2018 - 19 Events

Prepare to Teach: What do I do if?: Dealing with difficult issues in the classroom

July 23rd from 11am - 12pm, offered online

What do I do if my students aren’t coming to lecture? If some students are being disruptive in class? If there is an emergency in the classroom? If a student has disclosed a private matter to me? If one of my students is in crisis? This session will provide an overview of difficult issues you may face as an instructor, and will highlight strategies and resources to use in order to deal with them.

Prepare to Teach: Inspiration and suggestions for using Quercus

July 16th from 11am - 12pm, offered online

We have now had a year with our new LMS Quercus. This session is an opportunity to learn what has worked well (and what hasn’t) for other instructors using Quercus. We will profile strategies that instructors are using for Quercus, and will also have an opportunity to trouble shoot challenges you might be facing.

Prepare to Teach: Syllabus Clinic

July 9th from 11am - 12pm, offered online

There are about 8 weeks before you need to submit your syllabi for fall courses – a perfect time to update your syllabus, or start a new one from scratch. This session will help you avoid common syllabus mistakes, saving you valuable time later in the term. We will discuss strategies for managing the administrative load of teaching, and will provide an overview of additional resources you can turn to for help when needed.

ALC Show & Share (Showcase)

active learning classroom at UTMMay 1, 2019 from 11am-12pm, NE 2170

UTM’s Active Learning Classrooms (ALC) provide instructors from all disciplines with a unique opportunity to explore how space, active learning pedagogy and technology can promote student learning. During this session, instructors who have taught in the ALCs this year will share how they facilitate a student-centered learning environment in their courses through active learning strategies, technology and classroom space. All are welcome to attend - no experience teaching in an ALC is necessary.


TLC year-end lunch (Celebration)

cherry blossoms in April

May 1, 2019 from 12-1pm, NE 2100

Fiona Rawle, Associate Dean, Undergraduate & Associate Professor, Teaching Stream, Department of Biology, UTM

Dianne Ashbourne, Educational Developer, Robert Gillespie Academic Skills Centre, UTM

This is your chance to share and showcase teaching & learning successes (and challenges) from the past year. Please join us for lunch followed by several informal sessions, sharing opportunities, and discussions of challenges.


Getting started in the Scholarship of Teaching and Learning (SoTL) (Workshop)

April 17, 2019 from 10am-1pm in NE 5128

Nicola Simmons, Assistant Professor, Department of Graduate and Undergraduate Studies in Education, Brock University.

scholarship of teaching and learningThe Scholarship of Teaching and Learning (SoTL) investigates teaching and learning issues to find context-relevant and evidence-informed solutions. In this workshop we look at how to get a project started and different approaches to SoTL work. Bring your SoTL idea and explore possible forms of evidence and approaches to analysis as well as considerations for ethics and funding. We also look at where to find more resources and how to make SoTL work public.

Dr. Nicola Simmons is a faculty member in Educational Studies at Brock University. She has held national and international leadership roles in the Scholarship of Teaching and Learning and was Founding Chair of SoTL Canada as well as past chair of the Educational Developers Caucus. Her work focuses on higher and adult education, including the Scholarship of Teaching and Learning. She has given hundreds of workshops in teaching and learning over the past 35 years. In 2017, she was named a 3M National Teaching Fellow and Brock’s inaugural Open Access Award winner, and in 2016 received an inaugural Educational Developers’ Caucus Distinguished Educational Development Career Award. Currently, she holds a Brock Chancellor’s Chair for Teaching Excellence.


How to identify and mitigate unconscious bias in teaching and learning (Seminar)

silhouette of person with question mark in headApril 9, 2019 from 12:30-1:30pm in NE 5128

Fiona Rawle, Associate Dean, Undergraduate & Associate Professor, Teaching Stream, Department of Biology, UTM

This session will present an overview of unconscious bias, specifically looking at the teaching and learning context. We will explore how to identify different types of implicit bias, and will examine strategies to prevent and/or mitigate this bias.


Demystifying the dossier series: Preparing the teaching dossier (Workshop)

colourful files

March 19, 2019 from 11am-1:30pm in NE 5128

Dianne Ashbourne, Educational Developer, Robert Gillespie Academic Skills Centre, UTM

Megan Burnett, Associate Director, Centre for Teaching Support and Innovation, University of Toronto

At the University of Toronto, teaching dossiers must be submitted as part of the review process for tenure review or continuing status review. This session will provide an overview of the content and structure of an effective teaching dossier, with an emphasis on how to align this document with divisional and institutional expectations. Session participants will review the distinctive qualities of a teaching dossier, and will develop a plan for assembling and strengthening their own dossiers. They will also be led through the first steps of composing a Statement of Teaching Philosophy.

Moving from feedback to feedforward: Best practices and useful tips (Workshop)

writing in notebook

March 7, 2019 from 2-4pm in NE 5128

Michael Kaler, Assistant Professor, Teaching Stream & Writing Specialist, Robert Gillespie Academic Skills Centre, UTM

In this workshop, we'll discuss the differences between viewing responses to student work as (summative) 'feedback' versus (formative) 'feedforward.' We'll talk about how to integrate responses into the structure of the course as a whole, discuss best practices to make sure that our feedforward is taken seriously by students, and get some hands-on practice in applying these techniques to student writing.

Indigenous curriculum reform initiatives at UTM (Panel)

February 27, 2019 from 12-1pm in NE 5128

Panel members:

  • Jennifer Adese, (Otipemisiw / Metis) Associate Professor, Department of Sociology, UTM.
  • Robin Gray, Assistant Professor, Department of Sociology, UTM. Dr. Gray is Ts’msyen from Lax Kw’alaams, BC, and Mikisew Cree, with Dene roots, from Fort Chipewyan, AB.
  • Stepfanie Johnston is an Anishinaabe/Metis student. MA Anthropology with a Collaborative Specialization in Indigenous Health
  • Nicole Laliberte, Associate Professor, Teaching Stream, Department of Geography, UTM
  • Sherry Fukuzawa, Assistant Professor, Teaching Stream, Department of Anthropology, UTM
  • Cat Criger, Indigenous Advisor, UTM

UTM campus

This panel will discuss the importance of an Indigenous curriculum in all Divisions at UTM.  We will provide some resources and examples of Indigenous initiatives that are taking place in UTM classrooms. We will converse on the importance for all UTM students and faculty to understand the long lasting consequences of the historical relationship between Universities and Indigenous peoples in Canada, and begin a discourse on possible ways for UTM to move toward reconciliation.


Faculty perspectives on active learning (Panel)

February 7, 2019 from 2:30-4pm in NE 5128

Panel members:

  • Yuhong He, Associate Professor, Department of Geography, UTM
  • Sanja Hinić-Frlog, Assistant Professor, Teaching Stream, Department of BIology
  • Paul Piunno, Associate Professor, Teaching Stream, Department of Chemical and Physical Sciences
  • Chester Scoville, Assistant Professor, Teaching Stream, Department of English and Drama, UTM

students in Munk School courtyardJoin us to gather ideas and advice from experienced colleagues for integrating active learning opportunities in both small and large courses. Panel members, representing a variety of disciplines, will comment on the challenges of implementing active learning and will share ideas and advice. The panelists will address the following questions:

  1. What key components make active learning activities effective? Are there any strategies you have found particularly effective?
  2. How do you address student resistance to active learning?
  3. What strategies do you use to facilitate group work?
  4. How you make time for active learning while still ensuring you cover all of your course content?
  5. How do you use technology to facilitate active learning?

Faculty perspectives on teaching large classes (Panel)

November 13, 2018 from 1-2:30pm in NE 5128

Panel members:

  • Ken Derry, Associate Professor, Teaching Stream, Department of Historical Studies;
  • Sherry Fukazawa, Assistant Professor, Teaching Stream, Department of Anthropology;
  • Judith Poë, Professor, Teaching Stream, Department of Chemical & Physical Sciences;
  • Alex Rennet, Assistant Professor, Teaching Stream, Department of Mathematical and Computational Sciences

class in a large lecture hall

Join us to gather ideas and advice for teaching large classes from experienced colleagues. Panel members, representing a variety of disciplines, will comment on the challenges of teaching large classes and will share ideas and advice. The panelists will address the following questions:

  1. How do you manage the logistical/administrative issues that come with teaching a large class?
  2. How do you counteract anonymity in large classes?
  3. Are there any teaching strategies that you have found particularly effective for teaching large classes?
  4. How do you handle assessment in large classes?
  5. What advice do you have for working with TAs?

Where you fit in the big picture: Aligning your course with program expectations (Seminar)

November 8, 2018 from 1-2pm in NE 5128

puzzle piece being inserted into puzzle

Fiona Rawle, Associate Dean, Undergraduate & Associate Professor, Teaching Stream, Department of Biology, UTM

In this session, we will explore how to align your course and assignments with broader program expectations and learning outcomes. We will discuss how to identify potential gaps and alignment opportunities.  Both challenges and strategies will be explored through this workshop.


Course design 101: Designing effective assessments (Workshop)

October 30, 2018 from 10am-12pm in NE 4107

paper, speech bubble, pencils, magnifying glass, clock, compass, atom

Dianne Ashbourne, Educational Developer, Robert Gillespie Academic Skills Centre, UTM

This workshop will provide an overview of the core principles and strategies of effective assessment design. A survey of assessment strategies and their alignment with different learning outcomes will also be shared. Participants will be asked to analyze sample assignments and reflect on the design of their own assignments. 


The dreaded group project: Tips for supporting meaningful student collaboration (Seminar)

October 17, 2018 from 1-2pm in NE 4107

Monika Havelka, Associate Professor, Teaching Stream, Department of Geography

students working in a groupHaving students work in groups to produce any type of “deliverable” – a report, a presentation, etc. – has intrinsic pedagogical value, and models professional behaviour in many disciplines.  However, the experience can be  fraught with difficulties for students and instructors alike.  How do we make group work a positive, equitable learning experience?  This seminar will draw on experiences I have had teaching several courses with very heavy reliance on group work to produce a significant final product – we will talk about what works and what doesn’t in terms of fostering “buy-in” and enthusiasm among group members, maintaining personal accountability, and developing good project management skills that students can take forward into the workplace or into higher levels of academia.


Developing students' critical reading skills (Workshop)

September 27, 2018 from 11am-1pm in NE 5128

Tyler Evans-Tokaryk, Associate Professor, Teaching Stream & Director, Robert Gillespie Academic Skills Centre

This workshop will present a brief overview of the scholarship on critical reading, focusing in particular on studies testing the efficacy of specific reading strategies and on research documenting the impact of different methods of instruction. It will then take participants through a set of interactive exercises practicing different reading methods using academic texts from across the curriculum.  One of the primary aims of this workshop is to provide instructors with strategies for integrating writing support into their classes without sacrificing or compromising coverage of course content.


Course design 101: Writing learning outcomes (Workshop)

September 19, 2018 from 2-4pm in NE 5128

Dianne Ashbourne, Educational Developer, Robert Gillespie Academic Skills Centre, UTM

Carefully written learning outcomes provide numerous benefits for both students and instructors. This session will begin with a brief review of relevant literature and an introduction to key resources for writing learning outcomes. The majority of the session will be spent practicing writing clear, measurable, and meaningful learning outcomes. Participants are encouraged to bring a copy of a syllabus for a course for which they would like to develop learning outcomes or revise existing ones.


Preparing to teach: A just-in-time syllabus clinic (Workshop)

August 30, 2018 from 1:20-2:20 pm

Fiona Rawle, Associate Dean, Undergraduate & Associate Professor, Teaching Stream, Department of Biology, UTM

Dianne Ashbourne, Educational Developer, Robert Gillespie Academic Skills Centre, UTM

Classes are just around the corner, and you’ll need to submit your syllabus soon. This session will help you avoid common syllabus mistakes, saving you valuable time later in the term. We will discuss strategies for managing the administrative load of teaching, and will provide an overview of additional resources you can turn to for help when needed.