Past CTSI Workshop Recordings

This page contains recordings of workshops from the Centre for Teaching Support and Innovation (CTSI) and their associated resources, covering various aspects of teaching and learning, as well as Quercus and the Academic Toolbox.

Some of our webinar recordings from before August 31, 2021, may refer to Blackboard Collaborate Ultra. The University of Toronto’s current webinar solutions are Zoom and Microsoft Teams Video Meetings. For more information about the termination of Blackboard Collaborate please consult this memo about the Termination of Bb Collaborate Services.

This webinar recordings archive is categorized into the following areas:

  1. Getting Started with Quercus and the Academic Toolbox
  2. Organizing your Course Content
  3. Connecting and Communicating with Students
  4. Assessing Student Work and Providing Feedback
  5. Teaching from a Distance
  6. Other CTSI webinars, including Documenting your Teaching

Getting Started with Quercus and the Academic Toolbox

Tune into Teaching: Introduction to the Academic Toolbox

In this webinar, we will provide an overview of the Academic Toolbox, including Quercus and other tools that can support teaching and learning goals, for all course modalities (face-to-face, online synchronous, online asynchronous, and hybrid).

View Recording (August 15, 2022)
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We will focus on ways in which the Academic Toolbox can support: organizing your course content, connecting and communicating with students, assessing student work and providing feedback, and teaching from a distance. We will share tips and strategies on choosing appropriate educational technology tools and methods for your course context. We will also describe and provide example Quercus course templates.

Facilitators: Justin Fletcher, Faculty Liaison Coordinator, Teaching, Learning & Technology, CTSI/ACT
Sun Ooi, Faculty Liaison, Teaching, Learning and Technology, CTSI/ACT

Quickstart Quercus

This session provides an overview of Quercus and helps participants become comfortable with the Quercus environment and its key features.

View Recording (August 31, 2022)
Download Quercus Quickstart Agenda and Resources – August 2022

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This webinar is geared toward faculty, staff and TAs who are brand new to Quercus and those who are looking to review the basics. In this session participants will learn about essential information to get started with building their Quercus course. We will provide participants with tips for effectively organizing and structuring course content using Modules and Pages in Quercus, as well as an overview of the layout and features included in a Quercus course, customizing course settings, communicating with students, uploading course files, and adding assignments.

We will discuss the following strategies and best practices:

  • designing Home Pages that are engaging for students
  • using Quercus Modules to chunk content into manageable segments or learning units
  • structuring content that flows in a logical progression

Top Ten Tips and Tricks to Make Quercus Work for You

In this webinar, we will share different tips and tricks available in Quercus that have the possibility to improve your experience using the platform to deliver your courses.

View recording (March 25, 2021)  Download Slides

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In this webinar, we will share different tips and tricks available in Quercus that have the possibility to improve your experience using the platform to deliver your courses. We will share features and workflows available in different tools that can help make Quercus work better for you. During the session, you will have the opportunity to share one of your most helpful Quercus tips.

Learning Objectives:

  • Explore tips and tricks for using Quercus tools that support:
    • Organizing your course content
    • Connecting and communicating with students
    • Assessing student work and providing feedback
    • Teaching from a distance: Webinars and lecture recordings
  • Exchange Quercus tips from your teaching experience
  • Navigate Quercus support resources

Active Learning Anywhere

Tips and strategies for incorporating active learning that can be used in any learning environment (face-to-face, online synchronous, and online asynchronous).

recording to be posted soon (August 18, 2022)  Download Slides

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In this webinar, we will provide tips and strategies for incorporating active learning that can be used in any learning environment (face-to-face, online synchronous, and online asynchronous). We will model various activities that you can incorporate into your courses. This webinar will highlight how you can use Quercus and the Academic Toolbox to support the implementation of these active learning strategies. Please note that this session will feature an activity that allows you to experience breakout groups.

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Teaching with Technology 2.0: Improving Engagement and Collaboration with Educational Technologies

In this online session we will discuss how to effectively integrate educational technology into courses to align with your course outcomes.

View recording (August 20, 2021) Download Slides

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Are you looking to improve and enhance student learning in your courses? Interested in exploring tools supported at U of T and the best practices for using them in your teaching? In this online session we will discuss how to effectively integrate educational technology into courses to align with your course outcomes. We will explore student engagement and collaboration techniques, emerging teaching with technology trends in higher education, university guidelines for effective implementation, and considerations for the selection of supported tech tools.

Introduction: Microsoft 365 Tools for Teaching and Learning

In this webinar, we will provide an overview of the Microsoft 365 suite and how you can leverage these tools to support teaching and learning activities.

View recording (August 11, 2021) Download Slides

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In this webinar, we will provide an overview of the Microsoft 365 suite and how you can leverage these tools to support teaching and learning activities. We will introduce and model various applications of the tools that can support asynchronous and synchronous delivery, including the OneDrive integration with Quercus. This webinar will also highlight relevant accessibility features available in the Microsoft 365 suite that can improve the accessibility of your learning materials.

Learning Outcomes:

  • Explore Microsoft 365 tools that can support teaching and learning activities.
  • Make use of accessibility features in Microsoft 365 to improve accessibility of learning materials.
  • Navigate Quercus and Microsoft 365 support resources.
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Accommodations and Accessibility in Remote/Online Teaching

In this round table webinar we will discuss tips and strategies for improving accessibility in remote/online teaching contexts.

View recording (October 26, 2020) Download slides

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In this round table webinar we will discuss tips and strategies for improving accessibility in remote/online teaching contexts. Our panelists will discuss the framework that guides accessible and inclusive learning practices at U of T as well as share a range of resources and programming to support faculty and students in this area. They will also provide a range of solutions to meet your accessible design needs.

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Exploring Captioning and Transcription Tools

In this webinar, we will explore the various options for generating captions and transcripts for rich media-based content (Audio/Video).

View recording (August 11, 2021) Download slides

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In this webinar, we will explore the various options for generating captions and transcripts for rich media-based content (Audio/Video).

Learning Outcomes:

  • Understand the basic requirements for captioning from an accessibility, diversity, Universal Design for Learning standpoint.
  • Identify tools that facilitate transcription and captioning of synchronous webinar sessions.
  • Identify tools that facilitate transcription and captioning of asynchronous learning content.
  • Navigate captioning support resources.
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Making Learning Accessible: Accessibility Services and Accommodations

In this round table webinar, we will explore the AODA requirements for accessibility and accommodation at the University of Toronto.

View recording (January 26, 2021) Download Slides

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Wondering about the accommodation requirements, process, and supports at U of T? In this round table webinar, we will explore the AODA requirements for accessibility and accommodation at the University of Toronto. Join us for a conversation about roles and responsibilities of students, Accessibility Advisors, and course instructors as well as services offered through Accessibility Services. We will examine effective strategies and practices for improving accessibility in remote/online teaching contexts. Our panelists from the AODA Office and Accessibility Services will discuss the framework that guides accessible and inclusive learning practices at U of T as well as share a range of resources and programming to demystify the accommodations process.

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Organizing your Course Content

Organizing your Course Content

In this webinar, we will review how you can make your course materials (e.g., syllabus, readings, and lecture notes/recordings) available to your students. View recording (July 6, 2022) Download Slides
View full descriptionIn this webinar, we will review how you can make your course materials (e.g., syllabus, readings, and lecture notes/recordings) available to your students. We will provide strategies for organizing your content using Modules and Pages in Quercus so that students can access course materials with ease. We will also discuss designing a Home Page that is engaging for students and sets an inviting first impression of your course.
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Setting the Tone for Success: The First Day of Class and Beyond

This session will provide strategies for getting your course off to a welcoming and productive start. View recording (August 18, 2021)  Download slides
View full descriptionThis session will provide strategies for getting your course off to a welcoming and productive start, including:
  • what to do in the first week of classes
  • how to present the course objectives and syllabus to your students
  • how to initiate and sustain excitement about your discipline
  • how to motivate and prepare your students for the requirements and responsibilities of the course.
Participants will have the opportunity to generate a plan for their first class and will be provided a Worksheet in advance of the session to use throughout the webinar. Group activities will be integrated throughout to allow opportunities to share ideas and first class strategies that promote a welcoming class environment and can set your students up for success.
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Syllabus Design

The goal of this workshop is for each participant to leave with a well-developed plan for revising/crafting a powerful syllabus that works for both instructor and learner. View recording (August 19, 2021)
View full descriptionA well-crafted syllabus ensures that students understand the essential requirements for participating and succeeding in a course. A well-designed syllabus can also serve as a learning tool to enhance students’ experience in the course, beyond listing course policies and due dates. In this practical, interactive session we will:
  • consider the essential elements of an effective syllabus, including key information and important statements to include
  • review current best practices in syllabus design, and
  • examine a model University of Toronto course syllabus
Participants will also have the opportunity to analyze and discuss another sample U of T syllabus (sent in advance of the session). The goal of this workshop is for each participant to leave with a well-developed plan for revising/crafting a powerful syllabus that works for both instructor and learner. Participants are encouraged to have handy one of their own course syllabi that they can refer to and reflect on throughout the webinar.
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Organizing your Content using Microsoft 365 Tools

This webinar is part of our Office 365 for Teaching and Learning Series. We will explore how you can leverage the OneDrive integration with Quercus to make your course materials (e.g., syllabus, readings, and lecture notes/recordings) available to your students. View recording (January 28, 2021) Download Sides
View full descriptionThis webinar is part of our Office 365 for Teaching and Learning Series. We will explore how you can leverage the OneDrive integration with Quercus to make your course materials (e.g., syllabus, readings, and lecture notes/recordings) available to your students. We will also share strategies for building your course materials in Office 365 to ensure that they are accessible and designed for readability and learnability. Learning Objectives:
  • Identify key course content that students need to succeed in a course
  • Utilize the OneDrive integration with Quercus to make course content available to students
  • Design course materials for accessibility, readability, and learnability
  • Navigate Quercus and Office 365 support resources
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Making Accessible Course Documents

Learn the fundamentals to make the documents you share with students as accessible as possible. View recording (November 24, 2020) Download Slides
View full descriptionLearn the fundamentals to make the documents you share with students as accessible as possible. With an emphasis on Microsoft products, common formatting pitfalls and their repercussions will be examined. Participants will explore good practices for creating accessible documents from the beginning.
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The New Library Reading List Tool in Quercus

This session on Library Reading List for instructors will provide a demonstration of the capabilities of the application, including creating a reading list, adding items, and customizing the display to suit instructor and student needs. View recording (August 31, 2021) Download Slides
View full descriptionBeginning Fall 2021, the library will be transitioning from our current Library Course Reserves tool to a new version called Library Reading List. With Library Reading List, library staff will organize library resources into an easy-to-use course reading list that is fully integrated into your Quercus course shell so students can seamlessly access course materials. The reading list application combines electronic articles, streaming media, digitized content, physical materials and more into a single list so students can access all their course materials in one place. Compared to our previous tool, instructors will have greater control over the display of content in their reading list and follow the status of items on a reading list. This session on Library Reading List for instructors will provide a demonstration of the capabilities of the application, including creating a reading list, adding items, and customizing the display to suit instructor and student needs. Participants will develop a greater understanding of how to use the new application to suit their educational and instructional needs. We will also briefly offer an introduction to copyright resources at the university in the context of instruction and course materials, and inform instructors how to take advantage of the Syllabus Service that can assist them with their course readings.

Connecting and Communicating with Students

Connecting and Communicating with your Students Online

In this webinar, we will discuss tips and strategies for communicating with your students and for providing opportunities for connection and interaction online.

View recording (January 6, 2022)  Download Slides

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In this webinar, we will discuss tips and strategies for communicating with your students and for providing opportunities for connection and interaction online. We will share tools and methods of communicating with students that are available in Quercus. We will also provide examples of how to welcome students to your course, including orientation to structure and participation expectations. You will also be provided with techniques and examples to create a sense of community online and how to sustain it throughout the course.

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Connecting and Communicating with Students using Microsoft 365 Tools

This webinar is part of our Office 365 for Teaching and Learning Series. We will explore how you can use Office 365 tools to communicate with your students and build social presence in your course.

View Recording (19 Feb 2021)

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This webinar is part of our Microsoft 365 for Teaching and Learning Series. We will explore how you can use Microsoft 365 tools to communicate with your students and build social presence in your course. We will also highlight how the OneDrive integration with Quercus can facilitate collaboration among students.

Learning Objectives:

  • Communicate with students using Microsoft 365 tools
  • Build social presence in your course using Microsoft 365 tools
  • Examine tools and strategies to facilitate collaboration among students
  • Navigate Quercus and Microsoft 365 support resources
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Overview of Discussion Tools in Quercus

In this session, we will provide an overview and comparison of the four asynchronous online discussion tool options available through Quercus (Quercus Discussions, PeppeR, Ed, and Piazza).

View recording (September 1, 2021) Download Slides

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In this session, we will provide an overview and comparison of the four asynchronous online discussion tool options available through Quercus (Quercus Discussions, PeppeR, Ed, and Piazza).

Learning outcomes:

  • Select an asynchronous online discussion tool (Quercus Discussions, PeppeR, Ed, or Piazza) that best meets teaching and learning goals
  • Implement strategies to engage students using asynchronous online discussion tools
  • Navigate Quercus support resources

Fostering Online/Remote Class and Group Discussions with PeppeR

This webinar will assist instructors who are thinking about incorporating discussion tools available in Quercus courses. Participants will be introduced to PeppeR, an institutionally supported student discussion, and collaboration tool.

View recording (May 13, 2020) Download Slides

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Creating a teaching and social presence in the online/remote learning environment is important to establishing a successful community of learners and influencing how instructors and learners see each other as “real people” in the online environment. Social presence is important to online learners as it combats feelings of isolation and gives learners a feeling of community.

This webinar will assist instructors who are thinking about incorporating discussion tools available in Quercus courses. Participants will be introduced to PeppeR, an institutionally supported student discussion, and collaboration tool. Built upon extensive user testing and feedback, PeppeR offers a variety of specialized knowledge building features and social networking tools that support learners in their efforts to share information, identify key course ideas, and progressively work to improve those ideas. Participants will be guided through steps to create a PeppeR discussion, and presenters will share teaching examples and best practices in online discussions to foster different types of whole-class and/or small-group interaction.

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Teaching with Quercus: Managing Online Discussions of Difficult Topics

Throughout the session, we will draw on equity and diversity frameworks and pedagogical principles that can support you and your students in having difficult discussions that support their learning. We will share strategies for managing these conversations online through asynchronous and synchronous modalities.

View recording (February 17, 2021)  Download slides

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Discussing difficult subjects is challenging in both face-to-face and online/remote teaching contexts. However, this can result in a meaningful learning experience for you and your students. Throughout the session, we will draw on equity and diversity frameworks and pedagogical principles that can support you and your students in having difficult discussions that support their learning. We will share strategies for managing these conversations online through asynchronous and synchronous modalities.

Please note that to maximize your participation in the session, you should come prepared with a potentially difficult discussion topic from your course subject. During the session we will provide a planning tool for you to organize and facilitate a discussion around your identified topic.

Learning Objectives:

  • Plan and organize conversations of difficult subject matters that support students in achieving course learning outcomes
  • Implement strategies for facilitating asynchronous and/or synchronous discussions
  • Lead a discussion debrief to consolidate student learning
  • Select approaches that support you and your students in having difficult conversations
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Working with your TAs in the Online Environment

In this webinar, we’ll discuss strategies for working effectively with your teaching assistants in the online environment.

View recording (November 12, 2020)  Download Slides

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In this webinar, we’ll discuss strategies for working effectively with your teaching assistants in the online environment. Whether you’re working closely with one TA or a team of 10+ TAs, there are important considerations to explore for online teaching. Participants will receive guidance on using Quercus with their TAs, including setting permissions, assigning tasks, and supporting TAs with additional resources. We will also provide tips for building community in your teaching team and creating cohesion across your course for your students’ learning.

Info Session: Supporting your TAs in the Academic Year

In this session, we’ll discuss strategies for working effectively with your teaching assistants, whether in the online or hybrid environment.

View recording (August 25, 2021)  Download slides

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In this session, we’ll discuss strategies for working effectively with your teaching assistants, whether in the online or hybrid environment. Whether you’re working closely with one TA or a team of 10+ TAs, there are important considerations to explore for online teaching. We will provide tips for building community in your teaching team and creating cohesion across your course for your students’ learning. We’ll cover new training opportunities and priority areas for TAs identified by the CUPE 3902 Collective Agreement (2021-2023). Finally, we will have plenty of time for questions from faculty throughout the session.

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Assessing Student Work and Providing Feedback

Assessing Student Work and Providing Feedback in Quercus (Part 1)

In this webinar, we will provide an overview of assessment tools available in Quercus, including Assignments, Quizzes, Surveys, and the Gradebook.

View recording (January 6, 2022)  Download Slides

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In this webinar, we will provide an overview of assessment tools available in Quercus, including Assignments, Quizzes, Surveys, and the Gradebook. We will explore the settings, applications, and tools available for creating assessments. We will also review options for providing students with feedback on their work, including the SpeedGrader.

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Assessing Student Work and Providing Feedback in Quercus (Part 2)

In this webinar, we will provide an overview of online assessment options that draw on the platforms and tools in the Academic Toolbox (Quercus).

View recording (August 20, 2020) Download Slides

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In this webinar, we will provide an overview of online assessment options that draw on the platforms and tools in the Academic Toolbox (Quercus), including:

  • digital projects (e.g. audio, video, and posters)
  • e-portfolios
  • presentations (both group and individual)
  • seminars and discussions

For each assessment option, we provide rubrics and examples for feedback.

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peerScholar: A Tool to Support Qualitative Assignments While Enhancing Transferable Skills: An Introduction

peerScholar is an online tool to support the development of core transferable skills like critical thought, creative thought, and clear effective communication. In our workshop we will first demo the peerScholar system, but will do so in a “hands on” manner that will allow those in attendance to experience the process from a student’s perspective.

View recording (June 16, 2020) Download Slides

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peerScholar is an online tool to support the development of core transferable skills like critical thought, creative thought, and clear effective communication. Students can be asked to create any form of composition (written assignment, video-based activity, etc). After they submit they are then guided through an analysis of anonymously presented and randomly selected peer compositions, ultimately providing each peer with constructive feedback on how their work can be improved. In the final phase they  see the feedback peers have attached to their work, and they are guided through a process of analyzing that feedback and – optionally – using it to guide a revision of their work. These latter two steps are powered completely by the students themselves, and are configured to give them repeated and structured practice with a range of transferable skills.

In our workshop we will first demo the peerScholar system, but will do so in a “hands on” manner that will allow those in attendance to experience the process from a student’s perspective. We will then discuss the process of creating such activities, and the flexibility available to instructors as they do so. Finally we will offer our support to any at UofT who want to give it a try in their courses, helping them set up their first activity and being there with them as their student’s experience it.

Setting Up your peerScholar Activity: A Hands-On Workshop

Authoring your first peerScholar activity can be a little daunting, especially if you are new to the application. This workshop is intended to demystify the authoring process and leave you feeling empowered to create the learning experience you want for your students.

View recording (August 27, 2020)

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peerScholar allows you to author pedagogically powerful online activities that develop your students transferable skills (e.g., critical thought, communication, etc) while deepening their knowledge of the material they are learning.  Authoring your first activity can be a little daunting, especially if you are new to the application. This workshop is intended to demystify the authoring process and leave you feeling empowered to create the learning experience you want for your students.

Our plan is to go through a variety of different activities, hopefully including some activities you describe in this registration form. We will build one or two with all of you watching along, and then we will encourage you to build out an activity you’re considering with us there to assist and answer questions as you do. This is meant to be a fun interactive experience that leaves you realizing the power you have available to create engaging and relevant activities for your class. We hope to see you there!

Team Up! A new browser-based assessment tool

In this workshop, we will outline how to use Team Up!, the pedagogy behind its design, and some examples of how it has already been successfully used by thousands of students at the University of Toronto.

View recording (June 10, 2020) Download Slides

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Team Up! is a new, institutionally-developed assessment tool that is free, secure, and fully integrated into the Quercus Gradebook. It can be used in online, hybrid, or traditional classes in any discipline. A key feature of Team Up!  is immediate feedback assessment: students get full marks if they answer the question correctly on the first try and partial marks for subsequent answers. In this workshop, we will outline how to use Team Up!, the pedagogy behind its design, and some examples of how it has already been successfully used by thousands of students at the University of Toronto. Participants will leave the session with ideas about how they might be able to incorporate Team Up! into their own classes.

Assessment Alternatives: Online Options and Open Book Exams

In this roundtable webinar we will discuss tips and strategies for creating and administering open book assessments.

View recording (June 17, 2020) Download Slides

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In this roundtable webinar we will discuss tips and strategies for creating and administering open book assessments. Our panelists will discuss their design decisions in creating an open book assessment. They will also share tips and strategies for implementing an open book assessment administered through Quercus. Participants will also be provided with tips and strategies for finding Quercus support resources connected to final assessment practices.

Teaching with Quercus: Learning Outcomes, Rubrics, and the Gradebook

In this webinar you will explore the characteristics of effective learning outcomes; review different types of rubrics and identify effective criteria for each type; and learn how to use Quercus tools to add outcomes and rubrics to your course and link them to an assignment.

View recording (February 14, 2022)  Enroll in the demo course

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Aligning assessment with course learning outcomes is crucial for student success. Outcomes clarify for students the observable pieces of knowledge or skills that they should demonstrate following the completion of an assessment activity. To further develop the alignment between learning outcomes and assessment, outcomes can be linked to rubrics. Rubrics are used to communicate to students the components and expectations for specific assessment activities (e.g., discussions, assignments, presentations).  They can also help make grading faster and more consistent. The facilitators will also discuss  the Gradebook, Speedgrader and Learning Mastery Outcomes.

In this webinar you will:

  1. explore the characteristics of effective learning outcomes
  2. review different types of rubrics and identify effective criteria for each type
  3. learn how to use Quercus tools to add outcomes and rubrics to your course and link them to an assignment
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Assessing Student Work and Providing Feedback using Microsoft 365 Tools

This webinar is part of our Microsoft 365 for Teaching and Learning Series. We will explore how you can leverage the OneDrive/Office 365 integration with Quercus to implement pedagogically sound formative and summative assessments in your course.

View recording (March 16, 2021) Download Slides

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This webinar is part of our Microsoft 365 for Teaching and Learning Series. We will review considerations for implementing assessments in your course. We will then explore how you can leverage the OneDrive/Office 365 integration with Quercus to implement pedagogically sound formative and summative assessments in your course.

Learning Objectives:

  • Examine options and considerations for online assessment
  • Explore the tools in Office 365 that you can use to create assessments
  • Review options for providing students with feedback on their work
  • Navigate Quercus and Office 365 support resources
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Overview of the Plagiarism Detection Tool

In this session, we will provide an overview of the University of Toronto’s plagiarism detection tool, Ouriginal.

View recording (September 8, 2021) Download Slides

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In this session, we will provide an overview of the University of Toronto’s plagiarism detection tool, Ouriginal.

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Designing Better Assignments

In this session we’ll review the principles and strategies of assignment design that apply to all disciplines and to both online and in-person environments. Participants will gain new tools and resources they can use to improve their own assignments.

View recording (August 24, 2021)  Download slides

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Assignments have been called the creative engine of teaching: they can increase student engagement and learning and make the grading process for instructors and TAs more meaningful. But what exactly are good assignments and how do we create or adapt them?
In this session we’ll review the principles and strategies of assignment design that apply to all disciplines and to both online and in-person environments. Participants will gain new tools and resources they can use to improve their own assignments.

Through discussion and activities, such as analyzing sample assignments and rubrics, we’ll consider how and why to:

  • sequence and scaffold assignments throughout a course
  • build in feedback at key junctures
  • communicate evaluation criteria to students
  • foster academic integrity
  • provide resources to guide students through assignments
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Teaching from a Distance

Teaching from a Distance: Webinars and Lecture Recordings

In this webinar, we will explore the differences between asynchronous and synchronous modes of teaching from a distance.

View recording (January 5, 2022) Download Slides

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This webinar is part of our Microsoft 365 for Teaching and Learning Series. We will explore the differences between asynchronous and synchronous modalities of teaching from a distance. We will review how you can use Microsoft Teams Video Meetings to offer webinars and consider best practices for conducting a synchronous session with your students. We will also provide tips for using Microsoft Stream and/or Microsoft PowerPoint to pre-record lectures and make them available for your students to view in Quercus.

Teaching from a Distance using Microsoft 365 Tools: Webinars and Lecture Recordings

This webinar is part of our Microsoft 365 for Teaching and Learning Series. We will explore the differences between asynchronous and synchronous modalities of teaching from a distance and review how you can use Microsoft 365 tools to teach from a distance.

View recording (March 2, 2022)

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This webinar is part of our Microsoft 365 for Teaching and Learning Series. We will explore the differences between asynchronous and synchronous modalities of teaching from a distance. We will review how you can use Microsoft Teams Video Meetings to offer webinars and consider best practices for conducting a synchronous session with your students. We will also provide tips for using Microsoft Stream and/or Microsoft PowerPoint to pre-record lectures and make them available for your students to view in Quercus.

Learning Objectives:

  • Distinguish among different teaching modalities (e.g., face-to-face, synchronous online, asynchronous online, blended/hybrid)
  • Host a webinar on Teams Video Meetings to meet synchronously with students
  • Record a lecture using PowerPoint, MS Teams Meeting or MS Stream to engage students in an asynchronous learning experience
  • Navigate Quercus and Microsoft Office 365 support resources
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Flipped Classroom: Synchronous, Asynchronous, or Both?

In this roundtable webinar we will discuss tips and strategies for making decisions on selecting appropriate teaching and learning activities and assessment for asynchronous and synchronous delivery.

View recording (June 11, 2020) Download Slides 

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In this roundtable webinar we will discuss tips and strategies for making decisions on selecting appropriate teaching and learning activities and assessment for asynchronous and synchronous delivery. Our panelists will discuss their decision-making process, including their challenges and solutions, and provide a framework for decision making for you to apply in your own course context. Participants will also be provided with tips and strategies for finding Quercus support resources connected to delivery decisions.

Until We Can All Get Back to the Lab

In this roundtable webinar we will discuss tips, strategies and solutions for active learning in STEM disciplines until all our students can get back in the lab.

View recording (June 25, 2020) Download Slides

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In this roundtable webinar we will discuss tips, strategies and solutions for active learning in STEM disciplines until all our students can get back in the lab.  Interim activities may include an online interactive component, DIY activities, or rotating use of web labs by small groups of students. Our panelists will discuss their course design decisions as well as the technologies used given restrictions to access to labs at present. Participants will also be provided with design strategies for scaffolding and integrating alternatives to teach practical and conceptual content.

Language Learning: Online Options for Speaking and Listening Comprehension

In this roundtable webinar we will discuss tips and strategies for offering language instruction at a distance.

View recording (July 6, 2020) Download Slides

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In this roundtable webinar we will discuss tips and strategies for offering language instruction at a distance. Our panelists will discuss a language teaching and learning challenge, a solution they implemented to resolve the challenge and lessons learned to apply in your own course context. Participants will also be provided with tips and strategies for finding Quercus support resources connected to language teaching and learning.

Global Classrooms: Enabling Rich Reciprocal International Learning

In this roundtable webinar, we will discuss an opportunity to enhance the richness of a course leveraging existing technology and strengths within U of T’s international partners.

View recording (July 28, 2020)  

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Missing the natural engagement and connection of an in-person experience when delivering courses online? In this roundtable webinar, we will discuss an opportunity to enhance the richness of a course leveraging existing technology and strengths within U of T’s international partners. This Global Classroom (GC) initiative will give U of T students the opportunity to learn alongside peers in other parts of the world and apply knowledge and research skills they are building to shared local and global challenges. Our panelists will share examples of how they have incorporated GC components into their own courses. Participants are encouraged to reach out to CIE for further support.

The Virtual Lab: Labster under the Lens

In this roundtable webinar we will discuss the use of Labster for providing students with opportunities to engage with virtual labs and simulations.

View recording (November 3, 2020) Download Slides

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In this roundtable webinar we will discuss the use of Labster for providing students with opportunities to engage with virtual labs and simulations. We will provide tips and strategies for making decisions on selecting labs from Labster’s catalogue and how to successfully integrate them into a course. Our panelists will discuss their decision-making process, including their challenges and solutions to engaging students with virtual labs, and share lessons learned for you to apply in your own course context when using Labster. Participants will also be provided with tips and strategies for finding support resources connected to your delivery decisions.

Learning Outcomes:

  • Build community awareness of Labster as a virtual lab/simulation provider (what is Labster?, look at catalogue/examples, discuss integrating labs)
  • Identify common challenges to engaging students in an online Lab/simulation context
  • Explore solutions and applied tips and strategies for engaging students in a lab context online using Labster examples and resources
  • Navigate and utilize support resources for successful Labster integration and use

Overview of Webinar and Webconferencing Tools for Teaching (MS Teams Meetings and Zoom)

View recording (August 26, 2021) Download Slides

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In this session, we will provide an overview and comparison of the webinar/webconferencing tools available for teaching, Zoom and Microsoft Teams Video Meetings.

Learning outcomes:

  • Select a webinar/webconferencing tool (Zoom, Microsoft Teams Video Meetings, and Microsoft Live Events) that best meets teaching and learning goals
  • Implement strategies to support student learning while teaching synchronously
  • Navigate Quercus support resources

Student Wellness and Online/Remote Teaching (Part 1): Course Design for Empathy and Flexibility

This session will engage participants in strategies for online course design that promote student wellness through flexibility for differing student needs, normalized use of support resources, and more.

View recording (February 24, 2021) Download Slides

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CTSI presents Part 1 in the two-part series on Student Wellness and Online/Remote Teaching. This session will engage participants in strategies for online course design that promote student wellness through flexibility for differing student needs, normalized use of support resources, and more. Panelists will share strategies and examples for planning courses that integrate empathy and flexibility in online/remote learning environments.

Student Wellness and Online/Remote Teaching (Part 2): Strategies for Enhancing Student Confidence in your Course

This session will explore strategies for building student confidence and autonomy in your course.

View recording (March 30, 2021) Download Slides

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CTSI presents Part II in the two-part series on Student Wellness and Online/Remote Teaching. This session will explore strategies for building student confidence and autonomy in your course. Learning Strategists will share real cases from a student perspective and the ways in which you can promote student wellness, increase engagement, and provide a clear path for students to successfully navigate your course. Panelists will share examples and recommendations for teaching in online learning environments and discuss ways in which you can identify and respond to student mental health needs with empathy. Together, we will consider how a culture of caring can benefit you and your students’ current and future course experiences.

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Other CTSI webinars, including Documenting your Teaching

Demystifying the Dossier: Looking Ahead: Identifying and Articulating Teaching Success

This session offers practical tips on how to produce, document, collect and reflect on the materials necessary for the compilation of an effective teaching dossier – including gathering, framing and acting on student feedback and tracking and honing teaching materials – with a particular focus on professional development and educational leadership.

View recording (October 26, 2021) Download Slides

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At the University of Toronto, a teaching dossier must be submitted as part of the formal review process for tenure and continuing status. Beyond the information included in an academic CV, a teaching dossier describes and documents an instructor’s teaching expertise, goals and priorities for teaching and learning. It also highlights personal contributions to course and curriculum design efforts in a department or program, evidence of student impact, and evidence of teaching leadership.

This session offers practical tips on how to produce, document, collect and reflect on the materials necessary for the compilation of an effective teaching dossier – including gathering, framing and acting on student feedback and tracking and honing teaching materials – with a particular focus on professional development and educational leadership. This workshop will not focus on how to draft the actual dossier; rather, we will examine strategies for ensuring that you are ready to prepare a dossier when the time comes.

Participants in this workshop will:

  • Identify practices for reflecting on teaching development and educational leadership
  • Develop a framework for approaching the collection of teaching-related data, the organization of these data and synthesis of key dossier elements
  • Practice articulating key aspects of your teaching and educational leadership through writing and discussion
  • Consider when and how to document your teaching in line with the regular cycle of your work
  • Identify how to get started with professional development focussed on teaching

In preparation for this webinar, participants will be provided with a digital workbook prior to the webinar and asked to complete a set of brief pre-work activities and reflections. This work will be taken up in the live webinar and will form the basis of the online workshop activities.

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Effective Strategies for Preparing a Teaching Award Nomination File

In this roundtable session intended for academic administrators and University staff supporting award nominations, we will provide a brief overview of the criteria and the nomination process for several awards, including the University of Toronto’s President’s Teaching Award, the Ontario Confederation of University Faculty Associations (OCUFA) award and the 3M National Teaching Fellowship.

View recording (November 3, 2021) Download Slides

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The Centre for Teaching Support & Innovation provides support to U of T administrators and instructors for a selection of key teaching awards. In this roundtable session intended for academic administrators and University staff supporting award nominations, we will provide a brief overview of the criteria and the nomination process for several awards, including the University of Toronto’s President’s Teaching Award, the Ontario Confederation of University Faculty Associations (OCUFA) award and the 3M National Teaching Fellowship.

Facilitators will offer advice and recommend strategies and timelines for assembling a strong nomination file and will discuss how academic administrators can mentor future award candidates, drawing on CTSI’s years of experience in supporting these nominations.

Note that faculty members seeking guidance on how to prepare materials for a teaching award nomination should contact CTSI or their local teaching centre or awards office directly for information or a consultation. In preparation for this roundtable, please review the Overview of Major Internal/External Teaching Awards information on the CTSI website.

Priming for Teaching Awards: Navigating the Road to Recognition

Please join us for a roundtable discussion on creating a long-term professional development strategy with a focus on progression toward possible future teaching and learning award nominations.
 
 
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Please join us for a roundtable discussion on creating a long-term professional development strategy with a focus on progression toward possible future teaching and learning award nominations. Hear from a past teaching award winner who will discuss their journey towards building both formal and informal academic leadership and documenting the impact of this work. Discover how the pedagogical relationships you cultivate can contribute to enriching the culture of teaching and learning both locally in your own department and more broadly beyond your unit or discipline, and how sharpening your individual vision and educational leadership beliefs can be supported through your practice.

Through dialogue, you will also be prompted to consider how you might design your career to plan for continuous development and how you can harness personal interest to inspire change in your practice and the practice of those around you.

Preparing the Teaching Dossier

This session will provide an overview of the content and overall structure of an effective teaching dossier. Participants will develop a plan for assembling and strengthening their own dossiers.

View recording (April 13, 2022) Download Slides

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This webinar is part of the Demystifying the Dossier Series. Faculty are welcome to attend one or multiple workshops in the series; recordings will be available for all sessions online.

At the University of Toronto, a teaching dossier must be submitted as part of the formal review process for tenure and continuing status. Beyond the information included in an academic CV, a teaching dossier describes and documents an instructor’s teaching expertise, goals and priorities for teaching and learning, contributions to course and curriculum design efforts, evidence of student impact, and evidence of teaching leadership.

This session will provide an overview of the content and overall structure of an effective teaching dossier. Participants will develop a plan for assembling and strengthening their own dossiers. They will be guided in how to use a narrative throughout their dossier to connect and create coherence between multiple sections and sources of evidence.  Participants will also have an opportunity to engage with their divisional guidelines to draft key headings for their dossier.

The goal is for participants to leave the session with a clear sense of what steps to take to enhance their dossier drafts. Participants will be provided a digital workbook prior to the webinar and this document will form the basis of the session activities. Please note that this webinar 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.

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Demystifying the Dossier: Interpreting and Integrating Course Evaluations

This session will offer strategies and practical tips for understanding, interpreting, and integrating your course evaluations into your teaching dossier.

View recording (November 9, 2021) Download Slides

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This session is part of the Dossier Series. Faculty are welcome to attend one or multiple workshops in the series; recordings will be available for all sessions.

At the University of Toronto, course evaluations are one key component of the teaching dossier. The dossier 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, interpreting, and integrating your course evaluations into your teaching dossier. Topics covered in this workshop include:

  • an overview of reading and interpreting the institutional course evaluation framework and report(s);
  • university policies, guidelines, and norms regarding how course evaluations are to be interpreted and used in the teaching dossier and elsewhere;
  • key insights into trends and contexts in course evaluation data (e.g., relationship between course size and ratings) which can help you better understand and contextualize course evaluations;
  • how to describe and frame your course evaluations in a narrative that facilitates fair and reasoned interpretations
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Putting it into Words: Drafting your Statement of Teaching Philosophy

This session focuses on one of the key components of the teaching dossier: the opening Statement of Teaching Philosophy (STP).

View recording (February 16, 2022)  Download slides

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This webinar is part of the Demystifying the Dossier Series.

At the University of Toronto, a teaching dossier must be submitted as part of the formal review process for tenure and continuing status. Beyond the information included in an academic CV, a teaching dossier describes and documents an instructor’s teaching expertise, goals and priorities for teaching and learning, contributions to course and curriculum design efforts, evidence of student impact, and evidence of teaching leadership.

This session focuses on one of the key components of the teaching dossier: the opening Statement of Teaching Philosophy (STP). A strong 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 and concise enough to be meaningful to the reader of the dossier.

In preparation for this webinar, participants will complete the “Teaching Perspectives Inventory” (TPI) (an online survey that takes 15-20 minutes to complete) and bring a draft of their statement (bullet points and rough notes will work) to the session. The TPI is a useful tool to assist instructors to clarify and articulate their ideas about teaching.

In this interactive webinar, participants will:

  • identify key elements of a STP
  • examine their own perspectives on teaching
  • review steps to follow when preparing to write the STP
  • practice articulating key aspects of their teaching through short writing activities and discussions
  • edit their own teaching statement draft

The goal is for participants to leave the session with a clear sense of what steps to take to enhance their drafts. Participants will be provided a digital workbook prior to the webinar and this document will form the basis of the session activities. Please note that this session will not focus on how to prepare/compile the actual dossier itself – for this topic, please view the recording for Preparing the Teaching Dossier on April 13, 2022.

Addressing Racial Microaggressions: Tools, Strategies, and Discussions

In this interactive session, participants will increase their understanding of the experiences and impact of racial microaggressions.

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In this interactive session, participants will:

  • Increase their understanding of the experiences and impact of racial microaggressions
  • Identify forms of racial microaggressive behaviour and comments
  • Discuss and develop strategies for prevention and resolution of subtle discrimination within the work and learning environments
  • Increase understanding of the role of management in effectively addressing and responding to occurrences of microaggressions/subtle discrimination
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Personalizing your Land Acknowledgements: Building from the Medicine Wheel

This session will offer a non-judgmental and supportive environment to reflect on your identities using the Medicine Wheel as an Indigenous pedagogical and experiential learning framework. Through a variety of prompts and dedicated contemplative writing time, participants will have opportunity to draft a meaningful and dynamic statement on what it means to “acknowledge” Indigenous land and consider their further action related to the Truth and Reconciliation process.

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Have you been meaning to personalize your land acknowledgment to open events and gatherings, but been concerned about getting something “wrong”? Do you often use a pre-written template but would prefer to tailor your acknowledgment to better reflect your own cultural and social location(s)?

This session will offer a non-judgmental and supportive environment to reflect on your identities using the Medicine Wheel as an Indigenous pedagogical and experiential learning framework. Through a variety of prompts and dedicated contemplative writing time, participants will have opportunity to draft a meaningful and dynamic statement on what it means to “acknowledge” Indigenous land and consider their further action related to the Truth and Reconciliation process.

This workshop will be guided by Bonnie Jane Maracle (Indigenous Learning Strategist, Academic Success/First Nations House).

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CTSI ACUE-Certified Faculty Lunchtime Series: Assessing to Inform Instruction & Promote Learning

In this session Professor Alex Rennet will discuss some carefully designed new online assessments introduced throughout a first-year mathematics course at UTM aimed at improving students’ *mathematical* reading and writing skills.

View recording (January 27, 2022) Download Slides

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Join U of T faculty graduates of the Association of College and University Educators (ACUE) Effective Teaching Practices course (ACUE-Certified Faculty) as they share insights from the 25 modules they completed over several months. They implemented, reimagined, and extended evidence-based teaching practices to support their teaching, learning and student success at U of T. This Series invites participants to hear from these instructors: their reflections upon what they have learned, and practical examples and tips informed by evidence-based strategies. Facilitators will engage in discussions on sharing these approaches into one’s current practice.

In this session Professor Alex Rennet will discuss some carefully designed new online assessments introduced throughout a first-year mathematics course at UTM aimed at improving students’ *mathematical* reading and writing skills.  Prior to a recent redesign, these skills were expected but neither taught, nor explicitly communicated to students.  But as part of the course redesign, they have communicated the centrality of these outcomes and have steadily introduced more components that target them, including these new assessments. Alex will share lessons learned along the way, including through some research studying the redesign.

CTSI ACUE-Certified Faculty Lunchtime Series: Creating a Supportive Learning Environment

In this session Katherine Trip and Nancy Johnston will discuss their teaching strategies to support students in online learning through enhanced communication with students, scaffolding expectations for participation and assignments.

View recording (February 8, 2022) Download Slides

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Join U of T faculty graduates of the Association of College and University Educators (ACUE) Effective Teaching Practices course (ACUE-Certified Faculty) as they share insights from the 25 modules they completed over several months. They implemented, reimagined, and extended evidence-based teaching practices to support their teaching, learning and student success at U of T. This Series invites participants to hear from these instructors: their reflections upon what they have learned, and practical examples and tips informed by evidence-based strategies. Facilitators will engage in discussions on sharing these approaches into one’s current practice.

In this session Katherine Trip and Nancy Johnston will discuss their teaching strategies to support students in online learning through enhanced communication with students, scaffolding expectations for participation and assignments. They will discuss their use of pedagogical strategies, such as video introductions, lecture outlines and vocabulary lists, and synchronous/ asynchronous engagement activities, to create an inclusive online environment and help students to persist in their learning online. Both instructors draw from their diverse perspectives in teaching Nursing and Humanities students to explore how they have explored pedagogical advice and research from ACUE on promoting active learning and encouraging an inclusive course environment.

Designing for the future of teaching using a design thinking approach

This workshop focuses on using a design thinking approach to reflect on teaching during the COVID-19 pandemic and design what the future may be.

View recording (March 10, 2022) Download Slides

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Over the past two years, members of the University of Toronto have had to reinvent their teaching environments, delivery methods, and interactions with colleagues and students. While many are looking forward to post-pandemic teaching, some of us are also uncertain of what the future of teaching in higher education will bring. Now is a great time to reflect on the past, understand the present, and start shaping the future.

This workshop focuses on using a design thinking approach to reflect on teaching during the COVID-19 pandemic and design what the future may be. Throughout the session, participants will use design thinking methods to: 1) reflect on the lessons learnt in the last two years; 2) propose opportunities given the current situation we are in; and 3) sketch out big ideas to define the future. To guide these activities, participants will be asked to think about the three following questions:

  • What are you leaving behind?
  • What are you taking forward?
  • What are you looking for?

These questions will serve as the starting point to collect participants’ thoughts, which will then be fed into the design thinking process presented during the workshop. The session will start with an introduction to design thinking and how it can be applied to teaching. Then, each participant will work individually and in small groups using a subset of design thinking methods to propose ideas on the future of teaching in higher education. The session will also introduce fundamental concepts of design thinking such as divergence and convergence, individual versus group data generation, and playbacks.

The goal is for participants to leave the session with some design thinking tools, methods, and practice they can apply in their own teaching.

This workshop will feed into the work of the 2022 U of T Teaching & Learning Symposium: Designing for the Future. The theme for this year’s symposium seeks to answer the questions “where are we now and where are we going?” To learn more about the Teaching & Learning Symposium and be part of the premier teaching showcase for the University of Toronto, please visit the TLS website.

ACUE Certified-Faculty Lunch & Learn: Designing Assignments and Rubrics: Transparency, Reliability, and Efficiency

In this session Professors Dana Boyko and Safieh Moghaddam will discuss incorporating transparency with respect to course activities and assessments.  Being clear and transparent with students about the reasons for the design of the course and its assignments can help students to engage more fully in learning opportunities and understand expectations more clearly.

View recording (March 16, 2022)  Download Slide Deck #1 Download Slide Deck #2

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Join U of T faculty graduates of the Association of College and University Educators (ACUE) Effective Teaching Practices course (ACUE-Certified Faculty) as they share insights from the 25 modules they completed over several months. They implemented, reimagined, and extended evidence-based teaching practices to support their teaching, learning and student success at U of T. This Series invites participants to hear from these instructors: their reflections upon what they have learned, and practical examples and tips informed by evidence-based strategies. Facilitators will engage in discussions on sharing these approaches into one’s current practice. Recordings from previous sessions in the series can be found in the CTSI webinar catalogue.

In this session Professors Dana Boyko and Safieh Moghaddam will discuss incorporating transparency with respect to course activities and assessments.  Being clear and transparent with students about the reasons for the design of the course and its assignments can help students to engage more fully in learning opportunities and understand expectations more clearly.  Topics covered will include:  aligning assignments with learning outcomes, Transparent Assignment Design, and using scoring fair rubrics and meaningful feedback.

Academic Resilience Series in Teaching & Learning, Workshop 1: Exploring Academic Resilience: Research & Student Experiences

This session will lay the foundation for the series by presenting a definition of academic resilience and will explore this within the context of student challenges at U of T. We will examine various ways to foster resilience such as supporting metacognition, building self-efficacy, and developing resourcefulness.

View recording (March 30, 2022) Download Slides

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Well before the COVID-19 pandemic, the teaching and learning environment in higher education has increasingly reflected a complex interplay of cognitive, emotional, and structural pressures. While most students arrive at U of T with strong academic skills, the university experience brings with it a variety of interconnected changes and challenges that can impact student success. This series takes a holistic look at what it means to support and build student academic resilience. Across three consecutive webinars that focus on (1) student learning, (2) course design and (3) program-level development, participants will explore how academic resilience is best understood as a process of ongoing development across a system, with reach beyond the individual. Through the voices of students, faculty and staff, participants will be exposed to the various dimensions of academic resilience that can be supported in curricular spaces.

Through this three-part series, participants will be able to:

  • Summarize research on academic resilience and its role impacting academic success
  • Compare perspectives across disciplines relating to the development of resilience in academia
  • Navigate resources and strategies to apply in their own teaching and learning contexts

Please join us as we work towards creating a learning culture that fosters resilience and generates feedback loops that help us all learn and evolve.

Note: This session will engage and model empathetic communication principles characterized by active listening to others’ experience and by the ability to give and receive feedback free of judgment and grounded in mutual respect.

This session will lay the foundation for the series by presenting a definition of academic resilience and will explore this within the context of student challenges at U of T. We will examine various ways to foster resilience such as supporting metacognition, building self-efficacy, and developing resourcefulness. Drawing on relevant research, student stories, and their experience as learning strategists, the presenters will facilitate an in-depth discussion of how to implement key practices for student engagement and well-being in the learning environment.

Learning Outcomes:

  • Understand a definition of resilience in the academic context
  • Explore dimensions of academic resilience that support student engagement and well-being
  • Identify practices to support academic resilience in the classroom
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Academic Resilience Series in Teaching & Learning, Workshop 2: Teaching Practices & Course Design

Building on Session #1, we will begin in this workshop to explore how academic resilience can inform the course design process and how the three pillars of academic resilience identified in Session #1 — metacognition, self-efficacy and resourcefulness — translate into practice.

View recording (May 4, 2022)  Download slides

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Building on Session #1, we will begin in this workshop to explore how academic resilience can inform the course design process and how the three pillars of academic resilience identified in Session #1 — metacognition, self-efficacy and resourcefulness — translate into practice. Specifically, we will consider how these elements can be further fostered through student support strategies, in-class activities and formative assessments. Participants will have the opportunity to hear from U of T instructors who have successfully structured their courses and adapted their teaching approaches to foster academic resilience in their students. In small groups, we will discuss challenges and brainstorm ideas that will help guide the design of participants’ own resilient learning environments.

Learning Outcomes:

  • Examine how course design decisions impact the resilience and academic success of both instructors and students
  • Explore strategies to promote student reflection and resilience in a course
  • Review a range of approaches (from basic to increasingly complex changes) that can be applied in any teaching and learning context

Academic Resilience Series in Teaching & Learning, Workshop 3: Teaching Practices & Course Design

Building on Sessions #1 and #2, we will explore how faculty might approach supporting students’ development of academic resilience at the curricular level.

View recording (May 25, 2022) Download Slides

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Building on Sessions #1 and #2, we will explore how faculty might approach supporting students’ development of academic resilience at the curricular level. The session is focused on awareness building for the process of curriculum development and will address considerations for how the three pillars of academic resilience can be intentionally developed through the curriculum to support students in their journeys through their programs. Participants will have the opportunity to hear from U of T instructors about how they have considered the development of metacognition, self-efficacy, and resourcefulness at various levels of study in their disciplines. Throughout the session, participants will have the chance to discuss challenges and brainstorm ideas that can help begin conversations about strategic support for academic resilience across the curriculum.

Learning Outcomes:

  • Examine how curricular structure & other factors enable and constrain students’ development of academic resilience
  • Reflect on challenges to academic resilience experienced by students at different levels of study
  • Explore a model to develop students’ capacity for metacognition, self-efficacy and resourcefulness across curricula 

ACUE Certified-Faculty Lunch & Learn: Opportunities and Challenges in Promoting Active Learning Online and In-Person

In this session Laura Dempster and Karen Smith will explore the opportunities and challenges in promoting active learning in both online and in-person classroom environments.

View recording (April 4, 2022) Download Slides

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Join U of T faculty graduates of the Association of College and University Educators (ACUE) Effective Teaching Practices course (ACUE-Certified Faculty) as they share insights from the 25 modules they completed over several months. They implemented, reimagined, and extended evidence-based teaching practices to support their teaching, learning and student success at U of T. This Series invites participants to hear from these instructors: their reflections upon what they have learned, and practical examples and tips informed by evidence-based strategies. Facilitators will engage in discussions on sharing these approaches into one’s current practice.

In this session Laura Dempster and Karen Smith will explore the opportunities and challenges in promoting active learning in both online and in-person classroom environments. They will discuss pedagogical strategies such as the use of breakout rooms and polling in large classes, and small group active learning strategies such as jigsaw and collaborative problem-solving. Both educators will draw on their diverse experiences in teaching Dentistry and Environmental Science students, along with resources from ACUE, to share tips, techniques and insights for effective active learning for online and in-person learners.

Tune Into Teaching: Course Planning Clinic – Designing Courses for Academic Resilience

In this interactive hands-on clinic, participants will workshop a particular approach to course planning.

View recording (July 12, 2022)  Download slides

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In this interactive hands-on clinic, participants will workshop a particular approach to course planning. After first considering the situational factors that inform the delivery of their course, they will develop a few key course learning outcomes. Working back from these outcomes, participants will map out some of the key activities they would like their students to do to develop competence in subject areas and consider what assessments will be needed as the course progresses to demonstrate learning in these areas. They will then use a worksheet developed by Dee Fink (Creating Significant Learning Experiences, 2013) to plan what students will do when they are in class versus what they will do when they are engaged in course work outside of class time. The clinic will end with participants being introduced to the Course Framework worksheet that they can take away and work on as they further develop their course plan. A key goal of the worksheets is to help instructors streamline content to see where space can be created for students to practice using skills and concepts and reflect on learning before being evaluated. Participants are asked to bring to the session the syllabus or outline for one course they are planning.

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Tune Into Teaching: Syllabus Design Clinic – Build a Supportive Course Culture Through a Learner-Centered Syllabus

In this hands-on practical clinic, participants will work to develop a supportive learner-centered course syllabus. They will be introduced to syllabus design principles and practices that place students at the centre of the course design process and that reframe the syllabus as a tool capable not only of driving learning but also generating a supportive course culture that fosters academic resilience. Participants must bring a course syllabus they are looking to refresh or the outline for a new course they are designing. Excerpts from learner-centred syllabi from U of T instructors will be shared and participants will work through a syllabus checklist to self-assess their own syllabus and provide feedback to colleagues through small group discussions.

View recording (July 14, 2022)  Download slides

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ACUE Certified-Faculty Lunchtime Series: Using Concept Maps to Improve Course Design and Assessment

This workshop presents an example of how a concept map assignment from a human biology course helped students understand the connections amongst key course concepts and skills. The workshop then guides participants from across the disciplines in creating a concept map for one of their own courses, which they can use to plan assessments and other learning activities.

View recording (May 18, 2022) Download Slides

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Join U of T faculty graduates of the Association of College and University Educators (ACUE) Effective Teaching Practices course (ACUE-Certified Faculty) as they share insights from the 25 modules they completed over several months. They implemented, reimagined, and extended evidence-based teaching practices to support their teaching, learning and student success at U of T. This Series invites participants to hear from these instructors: their reflections upon what they have learned, and practical examples and tips informed by evidence-based strategies. Facilitators will engage in discussions on sharing these approaches into one’s current practice.

Even with clear learning goals, designing courses that fit outcomes and assignments that help students see the connections amongst key course concepts is challenging. Concept mapping is a valuable tool for designing courses and for helping students deepen their understanding of key course concepts and recognize the connections among these as they navigate a course.

This workshop presents an example of how a concept map assignment from a human biology course helped students understand the connections amongst key course concepts and skills. The workshop then guides participants from across the disciplines in creating a concept map for one of their own courses, which they can use to plan assessments and other learning activities.

2022 U of T Teaching Grants Workshop

This workshop provides a general overview of the three major institutional teaching and learning grants  at U of T (Learning and Education Advancement Fund (LEAF), Instructional Technology Innovation Fund (ITIF), Graduate Education Innovation Fund (GEIF)).

View Recording (June 21, 2022)

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Are you interested in learning about teaching and learning funding opportunities available to U of T faculty and staff? If so, you are invited to participate in a 90-minute online workshop that provides a general overview of the three major institutional teaching and learning grants:

We will describe the opportunities available through these funds and explore effective practices regarding proposal writing for funding opportunities that seek to enrich, catalyze and directly impact University of Toronto teaching and learning. We will discuss general strategies and suggestions for successful grant applications and address the main criteria that these proposals should address.

By the end of this session you will have:

  • Gained an understanding of available funding avenues at U of T that support teaching and learning projects and the application processes
  • Gained knowledge of the essential elements and key principles guiding effective proposal writing
  • Explored grant ideas with U of T colleagues
  • Identified key resources to consult for your proposal writing

Tune into Teaching: Building, Managing and Supporting Your Teaching Team of TAs

In this session, we’ll discuss strategies for working effectively with your teaching assistants, whether in the online, hybrid or in-person environment. Whether you’re working closely with one TA or a team of 10+ TAs, there are important considerations to explore to hire, manage, train and support your TAs. We will provide tips for building community in your teaching team and creating cohesion across your course for your students’ learning. We’ll cover training opportunities and priority areas for TAs identified by the CUPE 3902 Collective Agreement (2021-2023). Finally, we will have plenty of time for questions from faculty throughout the session.

View recording (August 9, 2022) Download Slides

Tune into Teaching: Making Your Syllabus Work for You and Your Students

This practical, interactive session considers the essential elements of an effective syllabus, reviews current best practices in syllabus design and examines a model University of Toronto course syllabus.

View Recording (August 19, 2022)
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A well-crafted syllabus ensures that students understand the essential requirements for participating and succeeding in a course. A well-designed syllabus can also serve as a learning tool to enhance students’ experience in the course, beyond listing course policies and due dates. This practical, interactive session will consider the essential elements of an effective syllabus, review current best practices in syllabus design and examine a model University of Toronto course syllabus. Participants will then work in pairs to provide feedback on each other’s syllabi (see below) with CTSI facilitators providing additional guidance.

    As a participant in this session, we ask that you have one of the following at hand during the workshop:
  • A proposed course syllabus for a new course you would like to teach one day

, OR
  • A course syllabus for an existing U of T course you are seeking to refresh

The goal of this workshop is for each participant to leave with a well-developed plan for revising/crafting a powerful syllabus that works for both instructor and learner. Participants who join the session without a document to work from and discuss in break-out groups will not benefit as fully from this session.

Facilitators:
Megan Burnett, Associate Director, CTSI
Tamara Bahr, Manager, Teaching, Learning and Technology, CTSI

Tune into Teaching: Designing Better Assignments

This session reviews the principles and strategies of assignment design that applies to all disciplines and to both online and in-person environments.

View Recording (August 24, 2022)
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Assignments have been called the creative engine of teaching: they can increase student engagement and learning and make the grading process for instructors and TAs more meaningful. But what exactly are good assignments and how do we create or adapt them?

In this session we’ll review the principles and strategies of assignment design that apply to all disciplines and to both online and in-person environments. Participants will gain new tools and resources they can use to improve their own assignments.

Through discussion and activities, such as analyzing sample assignments and rubrics, we’ll consider how and why to:

  • sequence and scaffold assignments throughout a course
  • build in feedback at key junctures
  • communicate evaluation criteria to students
  • foster academic integrity
  • provide resources to guide students through assignments

Facilitators:
Andrea Graham, Ph.D., Learning Strategist, Academic Success
Andrea Williams, Ph.D. Associate Professor, Director of Writing & Rhetoric, Innis College, and Writing-Integrated Teaching, FAS

Tune into Teaching: Myths and Realities About Grading

This session discusses a range of misconceptions about institutional grading procedures and provides clarification around some key issues and common scenarios related to grading at U of T.

Download Slides (Aug. 25, 2022) (No recording available – in-person workshop)

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In this session, we will discuss a range of misconceptions about institutional grading procedures and provide clarification around some key issues and common scenarios related to grading at U of T. Participants will be encouraged to ask questions through a facilitated dialogue on grading policies that will inform teaching practice. Topics include distribution of grades and assignments, managing grading with Teaching Assistants and posting student progress in Quercus.

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