, McMaster University. He holds the William J. Walsh Chair in Medical Education. Dr. Sherbino is the past chair of the National Specialty Committee for Emergency Medicine, Royal College of Physicians & Surgeons of Canada, and the co-founder of a nationally certified medical education training program. He also directs the McMaster Health Education, Research & Innovation & Theory (MERIT) Centre. Read the transcript: https://tinyurl.com/2p9wt2m9 Follow DocTalks: https://on.soundcloud.com/elIc60UCZ9jrFJ86n4

TMU Psychology Professor Dr. Alyssa Counsell joins us to unpack what statistics literacy truly involves. She shares research that complicates common assumptions about “stats anxiety,” revealing that students’ attitudes are more nuanced than the usual narrative, and strongly shaped by instructor rapport. Alyssa also discusses her work experimenting with interpretation-focused assessments and why managing expectations is essential when trying something new. A practical, timely conversation for anyone teaching with data, or simply trying to make sense of it. Dr. Alyssa Counsell is an Associate Professor in the Department of Psychology at Toronto Metropolitan University, a Teaching Fellow with TMU's Centre for Excellence in Learning and Teaching, and the Director of the Psychology and Statistics Education Research (PASER) lab. She seeks to bridge the gap between methodological innovation and applied statistical practice. Her research explores the applications of advanced statistical models for complex psychological data, as well as statistics literacy, pedagogy, and education in the social sciences. Dr. Counsell currently holds a SSHRC Insight Grant for her research program, Improving statistics education and statistical literacy in the social sciences. Read the transcript: https://tinyurl.com/3p7pzuw7

This episode of Podagogies is an exploration of care, from showing care for students in our classes to how instructors can ensure their own care needs are met. Dr. May Friedman and Fiona Cheuk from Toronto Metropolitan University share their approaches to navigating this complicated balance. May Friedman is a professor at Toronto Metropolitan University. Much of May’s work explores issues of fat activism and weight stigma in many different settings. Drawing from her own experiences as a fat racialized mother, May looks at unstable identities, including bodies that do not conform to traditional racial and national or aesthetic lines. Fiona Ning Cheuk (they/them) is a gender neutral lecturer at the School of Disability Studies. Their pedagogical practices are informed by their continuous nurturing by queer, disabled, BIPOC community wisdom on how to survive and build resilient futures within academia. Read the transcript: https://tinyurl.com/2v2nvcz4

What happens when you turn a lecture hall into an escape room? In this episode of Podagogies, Brock University’s Arica Oliver and Mark Julien discuss how they've gamified human resources education. From puzzle-based test prep to navigating campus offices, their escape room activity blends competition, collaboration, and critical engagement with equity and human rights. The conversation explores how playful design can deepen learning, foster community, and make “dry” content memorable—while still addressing serious issues in HR and management. Arica Oliver is an experiential education coordinator in the Faculty of Education. Mark Julien is a Professor of Human Resource Management in the Goodman School of Business at Brock. Read the transcript: https://tinyurl.com/y67yh52n

In this special edition of Podagogies, Chelsea and Curtis sit down with faculty, contract lecturers, and staff attending Toronto Metropolitan University’s 2025 Learning and Teaching Conference. The conference has been a tradition every May at TMU for over thirty years. From considering the impacts of GenAI, to imagining more collaborative, caring, and inclusive learning spaces, members of TMU’s teaching community share their thoughts and insights from this year’s event. Many thanks to James Loney and Rachel Tekabo from TMU Libraries’ Digital Media Experience (DME) Lab for providing equipment and support for this recording. Photo credits: Nick Duarte and Robyn Joffe Featuring: Dr. Kateryna Metersky, Assistant Professor, Daphne Cockwell School of Nursing Louis Marrone, Contract Lecturer, Creative Industries Sherry Yuan Hunter, Program Director, Community Services, The G. Raymond Chang School of Continuing Education Lori Beckstead, Associate Professor, Media Production Allyson Miller, Director, Academic Integrity Office Dr. Wendy Freeman, Associate Professor, Professional Communication Dr. Glaucia Melo dos Santos, Assistant Professor, Computer Science Dr. Catherine Jenkins, Contract Lecturer, Professional Communication Brian Norton, Program Manager, Gdoo-maawnjidimi Mompii Indigenous Student Services Dr. Allison Petrozziello, Assistant Professor, Politics and Public Administration Kamilah Clayton, Contract Lecturer, School of Social Work Karen Arthurton, Contract Lecturer, School of Social Work Read the transcript: https://tinyurl.com/579ez77m

In this episode of Podagogies, we speak with Dr. Rachel MacHenry, Assistant Professor of Fashion at TMU, about her innovative course that brings first-year students to the rooftop urban farm to grow, harvest, and dye with natural plants. Blending sustainability, decolonization, and hands-on learning, the course invites students to reimagine fashion as a practice rooted in land-based knowledge and ecological reciprocity. From indigo to madder root, and now flax for linen, McHenry shares how the rooftop garden is transforming design education—and what it means to grow textiles and student engagement side by side. Rachel MacHenry is an Assistant Professor of fashion sustainability, decolonization and design. She has over twenty years of international experience developing textiles and fashion projects in collaboration with artisan communities in Haiti, Nepal, India, and Pakistan, and has worked on projects for both the Government of Canada and UNESCO. Read the transcript: https://tinyurl.com/3fafkpaf

In this inaugural episode of DocTalks, we introduce a brand-new branch of Podagogies dedicated to exploring the world of medical education. Co-hosts Curtis Maloley and Chelsea Jones welcome the new DocTalks co-host, Dr. Heather McNeil, Interim Assistant Dean of Faculty Development at the TMU School of Medicine. To kick things off, we’re joined by Dr. Teresa Chan, an educational leader, researcher, and the founding Dean of the School of Medicine. Together, we dive into the evolving role of medical educators, the importance of mentorship, and how technology—from podcasts to AI tutors—is transforming how future healthcare professionals are trained. Dr. Teresa M. Chan is the Founding Dean of the Toronto Metropolitan University School of Medicine as well as TMU’s Vice-President, Medical Affairs. Previously, she served as Associate Dean, Continuing Professional Development and an Associate Professor, Division of Emergency Medicine, Department of Medicine in the Faculty of Health Sciences at McMaster University. She was also a Clinician Scientist with McMaster Education, Research, Innovation and Theory (MERIT), and has been a practicing emergency physician with Hamilton Health Sciences since 2013. Follow DocTalks on Soundcloud: https://soundcloud.com/doctalks-presented-by-podagogies/doctalks-episode-1 Read the transcript: https://tinyurl.com/8tr26wey

In this special episode of Podagogies, Chelsea Jones shares insights from her experience leading a massive first-year course with 1,100 students, discussing the challenges of AI, academic integrity, and student engagement. Joined by educational developer Dr. M Dougherty, Chelsea explores critical questions: How are students actually using AI? How do we foster trust in the classroom? And what does it mean to teach critical thinking in an era of large language models? From revising rubrics to rethinking the course syllabus, this episode offer an honest look at the evolving role of teaching in a rapidly changing educational landscape. M Dougherty (they/them) is an Educational Developer with an academic background in history and religious studies. Their interests include online and blended pedagogies, decolonial pedagogies, and universal design. Originally from the United States, they immigrated to Toronto with their partner in 2017 and have stayed ever since. They have taught at the University of North Carolina at Chapel Hill, the Chang School, University of Toronto – Mississauga, Queen’s University, and Emmanuel College of Victoria University. They are a member of Congregation Darchei Noam in Toronto, and their hobbies include baking and board games. Read the transcript https://bit.ly/4kfa71l

In this episode of Podagogies, Chelsea Jones and Curtis Maloley continue their deep dive into the realities of teaching a large first-year course with 1,100 students. This time, the focus is on accessibility. Chelsea shares insights from an accessibility audit conducted by Dr. Ann Gagné, Senior Educational Developer for Accessibility and Inclusion at Brock University’s Centre for Pedagogical Innovation. From small but impactful changes—like adjusting classroom lighting—to big structural challenges, they unpack the complexities of making large courses accessible. Dr. Ann Gagné (she/her) has over 12 years’ experience in instructional design, curriculum, and educational development. As Senior Educational Developer, Accessibility & Inclusion, Ann supports accessible pedagogical considerations in course, assessment, and learning activity design, as well as resource selection. She works to foster educational communities and spaces where disabled learners’, faculty, and staff lived experience is acknowledged and supported. Read the transcript https://tinyurl.com/39etav49