Session 1.1 - Teaching with Intention: Inviting Constructive Dialogue to Your Classroom (x EDIO)
Abstract
This practical workshop examines real classroom scenarios that explore effective strategies for facilitating constructive dialogue. Participants will engage with authentic case studies drawn from real classroom scenarios, examining both successful and problematic approaches to contentious topics and difficult student interactions. Through interactive analysis and small group discussions, with the guidance of the facilitators, participants will unpack specific facilitation methods and examine successful instructor responses. Participants will leave with a toolkit of concrete strategies and resources for managing difficult conversations and creating environments where students feel safe to engage meaningfully with challenging content.
Session Outcomes:
- Analyze real classroom case studies to identify effective facilitation techniques for managing challenging conversations
- Apply evidence-based dialogue strategies to navigate controversial topics and difficult student interactions
- Build confidence in responding to harmful or problematic student viewpoints
- Curate a personalized selection of strategies and resources from a provided toolkit to promote inclusive and engaging learning environments where students can engage meaningfully with challenging content
Time
9:40am-10:30am
Location
CDRS (MN3230)
Facilitators
Corrine Bent-Womack, Educational Developer, Anti Racist Pedagogies, RGASC
Laura McKinley, UDL and Accessible Pedagogy Coordinator, RGASC
Nythalah Baker, Director, Equity, Diversity & Inclusion
Session 1.2 - Toward an AI-Ready Instructor: Framing AI for Teaching Integration
Abstract
In this interactive session, participants will explore practical frameworks and real-world examples to help them thoughtfully integrate generative AI into their course design, instruction, and student engagement strategies. You'll leave with a curated set of resources, actionable strategies, and one concrete idea you can implement in your upcoming courses.
Session Outcomes:
- Identify practical models for integrating AI into teaching (e.g., SAMR, PAIR, Two-Lane Approach)
- Explore discipline-specific use cases for generative AI
- Access a curated collection of resources
- Develop one actionable idea through the “Plan One Thing” activity
Time
9:40am-10:30am
Location
CDRS (MN3230)
Facilitator
Rob Huang, Educational Developer, Instructional Practices and Student Engagement, RGASC
Plenary Address: "From Detection to Direction: Reframing Teaching, Learning, and Academic Integrity in a Postplagiarism Era"
Abstract
Join us as we explore how teaching, learning, and academic integrity have shifted with the emergence of generative AI and other technological advancements. Traditional approaches focused primarily on detecting plagiarism or cheating are increasingly insufficient in today’s educational environment.
We will examine and interrogate how we can move beyond a punitive ‘Gotcha!’ mindset toward a more holistic framework that emphasizes authentic learning, critical thinking, and creative problem-solving. Drawing on current research and practical classroom innovations, we’ll discuss strategies for designing assessments that both validate original student work and prepare learners for a world where content creation and information evaluation are increasingly complex skills.
The session will offer participants concrete approaches to integrate academic integrity principles into their pedagogy in ways that empower students rather than merely restricting them. Together, we’ll reimagine how academic integrity can serve as a foundation for meaningful educational experiences in this postplagiarism era, where our focus shifts from detecting what students shouldn’t do to directing what they can and should accomplish.
Time
10:45am-12:30am
Location
CDRS (MN3230)
Facilitator
Sarah Elaine Eaton, PhD, Professor and Research Chair at the Werklund School of Education, University of Calgary, Canada and Honorary Associate Professor, Deakin University, Australia
Session 2.1 - Teaching with Intention: Developing Meaningful Community Guidelines
Abstract
This interactive workshop supports faculty in developing community guidelines that foster respectful, inclusive, and engaged classroom environments. Participants will explore how intentionally crafted agreements can lay the foundation for a brave space, one that promotes a classroom culture that supports authentic engagement with complex or challenging content.
Through guided reflection and peer dialogue, participants will examine the pedagogical role of community guidelines across various teaching contexts, whether fostering open discussion, supporting collaborative work, or facilitating conversations around equity and justice. The session will include time to begin drafting guidelines that align with participants’ individual teaching philosophies and learning goals, with attention to how these agreements can support authentic participation and belonging in the classroom environment.
Session Outcomes:
- Describe the role of community guidelines in fostering brave spaces that support student engagement, respectful dialogue, and inclusive classroom dynamics.
- Develop preliminary guidelines that support equity-centered pedagogy and authentic participation
- Align the creation of community agreements with their own teaching values and desired learning outcomes
Time
1:30pm-2:20pm
Location
CDRS (MN3230)
Facilitator
Corrine Bent-Womack, Educational Developer, Anti Racist Pedagogies, RGASC
Session 2.2 - Toward an AI-Ready Instructor: Considering Generative AI in Your Assessment Design (x CTSI)
Abstract
The use of generative AI has continued to complicate conversations around assessment validity in higher education. With growing concerns about generative AI misuse, it's becoming difficult to know if current assignments show what students actually understand. This interactive workshop will explore how partnership-based approaches – centered on collaboration, trust, and open communication between students and instructors – can address both the prevention of generative AI misuse and the integration of generative AI tools through intentional assessment design.
Participants will explore assessment models and examples that range from AI-integrated to AI-restricted use, highlighting how clear dialoguing around expectations, transparent rubric criteria, and the use of diagnostic tasks can help to foster trust between instructors and students. These tasks, alongside student-facing resources, can support self-regulation and agency by engaging students as active participants in their assessment process.
Session Outcomes:
- Reflect on and assess your current understanding of generative AI capabilities and identify how these tools are present or potentially impact your course assignments
- Examine how generative AI influences trust and transparency between students and instructors in assessment practices
- Explore emerging assessment frameworks which consider generative AI integration in how learning is assessed, including those that promote open communication and partnership around generative AI use
Time
1:30pm-2:20pm
Location
CDRS (MN3230)
Facilitators
Amanda Brijmohan, Educational Developer, Assessment and Scholarship of Teaching and Learning, RGASC
Victoria Sheldon, Faculty Liaison Coordinator, Generative AI Pedagogies, CTSI
Session 3.1 - Exploring Different Feedback Practices in Your Classroom
Abstract
Feedback is a key part of helping students learn, but many instructors find it challenging to get students to engage with feedback in meaningful ways. This interactive workshop will offer participants a variety of effective feedback implementation strategies to consider for the upcoming term. Participants will have the opportunity to explore research on feedback literacy in higher education and learn how to help students develop feedback skills. The workshop will also offer ideas for promoting sustainable classroom cultures in which feedback is a regular and valuable part of learning.
Session Outcomes:
- Explore foundational literature on feedback literacy and feedback engagement for student learning
- Consider the effectiveness and feasibility of different feedback practices (scaffolded feedback, peer review, self-assessment, multi-model feedback)
- Explore challenges and barriers to feedback uptake
Time
2:30pm-3:20pm
Location
CDRS (MN3230)
Facilitator
Amanda Brijmohan, Educational Developer, Assessment and Scholarship of Teaching and Learning, RGASC
Session 3.2 - Neuroinclusive Classrooms: Supporting Executive Function to Address Disengagement, Procrastination, and Absenteeism
Abstract
Executive function refers to a set of mental processes and skills used to manage time, stay organized, plan, focus, switch between and complete tasks. Challenges with executive functioning can impact all students but are disproportionately faced by neurodivergent students (an umbrella term for those who process information differently or identify as/with ADHD, Autism, Dyslexia, and more, less than half of whom are disclosing such information in higher education contexts). Often inadvertently mischaracterized as indifference, these challenges can show up in different ways, including trouble with time management, memory, absenteeism, staying engaged, prioritizing, completing tasks, and organizing.
Participants will explore evidence-based Universal Design for Learning principles and executive function skill-building practices, leveraging strengths to create meaningful learning experiences and reducing the impact of some of the challenges named above.
Participants are invited (but not required) to bring a course syllabus, lesson or assignment to guide reflective practice.
Session Outcomes:
- Recognize executive function challenges and how they can show up in the classroom
- Discover neuro-affirming and asset-based approaches to skill building
- Identify and select strategies to proactively design for neuro-variability so students can thrive
Time
2:30pm-3:20pm
Location
CDRS (MN3230)
Facilitators
Laura McKinley, UDL and Accessible Pedagogy Coordinator, RGASC
Featuring: Michelle Morgani, Assistant Director, Advising Services
Session 4.1 - Building Community: In-person and Online (x UTM Library)
Abstract
Whether you're teaching in-person, online, or in a hybrid format, building a sense of community is essential for student engagement and success. In this session, participants will explore evidence-based strategies to design inclusive, connected learning environments. Through practical examples and collaborative discussion, participants will leave with resources, and a “welcome plan” to help them kick off their course with connection in mind.
Session Outcomes:
- Identify community-building strategies tailored to in-person, online, and hybrid teaching
- Apply tools for fostering inclusive and participatory learning environments
- Access U of T supported templates and teaching resources
- Develop a “welcome plan” to support early course engagement
Time
3:30pm-4:20pm
Location
CDRS (MN3230)
Facilitators
Rob Huang, Educational Developer, Instructional Practices and Student Engagement, RGASC
Amy Widdifield, Instructional Technologies Specialist, UTM Library
Session 4.2 - Syllabus Clinic: Designing for Connection, Clarity and Change (x Associate Dean, Teaching and Learning)
Abstract
As one of the final sessions of Ready, Set…Teach!, this syllabus clinic invites participants to bring together insights from earlier discussions on AI integration, constructive dialogue, and neurodiversity. Participants will learn how the syllabus is a living document open to assessment and revision in its goal of aligning course design with pedagogical practice. Often the first point of contact between students and instructors, it is a foundational element in establishing a meaningful learning community with your students. In this session, we will see the role that our institutional policies play in establishing this document, and also have a chance to review the new Course Information System (CIS) Syllabus Builder. Whether you're revising an existing syllabus or starting fresh, this clinic offers a supportive environment to align your course materials with evolving pedagogical values and student-centered practices.
Session Outcomes:
- Participants will discuss how the syllabus can evolve over time to reflect current pedagogical practices, institutional policies, and student needs
- Participants will integrate insights from AI use, neurodiversity, and classroom dialogue sessions to create syllabi that foster meaningful learning communities
- Participants will learn about the Course Information System (CIS) Syllabus Builder and how to align their syllabi with institutional guidelines and values