• TATP Coordinators – Tri-Campus – 300 hours (3 positions)
• TATP Course Instructor Coordinator– Tri-Campus – 300 hours (1 position)
• TATP Microteaching Coordinator –  St. George Campus – 300 hours (1 position)
• TATP EDI Coordinator – Tri-Campus – 300 hours (1 position)
• TATP Graduate Educational Developers– based on St. George Campus – 210 hours (8 positions)
• TATP UTM Graduate Educational Developer – UTM – 210 hours (1 position)
• TATP UTSC Graduate Educational Developer– UTSC – 210 hours (1 position)

March 29, 12pm (online)

By attending this roundtable, participants will become aware of research-based and practice-based evidence of Chinese students’ challenges, aspirations, and potential to contribute/engage, and learn how to create learning experiences in their courses to encourage more student transformation from “powerless” to “empowered.”

March 29, 12pm (online)

The Scholarship of Teaching and Learning (SoTL) Journal Club Series provides an opportunity for our community to explore the SoTL literature in a group setting, both to find practical applications to implement in the classroom and to inform our own SoTL projects. The March session is facilitated by Tara Black, Assistant Professor, Factor-Inwentash Faculty of Social Work, and Alex Rennet, Assistant Professor, Teaching Stream, Mathematical and Computational Sciences, UTM

Article: Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom 

April 4, 10am-12pm (online)

Part of the Towards Anti-Racist and Anti-Oppressive Classrooms – Communities and Conversations Series

This workshop is a personal conversation about how we internalize systems of oppression, how they are reflected in our teaching practices, and how we can create a new vision for how we want to be as educators. In this session participants will engage in self-reflection, small group discussion, mindfulness practices and large group conversations. 

Learn more about SoundLife Scarborough (SLS), a centre for music and community engagement at the University of Toronto Scarborough that fosters healthy communities through participatory music-making, on Re:Think. SLS supports and inspires students in developing creative, flexible, and participatory approaches to music-making as a lifelong practice.

Read more on Re:Think

This year’s theme encourages presenters to show the community how working together makes our institutions stronger. This theme will be explored through four main streams: Innovating together, Collaboration, People & leadership and Security as a team sport.

To submit a presentation proposal to the CANHEIT 2023 programming committee, complete the submission form on the Ex Ordo platform by March 22, 2023.

The Syllabus Service assists faculty and staff at the University of Toronto in making course readings available to students in a manner that respects Canadian copyright law and existing U of T licensing agreements and policies. Library staff will retrieve, scan, and provide links to material, as well as acquire eBooks suitable for course use whenever available. Instructors are encouraged to submit course reading lists by the Priority Service Date of March 27.

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Speakers

Opening Keynote: Aisha Haque, Director, Centre for Teaching and Learning, Western University 

Closing Plenary: Tesha Fritzgerald, Strategic Partner - Building Blocks of Brilliance 

Concurrent sessions led by U of T instructors, staff and librarians include interactive workshops, lightning talks, inquiry on teaching and learning talks, roundtable discussions. 

Learn more on the TLS2023 website.

April 19, 10:30 - 12, ET (online)

Join us for a workshop that will cover the fundamentals of community-engaged learning (CEL) pedagogy and practice and provide practical strategies for designing and running a CEL course. Bring a syllabus that you would like to re-design or the idea for a course you would like to create, and together we will work on designing a successful CEL course. 

Regrade a Quercus Quiz

Certain question types in Quercus Quizzes can be auto-graded.  If changes need to be made after these quizzes were graded, questions can be edited to auto-regrade quizzes that have already been submitted.  The regrading feature is available for Multiple Choice questions, True or False questions, and Multiple Answer question types.  Regrading is useful for marking the correct answer when an incorrect option was previously selected as the correct response.  Instructors might also use quiz regrade to mark additional response options as possible correct answers to a question.  Student scores for these questions will be updated to reflect the changes made to the correct answer.  Visit What Options Can I Use to Regrade a Quiz in a Course for more information and restrictions of use.