CTSI Workshops

View the complete calendar of CTSI EVENTS.

For information on TATP EVENTS please visit the TATP website.



Facilitators: Marie Vander Kloet, Assistant Director, CTSI, and Jasjit Sangha, Faculty Liaison, CTSI


In this informal brown bag lunch discussion, faculty and staff who facilitate workshops for students can share their experiences in creating a more equitable classroom, problem-solve on any challenges they are facing and develop new strategies on how to move forward. This is a space for faculty to further their own learning on equity in a supportive environment. The topics for discussion will be informed by what issues are important for faculty and may include themes such as:

  • Setting the tone for an inclusive classroom
  • Developing curriculum with an equity lens
  • Considering how language may shape equity and inclusion
  • Discussing current events in the classroom
  • Reflecting on our identities and how they may impact our work as educators
  • Understanding power in the classroom

November 21, 2017
CTSI, Room 4035
Robarts Library, 4th Floor




Melody Neumann, Associate Professor, Teaching Stream, Department of Cell & Systems Biology
Dan Riggs, Associate Professor, Department of Biological Sciences


Wondering about educational technology innovations developed at U of T? Interested in exploring new tools to engage students? Curious about ways that ITIF can support your teaching innovations? Join us for a conversation with Melody Neumann and Dan Riggs about their innovative tools developed at the University. Melody Neumann will facilitate a hands-on exploration of Team Up! Group Quiz, an award-winning tool developed to improve small group interactions and learning where social connections and good group dynamics can be a challenge to establish. It offers a mechanism for frequent low‐stakes testing with immediate feedback and facilitates peer teaching. Dan Riggs will feature Quizzical, a platform to help students engage more deeply with course material by generating and exploring multiple choice questions. TA approved questions go to a test bank that students can access via secure server for test practice and as a learning tool.  A graphical interface allows students and instructors to chart progress and to discover where gaps in knowledge exist.

ITIF in Action workshops will feature recipients of the Instructional Technology Innovation Fund (ITIF).  Participants will be introduced to project ideas, design and development processes, and outcomes (including research implications), with presenters sharing their stories of successes and challenges.

November 22, 2017
CTSI, Blackburn Room
Robarts Library, 4th Floor



As part of the Demystifying the Dossier Series, this workshop serves as a pre-‘teaching dossier’ workshop, and is the companion to the Demonstrating and Capturing Teaching Success session (ran early Fall 2017) and Preparing Your Teaching Dossier session (registration open early 2018). Faculty are welcome to attend one or multiple workshops in the series.

Greg Hum, Assistant Director, Teaching Assessment, CTSI
Kosha Bramesfeld, Data Analyst, Course Evaluations, CTSI


At the University of Toronto, course evaluations are one key component of the teaching dossier which is submitted as part of the formal review process for tenure and continuing status, as well as for promotion. This session will offer strategies and practical tips for understanding and interpreting your course evaluations and will provide guidance on how to interpret and include these data in the teaching dossier.

Topics covered in this workshop include: (a) institutional policies and norms regarding the inclusion of course evaluations in teaching dossiers; (b) an overview of the institutional course evaluation framework and report(s); (c) how to summarise and describe course evaluation data in the dossier; and, (d) how to effectively write a narrative that contextualises your course evaluation data. In this session you will engage in reflective activities to derive key insights from your evaluations and you will begin drafting a plan and framework for integrating your course evaluations into your teaching dossier. Please note that you are highly encouraged to bring copies of your course evaluations (or at least a sample of your course evaluations) to the session for your personal review/use.

November 28, 2017
CTSI, Blackburn Room
Robarts Library, 4th Floor



Symposium Express workshops feature facilitators from the 11th Annual Teaching & Learning Symposium. This series spotlights sessions run at the Symposium, allowing our community to attend and engage with sessions they may have missed on the day.

Ethics for Future Financial Professional – Strategies to Incorporate Ethics into a Technical Curriculum

Vicki Zhang, Assistant Professor, Teaching Stream, Statistical Sciences

Ethics has long been recognized as an important component in financial education. However, much of the ethics concern in modern finance increasingly dwell in “grey areas”, beyond the traditional boundaries of legality and professional standards, which have been the focus of traditional financial ethics education. Moral hazard created by complex products, “creative” risk transfer schemes that are legal but morally dubious, morality underlying common risk selection criteria, are just a few of such examples. I argue that it is high time we broadened the scope of financial ethics education to include those controversial topics, as they reflect the real-life issues our students will face in their future professional lives.

A key challenge is how to confront students’ indifference to financial ethics education, as they tend to be driven by external motivations when entering finance-related majors. Over the past three years, I developed a series of pedagogical strategies to incorporate ethics into technical courses. Examples include team-based research projects that utilize finance to address “externalities” such as environmental issues; “investigative” projects where students act as consumers in a real marketplace to understand the public’s challenges in the face of financial industry’s lack of transparency. A narrative-based approach is used in a second-year introductory course to implicitly convey the moral background of technical content. Students in my upper-year courses are required to read deeply on ethics issues and debate on controversial topics. I will present findings from exit reviews and lessons learned on how to integrate ethics as a key component into technical courses.

Boatright, J.R. (2013). Ethics in finance. Chichester: Wiley Blackwell.
Ethical Issues in Financial Services. (n.d.). Issues in Business Ethics Contemporary Reflections on Business Ethics, 187-205. doi:10.1007/978-1-4020-4984-2_11
Zhang, V. & Ewener, J. (2014). Uncalculated Risks: The transformation of insurance, the erosion of regulation, and the economic and social consequences. Toronto: Canadian Scholar Press

Forging Links Between the Classroom and Society: Student-Designed Outreach Activities Enhance Learning in Biology

Aarthi Ashok, Associate Professor, Teaching Stream, Biological Sciences, UTSC
Trisha Mahtani, Teaching Assistant, Biological Sciences, UTSC and Ph.D. candidate, Cell & Systems Biology Graduate Program

Undergraduate biology students, much like many established scientists, are acutely aware of the importance of public support of and interest in scientific research in today’s society. Some former students have vocalized the importance of communicating biological concepts, especially those of relevance to public health, to young adults who may never pursue a degree in biology or indeed higher education. Inspired by these student voices and other scientific opinions that strongly advocate for the role of public outreach in the development of budding scientists (e.g. (1), (2)), we designed a pilot outreach activity in a 4th year course entitled Pathobiology of Human Disease. Our primary goal was for students to use their advanced knowledge of biological processes to develop an interactive and informative activity for a non-expert audience (e.g. young adults, kindergarteners, seniors in a continuing education course) that would empower our students to utilize and reflect on their course based learning. Students developed both an in-class presentation as well as a written description of their outreach activity which included learning goals, a listing of required materials, details on how the activity was conducted and means by which they would measure participant learning. Importantly, students also reported on what they learned as they designed this activity. We present examples of student work to highlight the important learning gains for students in this assignment as well as to engage instructors across disciplines in a broader discussion of authentic assignments that that forge links between the classroom and society.

Aalbers CJ, Groen JL, Sivapalaratnam S. 2010. More outreach for young scientists. Nature 467:401-401)
Varner J. 2014. Scientific outreach: Toward effective public engagement with biological science. Bioscience 64:333-340

December 8, 2017
CTSI, Blackburn Room
Robarts Library, 4th Floor



Carol Rolheiser, Director, CTSI
Luc De Nil, Vice-Dean, Students, School of Graduate Studies
Megan Burnett, Associate Director, CTSI


This workshop is intended for faculty who are supervising graduate students and who are interested in enhancing their supervisory practices. The School of Graduate Studies has published the revised Graduate Supervision: Guidelines for Faculty, following the publication of equivalent guidelines for students. This workshop provides an overview of the guidelines and case studies intended to help faculty and administrators create a supervisory environment that sets a student up for success. In this workshop, participants will explore their own supervisory style, and how they can apply and adapt the guidelines. Participants will also be able to discuss best practices with other participants and a panel of faculty members who are recognized for their excellence in graduate supervision. The focus of the workshop will be on creating a positive supervisory environment from the start of the supervisory relationship in order to support the student towards academic success and prevent potentially problematic situations from developing.

December 14, 2017
CTSI, Blackburn Room
Robarts Library, 4th Floor