BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Centre for Teaching Support & Innovation - ECPv6.17.2//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:Centre for Teaching Support & Innovation X-ORIGINAL-URL:https://teachingdev.lamp4.utoronto.ca X-WR-CALDESC:Events for Centre for Teaching Support & Innovation REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:America/Toronto BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20210314T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20211107T060000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20220313T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20221106T060000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20230312T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20231105T060000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=America/Toronto:20221103T113000 DTEND;TZID=America/Toronto:20221103T123000 DTSTAMP:20240313T135820Z CREATED:20240313T135820Z LAST-MODIFIED:20240313T135820Z UID:10003975-1667475000-1667478600@teachingdev.lamp4.utoronto.ca SUMMARY:Creating Equitable Classrooms: Power and Knowledge in the Classroom DESCRIPTION:Facilitators:Professor Ahmed Allahwala\, Department of Human Geography\, UTSCDr. Jennifer Esmail\, Director\, Centre for Community PartnershipsThe intent of this lunch and learn is to collectively examine power as a central feature of classroom dynamics and teaching-learning processes. As instructors\, we have to strike a delicate balance between our institutional\, pedagogical and subject-matter authority and our desire to create genuinely open and inclusive learning spaces for collective meaning-making and knowledge production. In this interactive session\, we will invite participants to reflect on how to move towards more inclusive teaching by productively reimagining power-knowledge frameworks.This session will also allow participants to collaboratively generate pragmatic ways to engage thoughtfully with power and knowledge in and outside of classroom learning spaces. We will present concrete examples from our shared experience teaching community-engaged university courses\, including a youth-led participatory action research course in East Scarborough and a Walls to Bridges course\, an innovative learning community in correctional settings for both incarcerated and traditionally-enrolled students. Despite the facilitators’ experience in community-engaged learning\, the broader conversation about power and knowledge and equitable classrooms will be relevant to all instructors and course formats. URL:https://teachingdev.lamp4.utoronto.ca/event/creating-equitable-classrooms-power-and-knowledge-in-the-classroom-165/ CATEGORIES:Centre for Teaching Support & Innovation END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Toronto:20221109T140000 DTEND;TZID=America/Toronto:20221109T160000 DTSTAMP:20240313T135820Z CREATED:20240313T135820Z LAST-MODIFIED:20240313T135820Z UID:10003976-1668002400-1668009600@teachingdev.lamp4.utoronto.ca SUMMARY:Effective Strategies for Preparing a Teaching Award Nomination File DESCRIPTION:Facilitators: Megan Burnett\, Assistant Director\, Centre for Teaching Support & Innovation (CTSI)Kelly Gordon\, Coordinator\, Programs & Strategic Initiatives\, CTSIClare Gilderdale\, Manager\, Teaching Initiatives\, Office of the Vice-Provost\, Innovations in Undergraduate Education (VPIUE)Jennifer Evans\, Special Projects Officer\, Teaching Initiatives\, VPIUEIn 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. We will also discuss strategies for identifying and supporting potential candidates for teaching awards and will share tips for helping to create a powerful teaching story for any teaching award. URL:https://teachingdev.lamp4.utoronto.ca/event/effective-strategies-for-preparing-a-teaching-award-nomination-file-177/ CATEGORIES:Centre for Teaching Support & Innovation END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Toronto:20221116T130000 DTEND;TZID=America/Toronto:20221116T150000 DTSTAMP:20240313T135752Z CREATED:20240313T135752Z LAST-MODIFIED:20240313T135752Z UID:10004025-1668603600-1668610800@teachingdev.lamp4.utoronto.ca SUMMARY:Introduction to SoTL: Finding a Starting Point DESCRIPTION:Facilitators:  Cora McCloy\, PhD\, Faculty Liaison Coordinator\, SoTL\, CTSI Kyle Turner\, MSc\, Faculty Liaison\, Teaching and Learning\, CTSI The scholarship of teaching and learning (SoTL) helps us avoid what Shulman (1999) described as “pedagogical amnesia\,” the many things about our teaching we forget from one term to the next. SoTL enables us to capture insights into our teaching in a way that allows us to revisit them time and again.This virtual\, interactive session serves as an introduction and launch to the Fall-Winter 2022-23 Scholarship of Teaching and Learning (SoTL) webinar series. In Part I of the session\, we cultivate a way of thinking about teaching inquiry\, beginning with curiosity/inquiry questions and ideas that you currently have about your teaching and learning context. We will discuss a range of data sources that you can draw on to inform your questions(s). We discuss possible strategies to transform conceptual research ideas into concrete research questions.In Part II we address ways to get into a mindset of inquiry\, by creating a space to launch your journey from one of reflective teaching to the initial stages in research design. We will discuss project planning\, resources available to you\, and research ethics considerations. Participants will have opportunities to learn and gain advice from facilitators and colleagues during breakout groups to cultivate discussions on these topics.By the end of this session\, you will have: • Identified a curiosity/inquiry question and/or area of research interest  • Mapped out key research concepts\, phrases\, and ideas in a Webinar Worksheet to carry forward to the next webinar in the SoTL Series: Searching the SoTL Higher Education Literature (Jan. 30\, 2023)• Considered sources of data to draw on to examine your research on teaching question(s) further • Gained an awareness of key research ethics and SoTL considerations at U of T• Mapped out your early research design plans• Participated in building a community of teaching and learning researchers at U of T• Learned about the upcoming CTSI-SoTL programming and other supports.This webinar is open to instructors of all SoTL experience levels.  URL:https://teachingdev.lamp4.utoronto.ca/event/introduction-to-sotl-finding-a-starting-point-2/ CATEGORIES:Centre for Teaching Support & Innovation END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Toronto:20221124T130000 DTEND;TZID=America/Toronto:20221124T150000 DTSTAMP:20240313T135820Z CREATED:20240313T135820Z LAST-MODIFIED:20240313T135820Z UID:10003977-1669294800-1669302000@teachingdev.lamp4.utoronto.ca SUMMARY:Demystifying the Dossier: Drafting Your Statement of Teaching Philosophy DESCRIPTION:Facilitators: Cora McCloy\, PhD\, Faculty Liaison Coordinator\, CTSI Kyle Turner\, Faculty Liaison\, Teaching and Learning\, CTSI 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 (https://teachingdev.lamp4.utoronto.ca/resources/quercus-videos-and-workshop-recordings/).  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\, evidence\, and examples from your teaching 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.  Participants in this workshop will:  • Identify key elements of a STP    • Review steps to follow when preparing to write the STP  • Learn strategies to interpret\, connect\, and integrate sources of evidence (e.g.\, course evaluations\, mid-course feedback\, peer observations of teaching) • Practice articulating key aspects of their teaching and integrating evidence to support claims of effectiveness 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 register for Preparing the Teaching Dossier (https://ctsi.eve.utoronto.ca/home/events/2863). URL:https://teachingdev.lamp4.utoronto.ca/event/demystifying-the-dossier-drafting-your-statement-of-teaching-philosophy-173/ CATEGORIES:Centre for Teaching Support & Innovation END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Toronto:20221128T120000 DTEND;TZID=America/Toronto:20221128T130000 DTSTAMP:20240313T135820Z CREATED:20240313T135820Z LAST-MODIFIED:20240313T135820Z UID:10003978-1669636800-1669640400@teachingdev.lamp4.utoronto.ca SUMMARY:November 28th SoTL Journal Club DESCRIPTION:The CTSI-SoTL team is excited to continue the monthly Scholarship of Teaching and Learning (SoTL) Journal Club Series through Fall-Winter 2022-23. The goal of this series is to provide 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.This Journal Club event is unique as the co-authors of the article are U of T faculty. We felt that this chapter addresses important SoTL topics that instructors seek more information on\, namely research ethics and conducting qualitative research. \nArticles in the broader series are selected by instructors within our SoTL community\, and these papers are a starting point to explore and examine one research study. Facilitators provide discussion prompts to guide and engage us in conversations that will resonate across all disciplines and SoTL experience levels.Facilitators:Jayne Baker\, Associate Professor\, Teaching Stream\, Sociology\, UTMNathan Innocente\, Associate Professor\, Teaching Stream\, Sociology\, UTMArticle:Innocente\, N.\, Baker\, J.\, & Goodwin De Faria\, C. (2022). Vulnerability and Student Perceptions of the Ethics of SoTL. In Ethics and the Scholarship of Teaching and Learning (pp. 111-128). Springer\, Cham. [Access Link (https://link.springer.com/content/pdf/10.1007/978-3-031-11810-4_8) – Click “Access via Your Institution”] \nDiscussion Prompts:1. How might the nature of the focus groups be altered if they were facilitated by the researchers instead of a student research assistant?2. Can you think of ways of integrating “student as partner” in your SoTL work?3. What steps might an instructor take to minimize real/perceived power differentials between instructor-as-researcher and student-as-participant? CTSI Staff:Cora McCloy\, PhD\, Faculty Liaison Coordinator\, SoTL Kyle Turner\, MSc\, Faculty Liaison\, Teaching and LearningPlease email kyle.turner@utoronto.ca (mailto:%20kyle.turner@utoronto.ca) with any questions about this event.We invite you to enroll in the SoTL Hub (https://q.utoronto.ca/enroll/R7PRJ4) on Quercus to access materials (https://q.utoronto.ca/courses/214089/pages/programming) from this and other series. URL:https://teachingdev.lamp4.utoronto.ca/event/november-28th-sotl-journal-club-169/ CATEGORIES:Centre for Teaching Support & Innovation END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Toronto:20221130T100000 DTEND;TZID=America/Toronto:20221130T110000 DTSTAMP:20240313T135810Z CREATED:20240313T135810Z LAST-MODIFIED:20240313T135810Z UID:10008491-1669802400-1669806000@teachingdev.lamp4.utoronto.ca SUMMARY:Information session: Hybrid Course Design and Teaching Modality at U of T DESCRIPTION:Facilitators: Justin Fletcher\, Faculty Liaison Coordinator\, Teaching\, Learning and TechnologyLaurie Harrison\, Director\, Digital Learning InnovationWill Heikoop\, Coordinator\, Digital Learning Innovation \nThis session will offer information to instructors about the range of teaching modalities at U of T (in person\, hybrid\, online synchronous\, online asynchronous) as outlined in current ROSI course mode definitions. Of particular focus will be hybrid\, which is defined as a course that is designed such that there is a mix of online and in-person interaction\, involving the use of technologies to facilitate multi-modality\, flexibility\, and student engagement. We will clarify the distinction between hybrid teaching and hybrid work as well as the difference among hybrid\, hyflex\, and dual delivery teaching. URL:https://teachingdev.lamp4.utoronto.ca/event/information-session-hybrid-course-design-and-teaching-modality-at-u-of-t/ CATEGORIES:Centre for Teaching Support & Innovation END:VEVENT END:VCALENDAR