Event Details
Theme: Ways of Relating in Teaching and Learning.
The ISUP Colloquium is a dedicated event to recognize the continuous journey of educational research and scholarly work in university pedagogy. This workshop highlights not only the final published work (e.g., papers, books, book chapters, monographs) but also the essential steps involved in shaping impactful research — from initial data collection and manuscript preparation to drafting funding proposals and completing the final product. It serves as an acknowledgment of the effort, collaboration, and innovation that define the field of pedagogy and provides the platform for feedback and dialogue on works in progress.
Join us for an inspiring and collaborative experience that enhances your research journey and strengthens your academic community.
Event Schedule
- 9:30-10:00am - Welcome & Introductions
- 10:00-10:30am - Panel Discussion
- 10:30-11:00am - Break
- 11:00-11:30am - 2 Concurrent Presentations
- 11:30am-12:00pm - 2 Concurrent Presentations
- 12:00-1:00pm - Publication Table + Lunch
- 1:00-1:25pm - Roundtable Discussion
- 1:30-2:00pm - 2 Concurrent Presentations
- 2:00-2:15pm - Break
- 2:15-2:45pm - Panel Discussion
- 2:45-3:00pm- Closing Remarks
When: Tuesday, April 14, 2026 from 9:30AM–3:00PM EST
Where: University of Toronto Mississauga, Maanjiwe nendamowinan building, Room 3230 (CDRS).
Registration deadline April 7, 2026
Please contact mitchell.pedicelli@utoronto.ca for any questions or concerns.
Featured Research Projects
Analysis of Motivations in Machine Learning Textbooks. By Khushi Malik, Amber Richardson, Tingting Zhu, and Lisa Zhang.
Analyzing Fine-Grained Skill Development across Computer Science Course Progressions. By Bogdan Simion, Lisa Zhang, Giang Bui, Hancheng Huang, Ramzi Abu-Zeineh, and Shrey Vakil.
A Comparative Study of Technical Writing Feedback Quality: Evaluating LLMs, SLMs, and Humans in Computer Science Topics. By Suqing Liu, Runlong Ye, Christopher Eaton, Bogdan Simion, and Michael Liut.
A posthumanist approach to AI literacy. By Zhaozhe Wang and Chaoran Wang.
Book Review Caplan, N. A., & Johns, A. (2019). Changing Practices for the L2 Writing Classroom: Moving Beyond the Five-Paragraph Essay. By Leila Farzinpur.
Bridging Prerequisite Gaps: When, How, and How Much? By Lisa Zhang, Alice Gao, Jessica Wen and Alisha Hasan.
Building a pedagogy of writing transfer through an undergraduate writing publication. By Kaityln Harris, Paige France, and Christopher Eaton.
Carnival rhetoric: Resisting absurdity qua absurdist performance. By Zhaozhe Wang.
Centipedes, AI, and Multiple Emilys: A Conversation about Pedagogy and the Study of Religion. By Ken Derry and Emily O. Gravett.
Comparing physical analogue and traditional videos for learning and emotional engagement. By Tingting Zhu, Rutwa Engineer, Xaria Prempeh, Anna Ly, Michelle Craig, and Andrew Petersen.
Co-teaching as a model for scholarly interactions and the acceptance of limits to knowledge. By Christoph Richter, Céline Dubroy-McArdle, and Mairi Cowan.
Ctrl+AI+Learn: Contextualizing GenAI Policies for First-Year University Students. By Talla Enaya and Sarah Seeley.
Deconstructing Implicit Beliefs in Visual Data Journalism: Unstable Meanings behind Data as Truth & Design for Insight. By Ke Er Amy Zhang, Jodie Jenkinson, and Laura Garrison.
Do modality and frequency matter in predicting reading proficiency from vocabulary knowledge? A comparison of meaning recognition and meaning recall. By Pablo Robles-García, Ji-young Shin, Jeffrey Stewart, and Stuart McLean.
Economies of academic writing for multilingual international students. By Zhaozhe Wang.
"Film Studies" The Routledge Handbook of Research Methods in the Study of Indigenous Religions. By Gabriel Estrada, Jon Ivan Gill, and Ken Derry.
From Toil to Thought: Designing for Strategic Exploration and Responsible AI in Systematic Literature Reviews. By Runlong Ye, Naaz Sibia, Angela Zavaleta Bernuy, Tingting Zhu, Carolina Nobre, Viktoria Pammer-Schindler, Michael Liut.
Generative AI in undergraduate education: An early view of developments, prospects, and challenges of the AI revolution. By Terence Day, Matteo Gonzalez, Junghwan Kim, Paul N. McDaniel, Kyle Redican, and Tingting Zhu.
Identifying Food Deserts in Mississauga: A Comparative Analysis of Socioeconomic Indicators. By Taif Huda, Amanda Wang, Hefan Zhang, Lewei Gao, Yuhong He, and Tingting Zhu.
“I’m not worried about robots taking over the world. I guess I’m worried about people”: Emoting, Teaching, and Learning with Generative AI. By Sarah Seeley and Michael Cournoyea.
Integrating Sustainability Reflection in a Geographic Information Science Capstone Project Course. By Forrest Hisey, Valerie Lin, and Tingting Zhu.
Introduction: The Present and Future(s) of Writing in the Age of Artificial Intelligence/Le Présent et le(s) Futur(s) de la Rédaction à l'ère de l'Intelligence Artificielle. By Erin Vearncombe and Cara Violini.
Learners do not trust genAI, but they find it useful anyway: Pedagogical implications of the enduring allure of genAI for learning. By A. Farhan, and Christopher Eaton.
Learning through Failure across the Disciplines. By Fiona Rawle, Nicole Laliberté, Mairi Cowan, and Ken Derry.
Movement as Method: Deciphering the Spells of Ananya Dance Theatre. By Nelesi Rodrigues.
Moves and Views: Reflecting as Writers and Responding as Readers. By Leila Farzinpur.
Navigating the Ethical and Societal Impacts of Generative AI in Higher Computing Education. By Janice Mak, Joyce Nakatumba-Nabende, Tony Clear, Alison Clear, Ibrahim Abluwi, Oana Andrei, Lorenzo Angeli, Stephen MacNeil, Solomon Sunday Oyelere, Matthew Hale Rattigan, Judy Sheard, and Tingting Zhu.
Not Just Looking the Part: Dress, Performance, and Rhetorical Action in the Synoptic Gospels. In P.S. Perry & U. Low (Eds.), Persuasion and Performance: Cultural Immersions (pp. 133-152). By Erin Vearncombe.
On Bot-Proofing. By Michael Cournoyea and Sarah Seeley.
Perceived Writer: The Construction of Academic Writer Identity in the Interaction of Multilingual Student-Writers and Instructor-Readers. By Leila Farzinpur.
Precarious participation: Chinese international students’ transnational digital literacies. By Zhaozhe Wang.
Prerequisites and Performance in a Machine Learning Course: A Quantitative Analysis. By Marina Tawfik, Andrew Petersen, Leo Porter, and Lisa Zhang.
Probing biases with generative AI. In A.Vee, T. Laquintano, & Schnitzler. By Talla Enaya and Christopher Eaton.
Proposing Threshold Concepts in Machine Learning. In Proceedings of the 31st ACM Conference on Innovation and Technology in Computer Science Education. By Lisa Zhang, Gosia Migut, and Jesse Krijthe.
Public writing in a second language. By Zhaozhe Wang.
(Re)collecting and (re)turning to Ourselves: Creative Feminist and Queer Praxes with Migrants in Adult Learning. By Nelesi Rodrigues, Katerine Entigar, and Natalia Balyasnikova.
Review of the books AI-powered scholar: A beginner's guide to artificial intelligence for academic writing & research. By Christopher Eaton.
Review of Two-Year College Writing Studies: Rationale and Praxis for Just Teaching, Eds. Darin Jensen and Brett Griffiths. By Mark Blaauw-Hara.
Student evaluative judgements when writing with artificial intelligence: The disconnect between structural and conceptual knowledge. By Christopher Eaton, Kaitlyn Harris, and Erin Veracombe.
Students’ Languages Matter: Translingualism and Critical Language Awareness. By Janine Rose, Zhaozhe Wang, and Mark Blaauw-Hara.
Support Students' Skill Development Through Competency-Based Reflection Journals. By Tingting Zhu, Nicole Laliberte, and Forrest Hisey.
Teaching Writing Skills in Sociology: An Intervention to Teach the Literature Review. By Jayne Baker, Tyler Evans-Tokaryk, and Michael Kaler.
The banality of rhetoric: Thoughts on an AI-propelled rhetorical economy. By Zhaozhe Wang
Trends & opportunities in visualization for undergraduate mechanics education: A scoping review & thematic analysis. By Shehryar Saharan, Gaël McGill, Jodie Jenkinson, Karen Gordon, and Michele Oliver.
Unhomely Sweet Home: Phyllis Brett Young's Uncanny Domestic Intimacies". Shelter in Text: Essays on Dwelling and Refuge. By Kathryn Franklin.
Using an AI-powered chatbot for improving L2 Korean grammar: A comparison between proficiency levels and task types. By Ji-young Shin and Yujeong Choi.
Viksit Bharat and resetting the language narrative in India: A political and socio-cultural enquiry. In B. Nune, B. Kalavagunta, & T. Monteiro (Eds.), Atal’s vision: India’s resolve for a progressive nation. By Anjali Sehrawat, Kanika Verma, and Thomas Monteiro.
Where we’re at, what we must know, and where we can go: A systematic review of research about writing and artificial intelligence. By Christopher Eaton, Isabella Belmonte, Talla Enaya, Sarah Flood, Zainab Khalil, Anthony Makwanda, Mian Muhammad Ahmed Shah, Alexia Toma, Tiffany Wang, and Connor Yu.