Upcoming Events
AI Teaching and Learning Series 6 - AI-Ready Teaching: What Does This Mean for You?
Facilitated by: Rob Huang, Educational Developer, Instructional Practices & Student Engagement, RGASC
In-person on Wednesday, March 18th, 2026, 11:00am - 12:00pm in the CDRS Small Breakout Room, MN3233
Online on Thursday, March 19th, 2026, 10:00am - 11:00am on Microsoft Teams
"AI Readiness" is more than just technical fluency; it is about preparing students for a workforce and society where human-AI collaboration is the norm. But what does an "AI-Ready" pedagogy look like in your specific discipline? This session serves as a facilitated discussion, inviting educators to zoom out and consider the broader implications of AI on curriculum design, workforce expectations, and digital literacy. We will move from reactive policies (policing use) to proactive pedagogy, discussing how to build a teaching philosophy that remains resilient in a rapidly shifting landscape.
Learning Outcomes:
· Articulate the specific "AI-Ready" skills and competencies required in their discipline or field of study.
· Identify gaps in their current curriculum where "human-distinctive" skills (e.g., empathy, complex judgment, physical intuition) need to be emphasized more strongly.
· Develop a personal "AI Teaching Statement" or action plan that defines their ongoing approach to AI integration for the upcoming academic year.
The Neuroinclusive Classroom Series 3: Assessment & Feedback for Neurodiverse Learners
Facilitated by: Laura McKinley, Educational Developer, Universal Design for Learning and Accessible Pedagogies, RGASC
In-person on Wednesday, March 25th, 2026, 11:00am - 12:00pm in ALC Room, MN3260
Online on Thursday, March 26th, 2026, 3:00pm - 4:00pm on Microsoft Teams
Assessments shape how many students experience learning and communicate what we hope students will learn. However, some traditional assessment and feedback practices can, unintentionally, create barriers for neurodivergent learners. Rigid time limits or deadlines, assigning a single mode of knowledge representation and expression (i.e. reliance only on written work) and feedback based solely on errors can heighten anxiety, penalize processing differences, and obscure opportunities for growth.
This workshop will offer neuroinclusive assessment and feedback strategies grounded in Universal Design for Learning (UDL) principles. Participants will explore practical approaches to (re)design assessments that uphold academic rigour while fostering flexibility, equity, and accessibility.
Learning Outcomes:
· Explore how traditional assessment and feedback practices can unintentionally create barriers for neurodivergent learners.
· Delineate key Universal Design for Learning (UDL) principles relevant to inclusive assessment.
· Analyze existing assessments for potential equity and accessibility barriers.
· Apply practical strategies to (re)design assessments that allow a wider variety of learners to thrive.
SoTL Series 3 - Navigating Ethical Considerations in SoTL Research
Facilitated by: Amanda Brijmohan, PhD, Educational Developer, Assessment and Scholarship of Teaching and Learning, RGASC
Faculty Co-facilitator: Prof. Jayne Baker, Associate Professor, Teaching Stream; Associate Chair, Academic, Department of Sociology, UTM; Chair, Social Sciences, Humanities, and Education Research Ethics Board (tri-campus), University of Toronto
Online on Friday, March 27th, 2026, 12:00pm - 2:00pm on Microsoft Teams
When instructors conduct SoTL projects involving their own students, they step into a dual role as instructor–researcher, which brings with it specific ethical considerations that are unique to doing research in teaching and learning contexts. This workshop supports those in our teaching and learning community at UTM who are curious about studying their teaching but are new to navigating research ethics processes and the Tri-Council Policy Statement (TCPS2). This session will first explore how to distinguish research from reflective practice or quality assurance, and whether approvals are required from U of T’s Research Ethics Board. Next, participants will explore how to recognize and mitigate power relationships and conflicts of interest when students are research participants, and how to design consent, recruitment, and data practices that protect student welfare during their participation in SoTL research projects. This workshop is intended for faculty, instructors, and educational staff who are new to SoTL or have limited experience with human research ethics processes.
Learning Outcomes:
After this session, participants will:
· Differentiate SoTL research from reflective practice and quality assurance activities in their own courses and identify when REB review is required. · Explore ethical considerations related to instructor–student power relationships in their SoTL projects and identify strategies to mitigate ethical risks.
· Consider whether or in what ways, students are a vulnerable research participant group.
· Identify potential data sources for a SoTL question (e.g., existing coursework, surveys, focus groups, institutional data) and specify how they will address privacy, and confidentiality.
Fridays, April 17 to May 8, 10:00 a.m. to 4:30 p.m. in person at UTSC campus
The Instructional Skills Workshop (ISW) program is a comprehensive and internationally-recognized professional development opportunity for those teaching in higher education. Participants will gain experience with active learning and educational technology, and will have the opportunity to design, deliver, and receive feedback on mini-lessons. Upon successful completion of the program, participants will receive certificates recognizing their efforts and status as ISW-certified instructors.
Space is limited so please register early to secure your spot!
Click here to register for the Instructional Skills Workshop for Postdocs.
Questions about this session program can be directed to Lisa at lisa.aikman@utoronto.ca