U of T Teaching and Learning Calendar
Monitor-Side Chats: UDL-ing in Winter 2024: UDL Guideline 7: Recruiting interest (accessing engagement)
Name: CTSI Room 4035 Address: Robarts Library, 4th Floor 130 St. George Street Toronto Ontario M5S 3H1Discussions about practical applications and concrete strategies of Universal Design for LearningFor January 26th session: learn more about UDL Guideline #7: Provide Options for Recruiting Interest (https://udlguidelines.cast.org/engagement/recruiting-interest)The average student does not exist. So, how do we design learning environments that maximize learning for all students?Universal Design for Learning (UDL) (https://udlguidelines.cast.org/) is a framework for minimizing barriers […]
Equity and UDL: Centering the Learner and Fostering Academic Resilience
Name: Blackburn Room, 4th Floor Robarts Library Address: 130 St. George Street Toronto ON M5S 3H1Facilitators: Samantha Chang, Faculty Liaison, Anti-Racist Pedagogies, CTSIJasjit Sangha, Faculty Liaison Coordinator, Anti-Racist Pedagogies, CTSI Michal Kasprzak, Assistant Director, CTSI/TATPThe Ontario Postsecondary Education Standards Development Committee (2022) and the Ontario Human Rights Commission (2018) identify Universal Design for Learning (UDL) as an approach to engage all students and provide an equal opportunity to succeed. Developed […]
CCP Community-Engaged Learning Course Fund – Deadline to Apply
Presented by the Centre for Community Partnerships The CCP offers small grants to support instructors teaching CEL courses at the University of Toronto. This funding can be used for CEL courses to 1)support innovation, 2) recognize community partner engagement, and 3)address barriers to student participation. Learn more about 2023-2024 CCP CEL Course Fund and apply […]
Learning to Learn: Leveraging UDL to help students become expert learners.(In-Person)
Name: Blackburn Room Address: 130 St. George St. Toronto ONCCP CEL Course Development Workshop 3: Respectful and Reciprocal Community Partner Stewardship
Presented by the Centre for Community Partnerships Online In this third workshop of the CEL course development workshop series, we focus on working respectfully and equitably with partners from community, grassroots, nonprofit, or public organizations. The workshop will provide practical strategies for, and space and time to discuss and reflect on, stewarding partnerships in respectful […]
Monitor-Side Chats: UDL-ing in Winter 2024: UDL Guideline 1: Perception (building engagement)
Name: CTSI Room 4035 Address: Robarts Library, 4th Floor 130 St. George Street Toronto Ontario M5S 3H1Discussions about practical applications and concrete strategies of Universal Design for LearningFor February 2nd session: learn more about UDL Guideline #1: Provide Options for Perception (https://udlguidelines.cast.org/representation/perception)The average student does not exist. So, how do we design learning environments that maximize learning for all students?Universal Design for Learning (UDL) (https://udlguidelines.cast.org/) is a framework for minimizing barriers and […]
Searching the SoTL Higher Education Literature
Name: Blackburn Room, 4th Floor Robarts Library Address: 130 St. George Street Toronto ON M5S 3H1Facilitators:Navroop Gill, Teaching & Learning Librarian, UTLCora McCloy, Faculty Liaison Coordinator, SoTL, CTSIHave you ever wanted to explore a new evidence-based pedagogical method in your teaching? Or been interested in publishing research on a teaching topic and weren’t sure what already exists in the scholarly literature? How do you start to identify where the “gap” […]
Indigenizing Curriculum: An Introduction
Name: Blackburn Room, 4th Floor Robarts Library Address: 130 St. George Street Toronto ON M5S 3H1Facilitator: Andrew Bomberry, Special Projects Officer, Indigenous Curriculum & Education, Office of Indigenous InitiativesThis interactive session will support learners to better understand and collaboratively practice the process of indigenizing curriculum. We will look at some of the sources for Indigenous epistemologies and explore the implications for how these ways of knowing and doing interact with […]
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