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In this session, participants will explore Experiential Learning (EL), Community Engaged Learning (CEL). You'll leave understanding its benefits for students, institutional supports available at U of T, and learn how to incorporate experiential learning activities into syllabus and course design in ways that attend to student access and equity needs. The workshop has a practical […] |
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TAs are often expected to grade, communicate, and manage students and tutorials on Quercus with little formal training. While the official CTSI Quercus guide is thorough, it can feel overwhelming and instructor-focused for new TAs. This workshop breaks the platform down from a TA-first perspective and shows how instructors, TAs, and students each experience the […] |
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The statement of teaching philosophy (STP) is the foundation of any teaching dossier, is often requested as part of an academic job application, and is an important part of the tenure and promotion process. This short statement needs to effectively communicate your ideas, beliefs, and values about teaching in a condensed space. In writing your […] |
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Each Microteaching session will involve 5 graduate student participants and 2 TATP facilitators. Participants will take turns acting as instructors by taking their students (i.e., other participants and TATP facilitators) through a 10 (ten) minute lesson over Zoom. Following their lesson and a brief reflection, each instructor will provide a brief, verbal self-assessment, stating what they thought […] |
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This workshop introduces storytelling as a pedagogical approach that can strengthen connection, belonging, and the representation of diverse perspectives in the classroom. We will consider how narrative can challenge exclusionary practices, support student engagement, and create space for learners to bring their lived experiences into academic contexts. The session will also introduce digital storytelling as […] |
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The TATP Peer Review sessions are interactive workshops designed to help you elevate your course design skills. This hands-on session encourages you to review and discuss your peers' course materials, providing constructive feedback and receiving insights in return. This collaborative approach aims to enhance your course design proficiency and promote a culture of continuous improvement […] |
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Graduate students often underestimate the impact of their teaching assistant (TA) experience in preparing them with skills that set the stage for future careers. This workshop will demonstrate how the TA role can build skills in leadership, collaboration, organization, and inclusivity and adaptability, and will support TAs in recognizing and articulating the professional skills developed […]
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This interactive workshop explores how agency and creativity drive student success by promoting innovative problem-solving, higher-order thinking, and intellectual risk-taking. The 2-hour session will equip TAs with evidence-informed pedagogical tools to integrate creative methods and activities into their classrooms. Its design draws on a pedagogy of kindness to cultivate an inclusive, supportive learning environment that […] |
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TAs work with student data all the time: grades, participation records, Quercus analytics, midterm feedback, and course evaluation comments. These data often inform how TAs grade, who they reach out to, and how they adjust tutorials, labs, or office hours. Yet the ways this information is collected, represented, and interpreted are never neutral. This workshop […] |
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This workshop provides Teaching Assistants with practical, hands on strategies for recognizing, preventing, and responding to microaggressions in university learning environments. Using interactive activities, scenario based group work, and structured role play, participants learn two complementary intervention tools: the RAVEN framework for addressing challenging moments as facilitators and the 5 Ds model for effective bystander […]
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This in-person workshop is a highly interactive and practical workshop for educators who want to strengthen their delivery and presentation skills in a classroom context. Teaching workshops often focus on content-specific dissemination and communication; this workshop builds on participants’ skills, knowledge, and teaching styles with a granular focus on improving delivery through effective use of […] |
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This workshop explores how educational technologies can meaningfully support Universal Design for Learning (UDL) while strengthening the Community of Inquiry (CoI) framework’s teaching, social, and cognitive presence. Participants will examine practical ways to use digital tools to reduce barriers, offer flexible learning pathways, and promote deeper engagement. Through short activities and scenario based discussions, we […] |
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Each Microteaching session will involve 5 graduate student participants and 2 TATP facilitators. Participants will take turns acting as instructors by taking their students (i.e., other participants and TATP facilitators) through a 10 (ten) minute lesson over Zoom. Following their lesson and a brief reflection, each instructor will provide a brief, verbal self-assessment, stating what they thought […] |
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Useful feedback can be hard to come by. It can also be hard to receive. In this session, participants will define qualities of useful feedback in their classrooms, compare methods for gathering feedback from students, and hone the skill of giving and receiving mastery-oriented feedback. |
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One block west to us is Spadina Road, which comes from the Ojibwe word “ishpadinaa” meaning “a place on a hill”. If we look a bit to the north we find “Gete-Onigaming” (Ge-de-oh-ni-guh-ming) or “old portage” or “Davenport” which references the trail between the Don and Humber Rivers which we sit between today. As Sara Roque […] |
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