The following resources and strategies support instructors as they prepare courses for the in-person or online environment. If you would like to meet with a CTSI staff member to discuss course design, please submit a consultation request.
Enrol in the Course Design Foundations (CDF) self-paced asynchronous program for an introduction to course design/redesign.
Information on Curriculum Development can be found on the Vice-Provost, Innovations in Undergraduate Education website.
Developing or Redesigning a Course
- Course Design Foundations (CDF): a seven-module self-paced asynchronous program introducing components of integrated course design, the Inclusive Pedagogy Framework (IPF), and Universal Design for Learning (UDL)
- Academic Integrity and the Role of the Instructor
- Universal Design for Learning
- Working with Your TAs
- Review CTSI’s Planning and Delivering Your Course resources
Developing a Course Syllabus
Developing a Course Syllabus provides guidance on your syllabi, including divisional guidelines and policies, copyright information, and how to use your syllabus as a learning tool.
Course readings and reserves support through UTL (course reading list review, purchase transactional licenses, make your readings available online or at your preferred library)
Sample Statements for Your Course Syllabus
Sample Statements for Your Course Syllabi on:
- Academic integrity
- Equity, diversity and inclusion
- Recording online course meetings
- Accommodation
Developing Learning Outcomes
Developing Learning Outcomes takes you through the process of identifying and developing effective learning outcomes and integrating them into your assignments.
Active Verbs for Bloom's Revised Taxonomy
Definitions and attributes for each of the six levels of Active Verbs for Bloom’s Revised Taxonomy, along with Active Verbs that should be used when developing learning outcomes.
Universal Design for Learning
Universal Design for Learning (UDL), a framework that allows for multiple means of representation, action and expression, and engagement. UDL promotes inclusive practices that work to increase accessibility by reducing barriers (physical and cognitive) and build sustaining and evolving learning environments for all learners.
Active Learning
Active Learning at the University of Toronto provides strategies and activities to engage your students in-person and online.
Equity Diversity and Inclusion
CTSI and U of T resources to support instructors in their efforts to ensure equal access and to design and deliver courses with equity, diversity and inclusion in mind.
Working with TAs
Teaching Assistants are a vital component to U of T’s teaching and learning community, and support both students and instructors throughout a course. CTSI offers a number of resources for working with your TAs:
Using Rubrics
Sample rubrics to support you in planning assessment and assignments for your course.
- Civic engagement (AACU)
- Creative Thinking (AACU)
- Critical thinking (AACU)
- Essay grading (Adam Chapnick)
- Ethical reasoning (AACU)
- Group activity participation: self-assessment (Rotman)
- Information literacy (AACU)
- Intercultural knowledge (AACU)
- Integrative learning (AACU)
- Inquiry analysis (AACU)
- On tutorial participation (Canadian Forces College)
- Oral communication (AACU)
- Problem Solving (AACU)
- Quantitative Literacy (AACU)
- Reading (AACU)
- Research paper rubric (Canadian Forces College)
- Teamwork (AACU)
- Written communication (AACU)