Upcoming Events

Winter 2018

Introducing ‘Learning How to Learn’ Principles: Concepts and Impact on the Student Experience

Seminar, January 26, 2018 @ 1:00 p.m. - 2:00 p.m. in IB340

Tanya Kirsch,  Assistant Professor, Teaching Stream, Department of Management

In combining learning science with pedagogy, a number of “Learning How to Learn” concepts from a Coursera “Massive Open Online Course” (MOOC) were introduced into the pedagogy of a third year Finance course with the aim of enhancing student learning both inside and outside the classroom. This practical session shares and discusses the ideas, tools and techniques of “Learning How to Learn” and highlights its impact on the student learning experience. The session is relevant to a variety of disciplines as the tools are generic, and not specific to the Finance course where they were introduced. The tools were used in a class size of 65 students, but can be applied equally to both small and large class formats.

Tanya Kirsch is an Assistant Professor, Teaching Stream at the University of Toronto (Mississauga). She teaches Finance and Investments courses, as well as the occasional Accounting course. Tanya studied in South Africa where she obtained her CA CPA and CFA designations. She has worked both in the Accounting profession (with Ernst & Young in Cape Town and in Toronto), and in the Investment profession as an equity analyst and portfolio manager. Tanya has taught Finance and Accounting as a sessional lecturer at Ryerson and The Schulich School of Business, and has taught full time at UTM since 2012.

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Creating a More Equitable Classroom: Questions, Considerations and Practices

Lunch & Learn, February 2, 2018 @ 11:00 a.m. - 2:00 p.m. in DH 3050

Marie Vander Kloet, Assistant Director, TATP/CTSI Teaching and Learning, CTSI, UTSG; & Jasjit Sangha, Faculty Liaison, CTSI, UTSG

In this interactive workshop, we focus on how to bring an equity lens to your work as an educator. Participants can expect to troubleshoot case studies in groups, write reflectively on one’s own and identify teaching practices to adopt this semester (together and individually). To do this, we will think through unconscious bias, the role of language and engage in deep listening to draw awareness to power relations in the classroom.

Marie Vander Kloet is the Assistant Director, Teaching Assistants Training Program/Centre for Teaching Support and Innovation (TATP/CTSI) at the University of Toronto. Marie leads the TATP - a peer-training program providing pedagogical support to the three campuses of the University of Toronto for teaching assistants and graduate students. At CTSI, Marie contributes to all aspects of CTSI programming, research and services; her areas of foci include graduate student teaching development and accessibility, equity and inclusion. Prior to becoming an educational developer, Marie completed her PhD in Sociology and Equity Studies in Education and the Graduate Collaborative Program in Women and Gender Studies at the Ontario Institute for Studies in Education at the University of Toronto.

Jasjit Sangha is Faculty Liaison, Teaching and Learning, at The Centre for Teaching Support and Innovation at the University of Toronto. She supports faculty through individual consultations, providing feedback on teaching dossiers, in-class observations, and support with teaching award files. She is also involved with work related to the Scholarship of Teaching and Learning, the Peer2Peer Faculty Mentorship Project, equity related programming and the development of resources. She completed her PhD in Adult Education at the Ontario Institute for Studies in Education at the University of Toronto.

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The Teaching Fellowship: A Model for Mentoring Graduate Student Teachers

Seminar, February 12, 2018 @ 12:00 p.m. - 1:00 p.m. in DH 2070

Jayne Baker, Assistant Professor, Teaching Stream, Department of Sociology, UTM; & Nathan Innocente, Assistant Professor, Teaching Stream and Acting Associate Chair, Undergraduate - CLS, Department of Sociology, UTM

In this session, we present a teaching fellowship model developed in the Sociology department designed to mentor graduate students with little or no teaching experience. Components of this model include discussions about, and instruction in, teaching philosophies, assessment, learning outcomes, course management, and strategies for student engagement and classroom instruction. The model also includes extensive observation, instructor feedback, and one-on-one mentoring. As part of our presentation, we include feedback from graduate student fellowship participants about the strengths and weaknesses of the model. 

Jayne Baker is an Assistant Professor, Teaching Stream in the Sociology department at the University of Toronto Mississauga. Her research centres on hierarchies among university institutions (Sociology of Education) to increasing student learning in core concepts and competencies including research and writing (Scholarship of Teaching and Learning). She teaches courses at all grade levels and sizes, from 12 to 1,000. In addition to teaching required courses in research methods and introductory sociology, she also teaches courses in education and a course on masculinities. As part of her interest in supporting student learning and engaging students outside of the classroom, Jayne frequently works with undergraduates and graduate students within her own research.

Nathan Innocente is an Assistant Professor, Teaching Stream in the Department of Sociology at the University of Toronto Mississauga. He teaches introductory and experiential learning courses as well as courses focusing on white-collar crimes and criminal justice. His research examines the organizational antecedents for mortgage fraud and the intersection between mortgage fraud and identity theft, as well as problem-based learning in criminology, the effectiveness of test preparation strategies, and assessments of mentorship models. With a significant focus on mentorship, he has worked with over forty graduate and undergraduate students during his five years at UTM, including through independent study courses, teaching and research opportunity programs, and the graduate teaching fellowship. 

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Getting Innovation Up and Running: The Writing Development Initiative, how it works, and how it can help

Seminar, February 21, 2018 @ 12:00 p.m. - 1:00 p.m. in IB 210

Michael Kaler, Assistant Professor, Teaching Stream & Writing Specialist, Robert Gillespie Academic Skills Centre, UTM; & Nicole Laliberte, Assistant Professor, Teaching Stream, Department of Geography, UTM

If you have ideas about how you could enhance the use of writing or instruction in writing in your course, the Writing Development Initiative (WDI) could help you develop and apply them. In this seminar, we will discuss what the WDI is, why it exists, how to apply, and the criteria for application; we'll also look at ways in which it can give projects the opportunity to be tested and to grow over time. There will also be time for discussion, so please bring your questions and ideas - about writing or the WDI - and be prepared to share!

Michael Kaler is an Assistant Professor and Writing Specialist at the Robert Gillespie Academic Skills Centre, where his research interests include writing program assessment and productive feedback. He holds doctorates from Université Laval (Quebec, QC) in sciences religieuse and York University (Toronto, ON) in ethnomusicology, and a MA in sciences religiouses from U. Laval; he is also TESL-Canada and TESL-Ontario certified and has taught English both in the private sector and with the Graduate Centre for Academic Communication at the University of Toronto. He has published widely on such topics as ancient gnosticism, early Christian heterodoxy, the Grateful Dead, science fiction, and the musical expression of religious experience. He reintroduced the teaching of the Coptic language to the Department of Near and Middle Eastern Civilizations (U. Toronto), teaching there from 2005-2008, and has taught at McMaster University and York University as well.

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Strategies for Supporting Student Groups

Lunch & Learn, March 2, 2018 @ 12:00 p.m. - 2:00 p.m. in DH 3075

Heather McGhee Peggs, Manager, Graduate Conflict Resolution Centre, UTSG; & Dianne Ashbourne, Educational Developer, Robert Gillespie Academic Skills Centre, UTM

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Demystifying the Dossier Series: Preparing the Teaching Dossier

Workshop, March 7, 2018 @ 11:00 a.m. - 2:00 p.m. in DH 3075

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.

At the end of this interactive session, participants will be able to address the following questions:

  • What is distinctive about my approach to teaching?
  • What have been my major accomplishments as a teacher?
  • How can I effectively present my teaching skills and knowledge to a review committee?

Special note: this workshop will focus on the preparation of a teaching dossier by appointed faculty members for the purposes of undergoing a review process (tenure or continuing status). Teaching dossiers prepared for job searches carry different expectations and will not be the main focus of this session. Instructors preparing job application dossiers are still welcome to participate in this workshop.

Megan Burnett is the Associate Director of the central teaching support office at the University of Toronto, the Centre for Teaching Support & Innovation (CTSI), where she has been actively involved in faculty development for over ten years. Megan has guided the development of key initiatives at CTSI, such as the annual Course Design Institute, and created programming on active learning and lesson planning. Megan has also led resource development, workshops and consultations for faculty members preparing teaching dossiers for the purposes of tenure review, continuing status review and promotion. As Associate Director, Megan oversees a team of staff members who support educational technologies, the Scholarship of Teaching & Learning, teaching assistant training and graduate student professional development, as well as the institutional course evaluation framework and online system. Prior to becoming Associate Director, Megan was the Assistant Director of CTSI and coordinated the university-wide Teaching Assistants’ Training Program, overseeing a team of 15 graduate student peer trainers.

Megan has a Master’s degree in French literature and taught for many years as a TA and sessional lecturer at U of T before entering the realm of educational development.

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Teaching Critical Reading Across the Curriculum

Seminar, March 19, 2018 @ 12:00 p.m. - 1:00 p.m. in DH 2070

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

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Creating Effective Feedback for Students

Workshop, April 5, 2018 @ 11:00 a.m. - 12:30 p.m. in TBD

Mairi Cowan, Associate Professor, Teaching Stream, Department of Historical Studies & UTM Facutly Writing Fellow; & Michael Kaler, Assistant Professor, Teaching Stream & Writing Specialist, Robert Gillespie Academic Skills Centre, UTM

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Game-Enhanced Learning

Seminar, April 10, 2018 @ 1:00 p.m. - 2:00 p.m. in IB 210

Lee Bailey, Associate Professor, Teaching Stream, Department of Economics, UTM; & Tom Klubi, Learning Strategist and Program Manager, Robert Gillespie Academic Skills Centre, UTM

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Preventing Academic Integrity Offenses in ENG 110

Seminar, April 23, 2018 @ 12:00 p.m. - 1:00 p.m. in IB 210

Daniela Janes, Senior Lecturer, Department of English & Drama, UTM; Michael Kaler, Assistant Professor, Teaching Stream & Writing Specialist, Robert Gillespie Academic Skills Centre, UTM; & Chet Scoville, Assistant Professor, Department of English & Drama, UTM.

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