Information for Faculty Members
On this page, faculty will find information on the following items:
- Academic Retiree Centre
- Classroom Problems/Allocations
- Equity Offices
- Personal and Professional Supports
- Office of the Ombudsperson
- Graduate Teaching
- Academic Integrity at UTM
- Teaching Resources and Development
- Courses and timetable information
- UTM Instructional Technology Liaison/ Centre for Teaching Support and Innovation (CTSI)
- Blackboard at UTM
- Publication of Final Exams
- A New Course Evaluation Framework at UofT
- Advising and referral support for instructors
- Departmental Undergraduate Advisors/Coordinators
- Robert Gillespie Academic Skills Centre
- Student Affairs & Services
- Child care leaves
- Ranks and Promotions
- Salary, PTR, CVS
For an overview of all benefits, see the on-line Synopsis of Benefit Plans .This site includes information about: · OHIP (Ontario Health Insurance Plan) · UHIP (for eligible individuals who are not covered by OHIP) · Health and Dental Plans · Sick leave · Long-term disability plan · Group life insurance and survivor income benefit program · Pension plan · Athletic and Faculty Club Membership · Tuition waver for staff and dependents and scholarship programme for dependents of faculty members
Academic Retiree Centre
UTM’s Academic Retiree Centre is located in Room 3137 of the Davis Building. The room, designed to give retired faculty a space on campus to work and to socialize and is outfitted with computers and workstations, lockers, and meeting space. For access to the space, please contact Lynn Snowden. Lynn can provide you with information about the space, an access code to the room, and a combination lock for a private locker. We hope that you will take advantage of this space while you’re on campus.
Call Caretaking Services at (905) 828-5293 for any one of the following problems:
* Door is locked
* Require more chalk
* Room lights, bulbs out
* Missing Furniture
Call Maintenance at (905) 828-5376 for any one of the following problems:
* Room temperature
* No lights or power
* Ceiling leaks or loose/falling ceiling tiles
* Broken Furniture
Call Campus Police at (905) 828-5200 for any one of the following problems:
* Disruptive Behaviour
* Bomb Threat
* Classroom Allocations:
* Scheduling errors and occasional timetable clashes do occur.
If you should find what you believed to be your assigned classroom occupied by another group please do this:
Ask who they are (i.e. HIS 246F). If it is a lecture or tutorial, the course number is vital information.
Immediately call the Timetabler at (905) 828-5383 in the Office of the Registrar. The Timetabler will reveal who is entitled to the space and attempts will be made to find another room.
If your assigned room does not accommodate your class, please contact your undergraduate assistant who can look into the matter for you. If you haven’t reserved the room “officially” you are likely to be evicted in the event of a conflict.
Missing or Cancelling a Lecture:
If you are unable to meet your class, please have your undergraduate assistant post an official notice on the classroom door stating the details of the cancellation. You should also post a notice on Blackboard.
For other than unusual and unforeseen circumstances, classes cannot be cancelled without the prior approval of your Chair. If you must be away from the campus for TWO or MORE days you should notify your Chair in writing and, in cases where you will be unable to meet with your classes, inform him/her of the arrangements you have made with respect to your teaching responsibilities during your absence.
Release of Classrooms:
If you find that you no longer require a classroom please let your undergraduate assistant know so that the room can be booked for other purposes.
Classes start 10 minutes after the hour indicated, e.g. 10:10am and end on the hour.
The University of Toronto has several equity offices that provide assistance to community members and counsels University administrators on human rights and equity matters. Each office has a specific responsibility and can be contacted directly by any member of the University. Each office is collaborative and consultative.
UTM Equity & Diversity Office provides advice, assistance, and programming for faculty, students, and staff to ensure an equitable and inclusive campus.
UTM AccessAbility Resource Centre
The AccessAbility Advisors are always available to meet with instructors to discuss the delivery of in class accommodations
Anti-Racism & Cultural Diversity Office provides tri-campus programming, advice, and assistance to faculty, staff, and students on ethnic, racial, cultural and religious differences.
The Accessibility for Ontarians with Disabilities Act (AODA) Office focuses on the University’s accessibility as per the expectations set under the AODA. This is a piece of legislation in the Province of Ontario whereby several “standards” assist in fulfilling the goal of making Ontario as accessible as possible.
Family Care Office provides information, guidance, referrals, and advocacy concerning childcare, elder care, integrating work / study and family life, planning for a new child, or any other family-related matters.
First Nations House provides culturally-relevant services to Aboriginal students that support and unite academic success with personal growth and leadership development.
Health & Well-being Programs & Services addresses issues of health, injury, iullness and accomodation for employees tri-campus.
Multi-Faith Centre for Spiritual Study & Practice supports students, faculty, and staff in their spiritual and faith-based practices. No matter what your religious or spiritual inclinations, we at the Multi-Faith Centre are here to support you.
Sexual & Gender Diversity Office provides innovative education, programming, resources and advocacy on sexual and gender diversity for students, staff and faculty across the University’s three campuses.
QUTE (Queer U of T employees): U of T's LGBTQ employee resource group
Sexual Harassment Office provides tri-campus assistance and handles complaints of harassment based on sex, sexual orientation, gender identity and gender expression.
Employee and Family Assistance Program (EFAP)
Free, confidential short‐term counselling to employees and their dependents for personal, family, legal, and work‐related concerns. 1‐800‐663‐1142 (24/7)
Office of the Ombudsperson
Office of the Ombudsperson provides an impartial and confidential service tri-campus to assist members of the University who have been unable to resolve their concerns about their treatment by University authorities.
The School of Graduate Studies provides the guidelines for graduate faculty appointment. The Graduate Supervision Guidelines contains information on faculty rights and responsibilities as full, associate or emeritus members of the graduate faculty with respect to supervising students, serving on thesis committees, and teaching graduate classes.
Academic Integrity at UTM
Advocating academic integrity is one of our most important roles as educators. At the beginning of every term we need to take the time to discuss integrity and our expectations for truth and honesty with our students. The Code of Behaviour on Academic Matters outlines the range of activities that constitute academic misconduct and the procedures for dealing with them. You should review Section B to understand your role in the Code.
As our students do not always fully understand what contravenes the Code, you should be proactive in addressing this topic in your class and syllabus and strive to create conditions that minimize academic misconduct. The University has many resources, such as the handout, “How Not to Plagiarize”, Turnitin.com (a program to help detect and deter plagiarism) and many examples of best practice for deterring cheating in tests and exams.
Feel free to consult with your departmental Chair/Director or Lucy Gaspini, Manager, Academic Integrity & Affairs, Office of the Dean or call (905) 828-3964 for more information. You may also visit the Univeristy of Toronto-Mississauga Academic Integrity website.
Other useful links include:
Administered by the Centre for Teaching Support & Innovation
University of Toronto Student Rights & Responsibilities Series: Academic Integrity
Teaching Resources and Development:
The University is dedicated to helping you reach your potential as an instructor at UTM. You have access to a wide range of resources for teaching development both here and on the St. George campus. The Robert Gillespie Academic Skills Centre and the Centre for Teaching Support and Innovation on the St. George campus provide many electronic resources as well as offerings in seminars and individualized support. You may find information on topics such as assigning and grading student work, assessing students, effective practices in support of student-faculty interaction, teaching small- and large-sized classes, writing instruction, course design, identifying and discouraging plagiarism, and much more.
Courses and timetable information:
The Registrar's Office page contains information about courses, sessional dates, timetables, exam schedules, etc. More information can be found on the University of Toronto Mississauga Calendar.
UTM Instructional Technology Liaison/ Centre for Teaching Support and Innovation (CTSI):
CTSI provides leadership in teaching and learning at the University of Toronto and provides support for pedagogy and pedagogy-driven instructional technology for all teaching staff and graduate teaching assistants across all of the university’s campuses and divisions.The Centre's services to the University's faculty, staff and graduate students include individual and project consultation, delivery of seminars and workshops, provision of lab facilities, and dissemination of information on topics related to academic technology.
Blackboard at UTM:
The U of T Mississauga Library provides campus leadership for supporting, understanding, using and stewarding new and emerging technologies through the identification, experimentation, research and selection of technologies and web applications. The most significant area of technology leadership is in supporting the University's learning management system, Blackboard (Portal), for which the Library provides expert assistance (email our Blackboard listserv for help). You may find more information on the use of Blackboard and other technologies for teaching.
Publication of Final Exams:
In keeping with the Grading Practices Policy, section 2. Written Examinations in Courses, UTM has struck a committee at the decanal level to review requests of those instructors who request an exemption from the requirement that the previous year's final examination and other years' examinations be made available to students.
Please direct all such requests, with a full rationale, to Anna Reale in the Dean's Office for consideration by the committee. Requests should be submitted no later than the start date of the exam period for which the course exam posting exemption should begin to be applied. If, for example, a faculty member requests an exemption for a course before the start of the April 2012 exam session, the exam for that particular course will become restricted (will not be distributed to students or posted in the library) as of April 2012.
A list of the exempted courses is maintained by the Exams Coordinator at the Office of the Registrar, currently Wendy Norman. Normally speaking, once a course is granted an exemption, the exemption will apply until there is either a change in instructor or a change in the nature of the exam. If there is a change in instructor, the instructor should request an exemption again (assuming one is still required). If the instructor changes the nature of the final exam and no longer requires an exemption, that change in status should be communicated directly to the Exams Coordinator.
Even in the case of an exempted course, course instructors should do their best to provide students and the Exam Coordinator with a realistic exemplar of the exam that students will be required to complete.
Previous final exams are available through the UTM library website.
A New Course Evaluation Framework at UofT
In 2011, several divisions at the University of Toronto began a phased implementation of a new course evaluation framework. The new framework incorporates:
- institutional and divisional guidelines for the development, administration and use of course evaluations; and
- flexible, customizable evaluation forms that combine core institutional questions with the ability for instructors, units and divisions to add additional questions relevant to their particular teaching context.
Online Course Evaluation Step-by-Step Guide for Faculty
Policy on the Student Evaluation of Teaching in Courses
UTM Guidelines & Procedures on the Student Evaluation of Teaching in Courses
Overview of Course Evaluation Framework at UTM
Instructor Tips: Talking to Student About Course Evaluations
For Sessional Instructional Assistant evaluations:
Advising and referral support for instructors
When students approach an instructor with difficulties - medical, personal, financial, familial - that interfere with their work, the instructor is free to engage with them. However, if the difficulties go beyond the confines of the course, please refer them to the registrar or to the appropriate student service (see below).
Departmental Undergraduate Advisors/Coordinators:
All departments have staff or faculty who are designated to advise students on issues related to the department's programs or courses. They can provide advice on departmental courses and programs as well as on instructional and career related issues. Most departmental advisors assume it is not their function to deal with a student's more difficult personal problems and often refer students to specialized services that will cater to their distinct needs.
Robert Gillespie Academic Skills Centre:
The Robert Gillespie Academic Skills Centre provides Faculty, Teaching Assistants and Librarians with advice and assistance in faculty development, curriculum development, assessment techniques, instructional design and other matters related to advancing the teaching agenda of the University of Toronto Mississauga. It also serves as UTM's centre for academic support for students as they enhance their academic skills. The double mandate of the Centre to assist faculty and students provides a unique opportunity to align the teaching and learning needs of college.
Student Affairs & Services:
The University of Toronto Mississauga provides a range of specialized services for students including accessibility resources and disabilities, health services, personal counseling, career and employment resources, diversity and equity, housing and residence and extra-curricular activities. More information about these services is available on the Student Affairs & Services website and the referral for students guide.
Official guidelines for all kinds of leaves can be found in Section VI Leaves :
Research and study leaves (sabbaticals)
Short-term compassionate and emergency leaves
Child care leaves
Leaves of absence without pay; can also be found in associated links of the Academic Administrative Procedures Manual.
Research and study leaves (sabbaticals):
Detailed regulations for determining eligibility, duration, and payment during research leaves can be found at the Leaves web site referred to above. Faculty members apply through their Chair. At the conclusion of the leave, a report on the research and scholarship undertaken is required. This is an important part of the policy and it is your responsibility to ensure that such reports are filed.
Maternity, parental, and adoption leave:
For further information about the University’s policies on these types of leaves, please visit you may also wish to contact the Family Care Office (416-978-0951).
Child care leaves:
Requests for a part-time appointment on a temporary basis because of continuous child care responsibilities cannot be unreasonably denied. Leaves of absence without pay cannot be unreasonably denied, but will normally not exceed three years. Short-term compassionate and emergency leaves with no loss of salary or benefits can be arranged with your Chair and should not be unreasonably denied.
The University of Toronto strives to provide effective mentoring to new faculty members through a number of different vehicles. Within UTM, mentors help to orientate and socialize new faculty members to the requirements of academe. In addition, the Office of the Vice-President and Provost, in conjunction with the Office of Teaching Advancement, runs a series of workshops and events designed to help new faculty become familiar with our institutions.
Assignment of Mentors:
As a new faculty, you should turn to your chair and your assigned mentor to help you settle into your department and establish your academic footing. The following summarizes the key points of the mentoring program:
1. UTM faculty who spend a substantial amount of time on the St. George campus are often assigned two mentors: a UTM one and one from the graduate department
2. All mentors are assigned by the UTM Chair. The Chair should select as a mentor a person whose views toward teaching and research are aligned with those generally accepted by the department.
3. The Chair ensures that appropriate documents are sent to the incoming new faculty member.
4. The Chair assigns a mentor to a new faculty member as soon as the offer of appointment is accepted.
5. This means the mentor can contact the new faculty member in advance and address critical questions and issues before their arrival.
6. The mentor should be appointed for 3 years, allowing interaction up to the time of the new faculty member's 3 year review.
7. The department will fund a couple of lunches per year for the mentor and new faculty member.
The mentor should advise the new faculty member in aspects of teaching, research and committee work or be able to direct the new faculty member to the appropriate individuals. Confidentiality - The mentor should treat all dealings and discussions in confidence. There is no requirement to report to the administration. There is no evaluation or assessment of the new faculty member, only supportive guidance and constructive criticism for the efforts. With this in mind, there should be care exercised in using the mentor on the three year review and clearly the new faculty member must approve (or otherwise) the mentor as a reviewer.
In cases of changing commitments, incompatibility or in instances where the relationship is not mutually fulfilling, then either the new faculty member or mentor should seek advice from informal advisors, Associate Dean or Dean. It is important to realise that changes can and should be made without prejudice or fault, if the new faculty member or mentor feels that the fit is not an ideal one.
Mentors have been defined as individuals with advanced experience and knowledge who are committed to helping another person in their career planning. A mentor has qualities of wisdom and guidance, and the ability to provide opportunities and direction.
The issues listed below are typical, though not all inclusive, of the type which should be considered by the new faculty member and the mentor and oftentimes the Chair:
How does one establish an appropriate balance between teaching, research, and committee work?
How does one say "no"?
What funds are available from the department/University? Start-up funds, graduate scholarships, travel / conference, small equipment funds, etc.
How is the department organized?
How are decisions made?
What infrastructure is available to the new faculty member?
What should the professional profile be after 3 years?
What criteria are used for teaching excellence, how is teaching evaluated, and what is a teaching dossier?
What are the grading guidelines for courses?
How does one obtain feedback concerning teaching?
What resources are available for teaching enhancement?
How does one become a member of the Graduate Faculty?
What should graduate students expect from their supervisor?
What teaching assistantships are available?
What should be done about TA training?
What are the Health and Safety implications to running a laboratory?
What committees should one be on and how much committee work should one expect?
How does the 3 year review proceed and how is tenure achieved?
What should be included in the annual activity report?
Will there be feedback about performance from the Chair, if so how often?
What social events occur in the department, what seminars / workshop?
What are the policies concerning maternity, family or personal leaves?
For Chairs- Templates below can be adapted to send to newly arrived faculty about the mentorship program and to mentors, confirming their responsibilites:
For Mentors of New Faculty
For New Faculty Members
Ranks and Promotions
U of T Governing Council's Policy and Procedures on Academic Appointments provides information on issues related to appointment policies and procedures such as:
- probation period ·
- tenure process
- contractually limited term appointments (CLTA)
- teaching stream appointments
- other categories of appointments
The online Academic Administrative Procedures Manual also describes policies and procedures approved by Governing Council. This document is primarily for administrators.
Academic Appointments and Promotions:
Below is information on teaching stream promotions; contractually limited term appointments (CLTA); third year review at the end of the probation period for tenure-stream faculty; tenure; and promotions for tenure-stream faculty.
For information on promotions in the teaching stream to the rank of Senior Lecturer, see Policy and Procedures on Academic Appointments, Section VII.
Contractually limited term appointments:
See Section VI of the Policy and Procedures on Academic Appointments Tenure-stream.
Probation period and the third year review:
Section II of the Policy and Procedures on Academic Appointments discusses the probation period. For individuals hired as a first appointment at the Assistant Professor level, the initial contract is likely to be for three years. At the end of the second year, these individuals undergo a third-year review. Information on the third year review process can be found in the previous document, as well as in Section III of the on-line Academic Administrative Procedures Manual.
Since tenure is a multi-year achievement, new tenure-stream faculty need to begin to think seriously about tenure from the beginning of their appointment. Teaching and research activities need to be documented along the way, and contacts made with individuals who could serve as external referees for the tenure review. Tenure-stream faculty should be sure to talk with their department Chair and their mentor about tenure requirements very early on. Since satisfactory academic achievement deserving of tenure is determined by practices of the discipline, only general written guidelines can be provided for the academic community at large. Individuals need to consult about specifics with those in their department with appropriate knowledge. The on-line Academic Administrative Procedures Manual includes a memorandum from the Office of the Provost concerning the tenure review process and the tenure checklist. It is written for chairs of tenure committees; however, numerous points are relevant to the tenure candidate. Tenure candidates need to supply the chair with copies of all their published work and any unpublished work they wish to be used in the process, as well as any evidence in other forms of their professional achievements.
Basis of the tenure decision:
An excerpt from Section III of the Policy and Procedures on Academic Appointments document summarizes the criteria for granting or denying tenure: 13. Tenured appointments should be granted on the basis of three essential criteria: achievement in research and creative professional work, effectiveness in teaching, and clear promise of future intellectual and professional development. Contributions in the area of university service may constitute a fourth factor in the tenure decision but should not, in general, receive a particularly significant weighting.
UTM teaching guidelines:
UTM has a specific set of guidelines for the evaluation of teaching activities. A Teaching Evaluation Committee is appointed to critically assess teaching performance in accordance with these guidelines. As part of the tenure and promotion to senior lecturer process, you will be required to submit a teaching dossier which should in turn include a summary of all teaching evaluations for the period under review. Information on materials to be included in the teaching dossier can be found in the UTM Guidelines for the Evaluation of Teaching document.
The criteria for promotion to Full Professor are set out in detail in the on-line Policy and Procedures Governing Promotions document. Promotion to the rank of Associate Professor usually comes at the same time as tenure. Promotion to the rank of Full Professor is generally considered after 'a reasonable amount of time'; individuals should consult with their Chairs for advice as to what 'reasonable' means in their discipline.
Salary, PTR, CVS
CVs and Annual Activity Reports:
Each year faculty members are required to update their CVs and prepare an Annual Activity Report. Merit increases in salary are based on the Annual Activity Report, and CVs and Annual Activity Reports are reviewed each year in considering progress. Faculty are also required to fill out a form regarding paid activities over the academic year, due along with the Annual Activity Report. Templates are available for these forms by clicking on the relevant item:
Annual Activity Report -Professorial-stream
Annual Activity Report- Teaching-stream
Paid Activities Report
Keeping continuous track of all activities, and time invested in them throughout the year, will be helpful in the preparation of the Annual Activity Report. New faculty should talk early in their appointment with their Chair and mentor about the Annual Activity Report so that they can be sure how the evaluation is done within their department. The Annual Activity Report takes into account research, teaching, and service over the course of the year. For those whose contracts begin on July 1, the Annual Activity Report will run from July 1 of that year to April 30 of the following year; after that it will span the time May 1 to April 30.
Each year, most faculty have the possibility of receiving (1) an across-the-board raise, (2) a progress-through-the-ranks (PTR) increase, and (3) an increase through the Dean's Excellence Fund.
The across-the-board-increase is usually calculated on a percentage basis to meet the increased cost of living. It is negotiated on a regular basis between the Faculty Association and the administration.
The PTR increase is based on (a) the Annual Activity Report. The amount is determined by the pool of money that each department receives for PTR. The Chair, usually with a small committee, decides how this pool is to be allocated. Every unit receives the same merit amount per person in its PTR pool. Thus, within a unit, for every dollar above the average given to a faculty member, there is a dollar less available for another faculty member in the same unit.The PTR scheme recognizes a breakpoint, as well as a base, and an endpoint. These determine the rate of opportunity for career progress. The PTR plan allows for a greater rate of increase between the base and the breakpoint than between the breakpoint and the endpoint so that salary increases are accelerated in the early part of the career. The breakpoint is determined each year, with the pool of money being determined by the number of faculty below breakpoint and the number above breakpoint within the unit.
The (3) Dean's Excellence Fund (part of the 5% Merit Pool explained in PTR memoranda) is a merit-based increase that rewards exceptional performers. It is up to the chair of the department to be proactive in nominating eligible faculty members for increases from these funds. For updated memoranda on salary and PTR, (March of the current or previous academic year), go to the Provost's website, and see the PDAD&C Memoranda link on the Publications page: