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CENTRE FOR TEACHING SUPPORT & INNOVATION

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2018-2019 Annual Report

The Centre for Teaching Support & Innovation (CTSI) provides leadership in teaching and learning at the University of Toronto and provides support for pedagogy and pedagogy-driven instructional technology for all teaching staff and teaching assistants (primarily through the Teaching Assistants’ Training Program) across the university’s campuses and divisions.

Director’s Welcome 

Each year as we prepare our Annual Report, we take time to reflect on all we have accomplished and focus on our goals and priorities for the upcoming year. This year, however, this reflective process is even more pronounced as we celebrate many important initiatives and two important milestones for both the Centre for Teaching Support & Innovation (CTSI) and the Teaching Assistants’ Training Program (TATP).

First of all, in 2019 we celebrated CTSI’s 10th anniversary and our role in the ever growing, ever developing teaching and learning community at U of T. Over this past decade, CTSI has had the pleasure and honour of working with so many of you to enhance teaching effectiveness and the student experience, to support new innovations and ideas, and to build an engaged and vibrant learning community. Over ten weeks, we honoured and featured themes and accomplishments from the past decade in our newsletter and on our website entitled “CTSI 10: Then and Wow!”. This milestone culminated in a celebration at this year’s Teaching and Learning Symposium – Learning Spaces + Places – held at the Desautels Centre for Integrative Thinking on May 28th. With 360 attendees (faculty, librarians, staff and students) from across the University, our presenters shared their expertise and research resulting in a productive day of learning. The day included a morning plenary, 23 concurrent sessions, a culminating poster session (featuring members of CTSI’s inaugural Scholarship of Teaching and Learning Cohort and past recipients of the Learning and Education Advancement Fund and the Instructional Technology Innovation Fund) and a Provostial-hosted reception. A key theme that emerged from our Symposium and celebration is that we are all stronger when we work together.

The full implementation of our new technology toolbox and learning management engine, Quercus, in Fall 2018 involved all members of our CTSI team, whether through providing resources and support for faculty and graduate students teaching with Quercus, communicating the step-by-step integration plan and available tools for the new academic toolbox, or integrating and supporting online course evaluation content into the platform. The Academic and Collaborative Technologies (ACT) team provided leadership, training and technical support for the university throughout the process and continue to do so. This implementation was truly a university-wide effort, and the success of the rollout in such a large university as ours, is a reflection of the care and commitment of so many.

CTSI, and U of T, continues to position itself as a leader in the assessment of teaching, and to highlight the role that course evaluations play
as one source of data in the improvement of teaching. Following many requests for external consultation regarding course evaluations, in October 2018 CTSI was pleased to host the first Course Evaluation Institute, bringing together 48 participants from 21 Canadian and international institutions to share research and best practices over a two-day period. All participants highly valued the collective learning and CTSI will continue to host this bi-yearly Institute.

As CTSI has grown, so has our engaged teaching and learning community. We are constantly assessing our programming and support mechanisms to determine how best to meet the needs of our faculty. This year, in our quest to develop a comprehensive, evidence-based program on teaching effectiveness that could build on our long-running Fundamentals of University Teaching course, we partnered with the Association of College and University Educators (ACUE) for the Course in Effective University Teaching Practice, a year-long program that is endorsed by the American Council on Education. After extensive planning we were excited to launch this certificate program in June 2019 with 45 tenure-stream and teaching-stream faculty members!

A second important milestone in 2019 was the 20th anniversary of the Teaching Assistants’ Training Program, the peer-training program providing pedagogical support for graduate students and teaching assistants on all three campuses. To get a sense of the journey of past TATP staff and students, we invited former staff members to respond to a questionnaire about how working with the TATP affected their work and careers, whether or not they remained in the academy or followed other career paths. It has been inspiring to see how the TATP has impacted teaching, research, business and innovation around the globe.

And finally, the start of this year – 2019-2020 – will include a focus on a range of priorities that we are excited about, such as our continued partnership with Academic and Campus Events (ACE) and Student Life’s Innovation Hub, to assess ways to support teaching and learning in the many new U of T active learning classrooms, as part of the Transforming the Instructional Landscape (TIL) project. We will also be contributing to the university-wide Teaching Support External Review process led by Susan McCahan, Vice-Provost, Innovations in Undergraduate Education. The process will no doubt surface the many ways that teaching culture continues to be strengthened across our university, and how together we can continue to build a culture of continuous improvement.

As you review this CTSI 2018-2019 Annual Report I hope that you will discover information that connects to your interests, surprises you, and possibly, inspires you. It continues to be a privilege for our CTSI team to work with all of you in creating the vibrant, innovative, and committed teaching and learning community that is U of T.

Carol Rolheiser
Director, Centre for Teaching Support & Innovation (CTSI) and Professor, Department of Curriculum Teaching and Learning, OISE

Academic and Collaborative Technologies 

Academic & Collaborative Technology (ACT) staff provide strategic and operational leadership on the innovative use of teaching technologies. In collaboration and partnership with divisions and departments across the University, the team conducts faculty/staff consultations, develops and delivers training workshops, provides instructional design support for Instructional Technology Innovation Fund (ITIF) projects, and supports Quercus users, assisting faculty, graduate students and staff in enriching the learning experience of students at U of T. 

ACT Team Highlights

Full implementation of Quercus

With the full implementation of Quercus, the University’s academic toolbox, the ACT team developed a university-wide Train-the-Trainer collaborative support model. Working closely with divisional colleagues, training sessions were provided for educational technology specialists on the effective use of Quercus administrative tools and features. This model allows instructors and course staff to work directly with divisional support for immediate concerns and with ACT for larger implementation and support issues. Since implementation, the top support cases/ request categories received from faculty and staff in FogBugz, an email ticketing system, have changed from administrative questions, which were common for Portal Help, to queries on the use of integrated tools for teaching (e.g., Turnitin, Crowdmark, and Blackboard Collaborate Ultra), course management, and in-depth technical investigation (see Appendix B, page 23,Table 1). Student cases are mainly related to Content/Grade Access (see Appendix B, page 23, Table 2).The ACT Support team created the Quercus Support Resources course site, working with educational technology colleagues across the University and the vendor to produce resources specific to U of T and Quercus’ needs. In addition, the team published the Quercus for Students blog site, which targets students with posts covering a range of important topics and high-interest tools related to Quercus.

The ACT Support team conducted an environmental scan of U of T’s three campuses to identify pedagogical support resources available for instructors teaching in active learning classrooms, along with the level of technical support resources and the range of classroom types available. Through interviews with active learning classroom support teams from several divisions, the ACT team produced a report that informs CTSI and Academic and Campus Events (ACE) leadership on the current state of support for active learning classroom at U of T as a part of the Transforming the Instructional Landscape initiative.

ACT team members performed consultations and user needs assessments with TATP and CTSI team members, using these data to develop a new event management platform – EVE – that will better manage the engagement of our faculty members and TAs in CTSI and TATP programming. This new system will increase our ability to gather registration, attendance and feedback data, and manage our conferences, workshops, consultations and certificate programs. It will also enable users to manage their professional learning experiences with CTSI. Full implementation of the system in TATP and CTSI is expected in Fall 2019.

Team Intersections

Team projects, collaborations, and initiatives

The ACT team continues to support faculty and staff from all campuses and divisions through in-person and online consultations related to educational technology and pedagogy. As more technology is integrated within Quercus and licensed for institutional use, the team creates and updates resources while continuing to provide support for long-standing partnerships, like Turnitin. Two Faculty Liaison, Technology CTSI team members – Melvin Chein and Maryam Shafiei – were awarded the 2018 University Operations Outstanding Staff Team Award for their work in U of T’s Office 365 migration process.

The ACT Support team also launched the Teaching with Quercus video series which highlights the varied ways U of T instructors are using Quercus to engage their students. Whether it’s Creating a Course Tour to welcome students, or Managing Grades in Online Courses, these videos demonstrate the range of voices and practices across the University.

“Courses and workshops offered by CTSI often have impacts far beyond the initial reason that one might take them …the ongoing mentorship, feedback, and support from CTSI has really been instrumental in the design, launch, and success of my Team Up! App. The Teaching and Learning Symposium was also a great opportunity to present Team Up! and get feedback from a wide range of instructors as it evolves.”
Melody Neumann, Associate Professor, Teaching Stream, Cell & Systems Biology, Faculty of Arts & Science

Course Evaluations 

At the University of Toronto, online course evaluations are conducted to collect formative data for instructors to improve their teaching, to provide summative data for program, curriculum and course review, and to provide members of the university community, including students, with information about their learning experiences at the University. Through the ongoing Course Evaluation Framework implementation, the CTSI Course Evaluation team provides guidance and facilitation for item design, technical and data support, and guidance around the educational uses of course evaluation data. As of this year, the framework is in place in 13 divisions across the University. 

Course Evaluations Team Highlights

Course Evaluation resources

The Course Evaluations team continues to develop valuable resources for a range of audiences, including academic administrators, staff, instructors and students. These resources support the work of course evaluations at the University in multiple ways including ensuring the smooth technical operation of the course evaluation system, as well as guiding the valid interpretation and use of course evaluations.

This year, CTSI published the University of Toronto Course Evaluation Interpretation Guidelines for Academic Administrators, which aims to enable consistency and increase transparency in how evaluations are interpreted across the institution, aligning with teaching evaluation policies at U of T. This guide gives practical recommendations for critical evaluation processes based on analyses outlined in CTSI’s 2018 report, University of Toronto’s Cascaded Course Evaluation Framework: Validation Study of the Institutional Composite Mean (ICM).

Following the successful launch of Quercus, course evaluation functions, messaging and content were re-integrated into U of T’s new academic toolbox. To increase visibility and usability, a course evaluations button and page were created within Quercus, providing easier access to course evaluations data and prioritizing user engagement with the system.

  • 48 participants at the Institute
  • 21 institutions
  • 6 international universities
  • 10 sessions over 2 days (9 facilitated by U of T)
  • 85% of respondents found every session to be a valuable learning experience
  • 100% of respondents would attend again and recommend a future CEI to others

Team Intersections

Team projects, collaborations, and initiatives

The work of the Course Evaluations team spans the scope of nearly every Faculty and division at U of T, from facilitating implementation of the Framework to ongoing operational support through every evaluation period. The Course Evaluations team actively participates in the institutional Course Evaluations Advisory Group, helping to shape the culture of assessment at the University of Toronto by sharing current research on course evaluations, trends, and encouraging a collaborative approach to improving evaluation administration and use of evaluation data.

CTSI has established itself as a leader, nationally and internationally, on course evaluations. In addition to hosting the 2018 international Course Evaluation Institute, over this past academic year CTSI carried out 22 external consultations (see page 43 for details). Course Evaluations team members provided in-depth consultations to members of the inaugural CTSI SoTL Cohort, lending expertise on research and assessment practices on projects of faculty members across U of T. As well, course evaluations are one source of data for teaching dossiers at the U of T, and over this past year CTSI team members supported individual faculty members and administrators across the institution in teaching dossier preparation. For consultation metrics see Appendix E.

CTSI hosted the inaugural Course Evaluation Institute, October 18-19, 2018, a user-led international gathering of course evaluation administrators seeking to build a collaborative and interactive community focused on course evaluations and teaching assessment. Over the two days, CTSI adopted a leadership role in fostering this growing community of practice.

“Working with CTSI has been an extremely enjoyable experience. The workshops I have attended as an instructor have really helped me connect with students with various abilities. As an administrator, I have benefited from many of CTSI’s documents. I have found the Course Evaluation Guidelines for Academic Administrators particularly helpful in chairing tenure committees. Overall, I find the staff at CTSI extremely helpful and responsive. Thanks for all the great help!”
Wendy Duff, Professor and Dean, Faculty of Information

“The CTSI expert team guided us through the University’s course evaluation framework. We felt supported to develop our divisional and program level items in our professional and graduate programs. Now that we have fully implemented the University’s course evaluation framework, we are able to utilize the data to enhance our Quality Assurances processes. For example, the information gathered from the course evaluations is now embedded in our annual reporting structure and helps to inform our curriculum reviews.”
Aleksandra Bjelajac Mejia, Assistant Professor, Teaching Stream/Interim Director, Professional Programs and Lachmi Singh, Director, Education Programs & Administrative Services, Faculty of Pharmacy

The CTSI Programming and Communications team is focused on enhancing the culture of teaching at the University of Toronto, through partnerships, resource development, community-building initiatives, workshop and program development, and showcasing effective teaching practices and innovations. 

Programming and Communications Team Highlights

Transforming the Instructional Landscape (TIL) Project with Academic Campus Events (ACE)

As part of this initiative CTSI is collaborating with ACE to carry out data-gathering regarding newly redesigned or built Active Learning Classrooms (ALC) on the St. George Campus. In this collaborative project, which also includes work with Student Life’s Innovation Hub (iHub), the CTSI Programming and Communications team completed an environmental scan and are compiling resources from other institutions engaged in ALC initiatives. Team members are involved in the recently launched assessment project examining the interaction between the U of T administrative vision for these classrooms and instructors’ pedagogical approaches while teaching in these ALCs.

The Programs and Communications team was involved in rethinking flagship programming for the unit. A program evaluation of the 8- week Fundamentals of University Teaching course (a CTSI-led course that ran for more than a decade) was conducted, along with an environmental scan of options for enhanced faculty pedagogical training. This culminated in the launch of a new pilot program, a partnership between CTSI and the Association of College and University Educators (ACUE). The Certificate in Effective University Teaching Practice is a one-year hybrid course (June 2019 – June 2020) that combines face-to-face workshops, online modules and a community of practice, culminating in a Certificate of Effective University Instruction offered through ACUE and endorsed by the American Council on Education. The early June launch saw 45 continuing appointment faculty members begin their journey in this program supported by two CTSI directors and two course facilitators (one faculty member and one CTSI staff member).

The 2019 Teaching & Learning Symposium, Learning Spaces + Places, welcomed attendees to a plenary session featuring a keynote talk from Adam Finkelstein of McGill University and perspectives on learning spaces from U of T medical student Chika Oriuwa and alumnus Aditya Rau, followed by concurrent sessions led by U of T faculty, librarians and staff. This year, we welcomed 360 participants from across all three campuses, and featured several special sessions, including Welcome to My Classroom workshops in Myhal 150 and the iSchool User Experience Design Studio, along with a pedagogical workshop from the President’s Teaching Academy. As well, the culminating reception profiled research posters from the SoTL cohort and recipients of both the Learning & Education Advancement Fund (LEAF) and the Instructional Technology Innovation Fund (ITIF) institutional grants.

Team Intersections

Team projects, collaborations, and initiatives

This year, CTSI staff partnered with team members from Online Learning Strategies to deliver a Course Design Day focused on hybrid learning and teaching.

Leading up to Fall 2018, the Programs and Communications team worked closely with ACT Support and Operations, ITS, the Quercus Communications Working Group, and divisions and departments across the university to ensure that the U of T community, in particular instructors and graduate students, were prepared for the full-implementation of Quercus. This included reminders to archive and move course content, promoting resources and training, and connecting individuals with educational technology support teams to assist in building new courses in Quercus.

CTSI continues to partner with the Desautels Centre for Integrative Thinking at the Rotman School of Management to host the Teaching & Learning Symposium. This year marked the first use of EVE as a registration system for the Symposium, and team members worked closely with ACT and TATP staff to make this a smooth transition.

 

“CTSI always makes sure that instructors shine. They meet instructors where they are and help them become better with encouragement and understanding. The CTSI has been vital in welcoming me to the teaching community at U of T.”
Sarah Mayes-Tang, Assistant Professor, Teaching Stream, Mathematics, Faculty of Arts & Science; 2018-20 U of T Teaching Fellow

Scholarship of Teaching and Learning 

The Scholarship of Teaching & Learning (SoTL) team works closely with instructors to support research on teaching and learning at the University of Toronto. Through workshops, regular consultations on a wide range of research process topics, and by connecting faculty with others undertaking similar inquiry projects, the CTSI SoTL team connects individuals and divisions across the University to share experiences and research and encourage the rigorous pursuit of pedagogical scholarship.

SoTL Team Highlights

SoTL Cohort

Since June 2018, fourteen U of T continuing appointment faculty have been working as a Cohort focused on individual SoTL projects with the core goal of enhancing student learning at our institution. During the year-long program, participants were supported by CTSI facilitators, U of T collaborators, and peer participants, building their skills in designing and implementing a research project that is situated in course experiences. Each participant presented their project as a poster at the May 28, 2019 University of Toronto Teaching and Learning Symposium. This culminating activity showcased their commitment to systematically exploring a teaching inquiry question that has sparked their interest and passion.

CTSI’s SoTL team incorporated Quercus activities in the running of two programs: Peer-to-Peer Faculty Mentoring for Teaching and the SoTL Cohort. This provided opportunities for program participants to interact on specific tasks and to share their learning as they progressed through the program. These efforts modeled and reinforced the value of Quercus as an academic toolbox that offers a range of ways to support learning.

Team Intersections

Team projects, collaborations, and initiatives

The CTSI SoTL team ensured that SoTL Cohort participants connected and supported one another through in-person and Quercus tasks, with the goal of building a community of teacher-scholars. Cohort participants built a stronger culture of teaching through disseminating their SoTL projects broadly in the poster session at the Teaching and Learning Symposium, connecting them with the 360 faculty, librarian and staff attendees.

CTSI’s SoTL team also provided support through consultations to a number of divisions and offices over this past year. They worked closely with UTSC to support their efforts in building a stronger SoTL community and acted as invited speakers for the UTSC’s Education Exchange series and a Faculty of Applied Science and Engineering webinar on Technology-Enhanced Active Learning (TEAL) classrooms.

The Office of the Vice-President, Research & Innovation consulted CTSI on its existing research on teaching strategy, including SoTL workshop offerings, CTSI’s SoTL Cohort model, and CTSI consultation support for faculty undertaking inquiry on teaching. Additionally, the SoTL team consulted on pathways in the My Research Applications automated system for instructors conducting SoTL and completing ethics applications, developing a tip sheet on Research Ethics Board (REB)-SoTL processes to accompany the existing resource.

 

“I am very grateful to the CTSI and the opportunity to be a part of the inaugural SoTL Cohort. As an education researcher I am strongly committed to the practice of transparent, iterative, education-research designs that are based on best practice recommendations. It was inspirational to share space with others who share in this commitment.”
Danielle Bentley, Assistant Professor, Teaching Stream, Division of Anatomy, Faculty of Medicine

Teaching Assistants’ Training Program

Through a peer-based support network, the Teaching Assistants’ Training Program prepares graduate students and teaching assistants for the realities and demands of teaching. Pedagogical training is an essential step in the professional development of graduate students in a variety of career paths, whether that be academe or other professional options. The TATP staff and their team of senior graduate student trainers and coordinators lead and develop workshops and job training days, research and create resources, and design and facilitate programming on all three campuses.

TATP Team Highlights

Certificate Changes

Beginning in August 2018, the TATP initiated changes to its two certificate programs, the Teaching Fundamentals certificate and Advanced University Teaching Preparation certificate. The first substantive change was to replace the core/elective coding of workshops with four required themes or categories (educational technologies, equity and access in teaching and learning, reflective practice and teaching skills for academic and non-academic careers, teaching dossiers/statements). The second substantive change was the introduction of the Performance Teaching Practicum with a focus on Exploring Your Teaching Presence, a series of four interactive workshops where graduate students explore a variety of performance practices to develop their unique teacher identities while simultaneously challenging assumptions about what it means to be a good teacher.

In January of 2019, the TATP, working with the ACT and Communications teams at CTSI, launched its first four online modules, which correspond with the tutorial categories for first contract job training for teaching assistants. The four modules include: Labs & Practicals; Skill Development: Critical Reading and Reflection; Skill Development: Supporting Student Writing; and, Policies and Procedures for Teaching Assistants at the University of Toronto. Two additional modules (Grading and Discussion Based Tutorials) are in the final stages of development and should be ready for September of 2019.

Beginning in Summer 2018, the TATP worked closely with the ACT team to develop and implement a new participant tracking and registration system – EVE. This system was soft-launched in the TATP in August 2018 to coincide with the introduction of changes to the certificate program and the start of the Fall workshop series. With over 660 graduate student users enrolled, EVE allows participants to easily register and deregister from workshops, join waitlists for programming, track their own participation in the program (review completed workshops and certificate components), complete their final reflection pieces and make a certificate request. TATP staff can coordinate and record dossier reviews, in-class observations and consultations, all within the EVE system.

Team Intersections

Team projects, collaborations, and initiatives

The TATP continues to champion teaching excellence at the University of Toronto and beyond, collaborating with offices, departments and divisions to enable accessible and inclusive practices across the institution. TATP’s graduate student staff provide training for first-contract teaching assistants on all three campuses and all divisions. TATP programming is available to all members of CUPE 3902, Unit 1 and registered School of Graduate Studies students.

Partnering with U of T’s AODA (Accessibility for Ontarians with Disabilities Act) Office, the TATP promoted the introduction of Universal Design for Learning (UDL) across the University through new workshops and resources, including checklists for accessible teaching and learning. Working with ACT, the TATP also helped promote accessibility in Quercus through training for the TEST (IT End-user Support across the University) group.

Equally rewarding has been the TATP’s long-standing association with the Centre for International Experience (CIE), including the development of the Pre-arrival Teaching e-Orientation Program pilot project — a series of webinars and resources for international graduate students interested in teaching at U of T.

 

“I am grateful that TATP spurred on my practice of equity, inclusion, and access in higher education. These areas of activism were simmering around subconsciously in my mind and TATP brought them to the surface and gave me tools to incorporate them into my teaching. In all my work now I continue to innovate and experiment with more and more ways to be an inclusive, holistic teacher.”
Sandy Carpenter, Curriculum Developer & Program Coordinator, Academic Success and Leadership & Learning Intern, Accessibility Services

“My colleagues at TATP (shout out to Mike Kasprzak and Alli Diskin, in particular) thoughtfully anticipate the multiple needs of graduate students from various locations (in terms of cultural contexts, multilingual skills, and other sites of identity). Partnering on building resources allows us to help international students way-find more effectively once they arrive on campus and to better support them as they navigate their teaching personas in the classroom.”
Yaseen Ali, International Transition Advisor at the Centre for International Experience

“This is no hyperbole–I would not be where I am were it not for TATP. Through a tight-knit, supportive community of trainers, coordinators, and supervisors, I honed my teaching skills and grew to enjoy educational development work.”
William (Bill) Flanik, Senior Lecturer (Education-focused) of International Relations, Monash University, Melbourne, Australia

Celebrating Teaching 

CTSI provides support for faculty members and divisions preparing nomination packages for institutional, provincial and national teaching awards, including consultations and guidance around the compilation of nomination files. CTSI maintains an online database of U of T teaching award recipients at the institutional and external levels, and administers the Teaching Excellence Awards for Teaching Assistants and graduate student Course Instructors.

Teaching Fellows

2018-19 saw the launch of the pilot cohort of the two-year University of Toronto Teaching Fellowship Program. The three fellows in this cohort work closely with CTSI and the Office of the Vice-Provost, Innovations in Undergraduate Education. They have regular access to mentoring and support by CTSI staff and contribute to CTSI activities. Their two-year teaching and learning projects focus on planning and design, and implementation and assessment of program (curriculum-level) review or renewal, or course renewal or development. As well, the Teaching Fellowship Program supports emerging pedagogical leadership in the Teaching Stream.

This year, in addition to their projects, Teaching Fellows designed and facilitated CTSI programming, presented at the Teaching & Learning Symposium, participated in the SoTL Cohort program, and sat on the CTSI Academic Advisory Committee.

2019-2021 Teaching Fellow
William Ju, Associate Professor, Teaching Stream, Program in Human Biology, Faculty of Arts & Science

2018-2020 Teaching Fellows
Toula Kourgiantakis, Assistant Professor, Teaching Stream, Factor-Inwentash Faculty of Social Work

Kathleen Liddle, Assistant Professor, Teaching Stream, Department of Sociology, UTSC

Sarah Mayes-Tang, Assistant Professor, Teaching Stream, Department of Mathematics, Faculty of Arts & Science

“I am interested in social justice issues in STEM teaching and incorporating wellness and equity within the classroom so I’m grateful to work with the CTSI team and the other University of Toronto Teaching Fellows to learn more about how to incorporate these into courses.”
2019-2021 University of Toronto Teaching Fellow Bill Ju, Associate Professor, Teaching Stream, Human Biology

CTSI provides administrative support for the institution-wide President’s Teaching Award, and the CTSI Director participates in the selection committee and co-chairs the U of T Teaching Academy. We congratulate this year’s winners and welcome them to the Teaching Academy.

Michelle Craig, Department of Computer Science, Faculty of Arts & Science

Paul Piunno, Department of Chemical and Physical Sciences, University of Toronto Mississauga

TA TEACHING EXCELLENCE AWARD

Since 2003, the Teaching Assistants’ Training Program has awarded the Teaching Excellence Award to TAs across the university.

Maryam Abdinejad, Department of Physical and Environmental Sciences, Faculty of Arts & Science

Kristin Ancevicius, Department of Cell and Systems Biology, Faculty of Arts & Science

Kristen Bos, Department of Anthropology, Faculty of Arts & Science

Ali Greey, Faculty of Kinesiology & Physical Education

Kyle Kinaschuk, Department of English, Faculty of Arts & Science

GRADUATE STUDENT COURSE INSTRUCTOR TEACHING EXCELLENCE AWARD
In 2015, the TATP launched this award for graduate student Course Instructors.

Samer Henry, Electrical and Computer Engineering, Faculty of Applied Sciences and Engineering

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