Input on next year's TLC programming
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This year's TLC year-end lunch celebration showcased some inspiring successes including: team teaching experiences, a cross-disciplinary case-competition among three undergraduate courses, experiences teaching in UTM's active learning classrooms, effective uses of Quercus, a method of effectively capturing blackboard notes,
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and an assignment that required science students to communicate with a non-expert audience. We also had an excellent discussion of some of the teaching and learning challenges encountered during the year. The lunch concluded with a vote on the session topics participants would like to see covered in next year's TLC programming. We know not everyone who wanted to attend the lunch was able to, so here is another chance to a say!
Please complete this short survey to help us determine the TLC programming for next hear.
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Teaching & Learning Grants
Faculty Teaching Awards
Teaching Assistant Awards
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Prepare to Teach:
Syllabus Clinic [offered online]
July 9th from 11am - 12pm
What do I do if?: Dealing with difficult issues in the classroom [offered online]
July 16th from 11am - 12pm
Inspiration and suggestions for using Quercus [offered online]
July 23rd from 11am - 12pm
September 3rd from 10am - 4pm
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The U of T Teaching and Learning Symposium, organized by the Centre for Teaching Support & Innovation (CTSI), is scheduled for May 28, 2019 and will be held at Desautels Hall, Rotman School of Management.
The Society for Teaching and Learning in Higher Education (STLHE) Annual Conference will be held in Winnipeg, Manitoba from June 11-14, 2019.
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Publications & Presentations
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Publications
Fukuzawa, S. (2019). How do we prepare our students for a realistic job market? Problem-based learning. Teaching Anthropology Journal Blog, Royal Anthropological Institute, Oxford, UK.
Fukuzawa, S. (2019). What is the role of Anthropology in accepting different ways of knowing in the Academy? Teaching Anthropology Blog, Royal Anthropological Institute, Oxford, UK.
Fukuzawa, S., & Cahn, J. (2019). Technology in problem-based learning: helpful or hindrance? International Journal of Information and Learning Technology, 36(1): 66-76.
Fukuzawa, S., & DeBraga, M. (2019). Graded Response Method: Does Question Type Influence the Assessment of Critical Thinking? Journal of Curriculum & Teaching, 8(1): 1-10.
Huo, X. Y. (2018). Negotiation of Writing Norms. The Literacy Information and Computer Education Journal (LICEJ), 9(4).
Huo, X. Y. (2018). Writing Norms: Monomodality or Multimodality? Canada International Conference in Education Proceedings.
Presentations
Atallah, J., Levine, J., Rawle, F., Dryer, M., and Stewart, B. (2018). Program-level learning outcomes for Biology Programs - The vision, the challenges, and the realizations. Presented at the Research on Teaching and Learning Conference: Stages and Places of Engagement in Teaching and Learning hosted by the Paul R. MacPherson Institute for Leadership, Innovation & Excellence in Teaching, McMaster University, Hamilton, ON.
Bhatt, D., Devcic, D., Atallah, J. (2018) Inquiry-based learning experiences for the promotion of higher order skills. Poster presented at the 32nd Annual Ontario Biology Day student conference hosted by Western University, London, ON.
Burzynski, C., Syed, Z., Atallah, J. (2018). A model for promoting course and curricular integrative teaching and learning. Poster presented at the 32nd Annual Ontario Biology Day student conference. hosted by Western University, London, ON.
Champaneri, P., Yasui, E., Mahjoub, I., Hameed, S., Ranlett, S., Petersen, A., & Fukuzawa, S. (2019, February). The Virtual Mystery Custom Web-tool: A cross-disciplinary project in hybridized problem-based learning Presented at the Digital Humanities Conference at the University of Toronto Mississauga, Mississauga, ON.
Chiuzi, R. (2019, March). Change (Yourself) Management. TEDxUTM. Mississauga, ON.
King-Jamieson, V., & Fukuzawa, S. (2018, December). The Importance of partnerships with local Indigenous communities to foster the Indigenous Curriculum. Presented at the Research on Teaching and Learning Conference: Stages and Places of Engagement in Teaching and Learning hosted by the Paul R. MacPherson Institute for Leadership, Innovation & Excellence in Teaching, McMaster University, Hamilton, ON.
Wood, C. (2019, March). Contributing to an Indigenous Curriculum: Incorporating Indigenous perspective and pedagogical practice in the classroom. Presented at the University of Toronto Faculty Association’s Challenges and Strengths II: Showcasing the Contributions of Part-timers at the University of Toronto, Toronto, ON.
Wood, C. & Saly, A. (2019, March). The Collaborative Learning Cemetery Project. Presented at the University of Toronto Faculty Association’s Challenges and Strengths II: Showcasing the Contributions of Part-timers at the University of Toronto, Toronto, ON.
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Dr. Daniel Zingaro is a recipient of the 2018-19 University of Toronto Early Career Teaching Award.
The University of Toronto Early Career Teaching Award recognizes faculty members who are effective teachers and demonstrate an exceptional commitment to student learning, pedagogical engagement, and teaching innovation. Dr. Zingaro is internationally recognized for his expertise in the application of Peer Instruction (PI) – an active-learning approach using clickers – to Computer Science courses which has transformed the undergraduate academic experience at both UTM and beyond the University of Toronto. You can read more about Dr. Zingaro's work here and here. |
Dr. Xinli Wang was selected by eCampusOntario as one of their five Open Education Fellows for 2019-20.
The Open Education Fellowship program at eCampusOntario provides a small cohort of professionals with the opportunity to engage in open education advocacy and scholarship across the province. In this role, Dr. Wang will actively contribute to the advancement of Open Education at colleges and universities across Ontario through continued advocacy work and regular speaking engagements. In addition to frequent participation in events and conferences, the eCampusOntario Open Education Fellowship program requires each Fellow to implement, design, and lead a scholarly practice project focused on open education. The team of evaluators for the OE Fellows program noted that the application and credentials submitted by Dr. Wang were truly exceptional and stood out among a large number of other applicants.
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Student Voices: A UTM Biology student shares her learning tips
Jade Attalah
In an effort to feature student successes and stories, Dr. Attalah asked her students if they could explain why they believe they were successful and maintained a positive attitude throughout their time at UTM. The resulting article profiles one student, Noor AL Kaabi, who shares her thoughts on learning, critical thinking, skill development, and motivation in her own words.
Read the article here.
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UTM Is Thrilled To Welcome Back the Jackman Scholars-in-Residence Program
The Office of the Vice-Principal Academic and Dean has again this year collaborated with the Jackman Humanities Institute to bring the Jackman Scholars-in-Residence program to UTM (May 6-31, 2019). Over a four-week period, starting this week, UTM faculty are collaborating with thirty student researchers (from all three UofT campuses) on six approved projects: five hosted at UTM (two in Sociology, two in Language Studies, and one in English and Drama) and one at Victoria College on the St. George campus (Language Studies).
The Jackman Scholars-in-Residence program is a unique opportunity for students to work intensively on a research project with UofT faculty that features:
- an opportunity to enhance their research skills (along with their resumes);
- free accommodation and meals for the duration of the program;
- $1000 Jackman Scholar Award.
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Dr. Mairi Cowan, recipient of the 2017-18 E.A. Robinson Teaching Excellence Award for Senior Faculty, was interviewed by The Canadian Historical Association.
You can read the full interview here.
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Michael Liut was invited to ESPOL to consult on advancing teaching and learning in STEM.
In February 2019, over the winter reading week, Michael Liut (from Mathematical and Computational Sciences) was invited by the Facultad de Ciencias Naturales y Matemática (FCNM) at the Escuela Superior Politécnica del Litoral (ESPOL) in Guayaquil, Ecuador. While at ESPOL, Michael consulted with Faculty members in FCNM where he introduced novel active learning and classroom assessment techniques, assisted in curriculum development for Faculty members in teaching and learning, and conducted a series of workshops. The workshops targeted Faculty members and graduate students teaching courses in STEM related fields focusing on Effective Teaching; Creating Accessible Content, Effective Communication and Facilitating Effective Discussions, and Assessment Methods.
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Newsletter header photo by César Mejía.
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