Fostering Student Resilience through Syllabus Design
An effective syllabus does more than let students know what to expect in a course; it may also provide a roadmap for navigating adversity, sustaining engagement, and accessing relevant supports.
accommodation
Fostering Accessible Teaching and Learning
The Accessibility Context at U of T The University of Toronto is home to a very diverse student population of over 76,000 undergraduate students. Many of these students may face
Supporting International Students and TAs
In the winter of 2015, the TATP committed to seeking out a better way of supporting students not familiar with the teaching context at U of T, while still highlighting the rich contributions
Getting Hired as a TA
Before Being Hired for Your First TA Position Finding Work as a TA (Teaching Assistant) To identify your own needs and qualifications for employment as a TA, you can reflect
Accessibility in Labs and Practicals
Providing Support and Addressing Challenges as a TA In Canada, 2% of students at post-secondary institutions are registered to receive disability related services from their institutions (Fitchen et al. 2003).
Access Checks
How Can the Social Model of Disability Help Us Think About Accessibility? Where some views of disability frame disability as a problem located within particular people/bodies, a social model of
Facilitating for Equity
What Does It Mean to Facilitate for Equity? Facilitating for equity means that we pay attention to historic and contemporary experiences of marginalization and how they manifest in our classrooms,
Fostering Safe, Equitable, and Accessible Learning Environments
It is vital that you foster a climate of tolerance, respect and personal safety in your tutorial. In the Statement of Institutional Purpose, the University of Toronto affirms its dedication “to
Planning and Delivering Your Course
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Assessing Learning
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Improving Practice
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Improving Practice
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