Getting Started: The First Class
Studies have shown that students form an impression of a teacher and subject area within the first 15minutes of the very first class. This impression often varies little throughout the
student support
Writing Reference Letters
It is common for graduate student course instructors and teaching assistants to be asked to write reference letters for students. Enthusiastically supportive documents are typically a valuable part of any
Using Accessible Visual Aids in the Classroom
Multimedia Learning Principles and Tips Multimedia: Use words and pictures rather than just words Pre-training: Describe names and characteristics of key elements before lesson Coherence: Remove excess material Signaling: Highlight
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,
Power, Privilege, and Justice in the University Classroom
Power, Privilege, and Justice in the University Classroom This resource was created as a response to the University of Toronto’s Truth and Reconciliation Steering Committee’s call to action to develop
Equity, Diversity, and Inclusion
Representation Matters Why is representation important? Representation refers to the basic idea that if students see people like them reflected in course materials, they are more likely to identify with
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
Upholding Academic Integrity
Academic integrity (AI) underpins teaching and learning at U of T. Honesty and fairness are fundamental values shared by the entire University community. Intellectual honesty can only be achieved when
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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