CTSI Workshops

UNIVERSITY OF TORONTO’s TEACHING and LEARNING SYMPOSIUM 

Learning Spaces + Places
May 28, 2019

Call for Proposals – deadline to submit March 8, 2019

View the complete calendar of CTSI EVENTS.

For information on TATP EVENTS please visit the TATP website.

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SYMPOSIUM EXPRESS: POWER AND KNOWLEDGE IN THE CLASSROOM AND BEYOND

Facilitators:
Jennifer Esmail, Special Projects Officer, Office of the Vice-Provost Innovations in Undergraduate Education
Ahmed Allahwala, Associate Professor, Teaching Stream, University of Toronto Scarborough

Instructors have to strike a delicate balance between their institutional, pedagogical and subject matter authority and their desire to create genuinely open and inclusive learning spaces for collective meaning-making and knowledge production. This workshop will incorporate concrete examples from the facilitators’ shared experience teaching community-engaged university courses, including a youth-led participatory action research course and a Walls to Bridges course in correctional settings for both incarcerated and traditionally-enrolled students. The participants in this workshop will collectively examine how power operates as a central feature of teaching-learning processes – and engage in its reimagining – in the classroom and beyond. The workshop will be collaborative and interactive; participants will be invited to contribute through group discussions and the sharing of teaching and learning resources.

March 5, 2019
12pm-1pm
CTSI, Blackburn Room
Robarts Library

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COURAGE TO TEACH DIALOGUE SESSION

Facilitator: Kathy Liddle, Assistant Professor, Teaching Stream, Department of Sociology, UTSC and Teaching Fellow

Dr. Parker Palmer asserts that, “teaching is a daily exercise in vulnerability” that can lead us to disconnect from ourselves and, by extension, from our students. This peer dialogue session will explore how we might reconnect and deepen those connections. We will use the first chapter of Parker’s book The Courage to Teach as a jumping off point: “The Heart of a Teacher: Identity and Integrity in Teaching.” Participants will receive a link to the chapter and a brief set of reflection questions to review prior to the session.

March 7, 2019
2pm-4pm
CTSI, Blackburn Room
Robarts Library, 4th Floor

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INTEGRATION OF MOVEMENT BREAKS INTO THE UNDERGRADUATE CLASSROOM: STUDY DESIGNS AND PRELIMINARY FINDINGS

Facilitators:
Ananya Tina Bannerjee, Assistant Professor, Dalla Lana School of Public Health
Jackie L. Bender, Assistant Professor, Dalla Lana School of Public Health

How can you help keep students healthy, engaged, focused and ready to learn? There is preliminary evidence to suggest that offering students short movement breaks during lectures improves student wellbeing and engagement in class, and increases their intention to reduce sedentary behaviour and engage in physical activity outside of class. In this session, we will highlight how we developed a series of 10 video-led movement breaks for instructors to incorporate into their undergraduate classes and then used a LEAF-funded study to investigate the effect of video-led movement breaks on student wellbeing in class. These “Movember Breaks” were 3-minutes in duration and consisted of a combination of simple stretches, dance moves and mindfulness meditation developed and led by licensed and accredited exercise instructors. Students who participated consistently in movement breaks throughout the term (9-12 classes) reported significant increases in their emotional, physical and social wellbeing in class. We argue that consistent participation in short video-led movement breaks throughout a school term can increase the emotional, physical and social wellbeing of undergraduate students during class.

March 25, 2019
1pm-2pm
CTSI, Blackburn Room
Robarts Library, 4th Floor

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DEMYSTIFYING THE DOSSIER: PUTTING IT INTO WORDS – DRAFTING YOUR STATEMENT OF TEACHING PHILOSOPHY

Facilitator: Megan Burnett, Associate Director, CTSI

As part of the Demystifying the Dossier series of workshops, this session focuses on one of the key components of the teaching dossier that is also one of the most challenging to write: the opening Statement of Teaching Philosophy. A good statement summarizes and highlights the core beliefs and principles of an educator while also providing a conceptual framework for the dossier materials that follow. It needs to provide enough information and examples to convey a vivid sense of the values and approaches of an instructor, yet also needs to be clear enough and concise enough to be meaningful to the reader of the dossier.

In this interactive and practical workshop, participants will:

  • identify key elements of a successful statement – this will include brief analysis of sample statements;
  • examine their own perspectives on teaching;
  • review steps to follow when preparing to write the statement;
  • practice articulating key aspects of their teaching through short writing activities and discussion;
  • edit their own teaching statement draft.

To benefit fully from this workshop, registrants will be asked to complete the “Teaching Perspectives Inventory” (a free online survey that takes approximately 20 minutes to complete) prior to the session and are required to bring a draft of their statement (no matter how rough, even bullet points and rough notes will work) to the session. The goal is for participants to leave the workshop with a very clear sense of what steps to take to enhance their drafts.

This session will not focus on how to prepare/compile the actual dossier itself. CTSI will be hosting a workshop on Preparing Your Teaching Dossier on April 10, 2019. Participants attending the Putting It Into Words session do not need to know how to prepare a teaching dossier to be able to benefit from the workshop.

April 1, 2019
1:30pm-4pm
CTSI, Blackburn Room
Robarts Library, 4th floor

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DEMYSTIFYING THE DOSSIER SERIES: PREPARING THE TEACHING DOSSIER

Facilitator: Megan Burnett, Associate Director, CTSI

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.

A part of the Demystifying the Dossier Series.

April 10, 2019
2pm-4pm
CTSI, Blackburn Room
Robarts Library, 4th Floor