Events

Events Search and Views Navigation

Event Views Navigation

Today

  • Welcome to TLS2026

    Name: McLeod Auditorium (MS 2158) Address:

    President Melanie Woodin welcomes attendees to Signal to Noise: Tuning in to What Matters in Teaching, the 20th Teaching and Learning Symposium. 

  • Mixed signals: A conversation on building productive dialogue in the classroom

    Name: McLeod Auditorium (MS 2158) Address:

    Christopher Eisgruber, Professor of Law, President of Princeton University Charlie Keil, Professor, Cinema Studies Institute and Department of History, Principal of Innis College In an age of deepening political and social divides, classroom conversations can easily accelerate into problematic territory. How do we create the conditions for students to disagree productively, and what's the role of academic freedom and open inquiry in getting there? Join Christopher Eisgruber, Professor of Law, President of Princeton University, and author of the recently published Terms of Respect: How Colleges Get Free Speech Right and U of T's Charlie Keil, Professor in the Cinema Studies Institute [...]

  • Teaching Excellence Unplugged with the President’s Teaching Academy

    Name: McLeod Auditorium (MS 2158) Address:

    Join members of the President's Teaching Academy (PTA) for anopen, candid conversation about their teaching journeys; what they've learned,what they've let go of, and what they'd tell their first-year selves. The PTA is comprised ofwinners of the President'sTeaching Award (https://www.provost.utoronto.ca/awards-funding/presidents-teaching-award/). 2026 marks the 20th anniversary of this award, the highest honour forteaching at U of T. 

  • 1.6 A Conversation on Teaching with U of T’s Emerging Educators

    Name: Rotman School of Management Address:

    What does exceptional teaching look like at the start of anacademic career? Join recipients of the CherylRegehr Early Career Teaching Award (ECTA) (https://www.provost.utoronto.ca/awards-funding/university-of-toronto-early-career-teaching-award/) for a dynamic conversation oncreativity, commitment and impact in the classroom. Representing diversedisciplines and approaches, these early career educators will share insightsinto their teaching practices, the challenges and opportunities they encounteras they grow as instructors, and the strategies they use to engage students inmeaningful ways. Through candid reflections and practical ideas, this paneloffers fresh perspectives on fostering impactful student learning whilenavigating the many demands of early academic life. Panelists will be announced soon.

  • 1.4 Open Mic Sessions

    Name: Rotman School of Management Address:

    1.4.1 ThePower of Presence: Centering In‑Person Communication in a Digital‑Heavy Era Alexandra Motut,Assistant Professor, Teaching Stream, Rotman School of Management   Filteringthe Noise: Tools, Trends, and Tensions         I describehow my commitment to in-person, real-time assessment in a second-year businesscommunications course cuts through the noise of a digital-heavy teachinglandscape and helps students understand what matters most in communicatingeffectively with others. In an era ofoverwhelming AI-powered tools and asynchronous convenience, I structure mycourse around one core principle: students learn communication best when theymust communicate in real time, in person, with real people. This singlestrategic commitment underpins every major assessment and helps students tuneout digital [...]

  • 1.2 Tuning In Sessions

    Name: Rotman School of Management Address:

    1.2.1Reflecting through Relationships: A Grounded Theory of Professional IdentityDevelopment in Work-Integrated Learning Ainsley Goldman,Experiential Learning & Professional Development, Experiential LearningEducational Developer, FAS Amplifyingthe Signal: Connection, Engagement, and Civil Discourse Work-integratedlearning (WIL) is regarded as a panacea for incorporating students into theworkforce, but scholars have called for more explicit curriculum and reflectionrelated to professional identity development. Reflection is well-established inWIL curriculum, predominantly through graded written reflection assignments,but there is preliminary evidence that assessed reflections can becomeperformative. Using aconstructivist grounded theory approach, this research project explored thequestion: how is professional identity developed through reflection in WILcurriculum? Data was collected from 20 undergraduate WIL [...]

  • 1.5 Open Mic Sessions

    Name: Rotman School of Management Address:

    1.5.1 AnInteractive Module to Prepare Nursing Students for Their First ClinicalPlacement: The transformation of an idea Mary Ann Fegan,Associate Professor, Teaching Stream, Lawrence Bloomberg Faculty of Nursing SustainingResonance: Lessons, Insights, and Impact Nursingstudents begin clinical practice within a month of entering the program. With agoal to improve students’ preparation for their first clinical placement andhelp demystify the clinical learning environment, we reimagined and redesignedour orientation approach. Over the past four years, what was once a large classdiscussion with PowerPoint slides transformed into an interactive, media-richonline clinical orientation module, with an accompanying student clinicalhandbook. This new approach is supported by a large [...]

  • 1.3 Tuning In Sessions

    Name: Rotman School of Management Address:

    1.3.1Learning from the Development and Evaluation of Better Together: A LongitudinalHybrid Interprofessional Pressure Injury Prevention and Management Curriculumfor Health and Social Care Students Sharon Gabison,Assistant Professor, Teaching Stream, Physical Therapy, TFoM SustainingResonance: Lessons, Insights, and Impact This sessionwill present the reflections related to the development and evaluation of alongitudinal hybrid interprofessional pressure injury curriculum for health andsocial care students at the University of Toronto. More specifically, theobjectives of this session are: ·     Toshare reflections on the development of a longitudinal hybrid interprofessionalpressure injury curriculum for health and social care students. ·     Toshare reflection on the evaluation of a longitudinal hybrid interprofessionalpressure injury curriculum [...]

  • 1.1 Is this good? Supporting learner evaluations of written texts across disciplines and technologies

    Name: Rotman School of Management Address:

    ErinVearncombe, Assistant Professor, Teaching Stream, Institute for the Study ofUniversity Pedagogy (ISUP), UTM  Chris Eaton, Assistant Professor, Teaching Stream & Associate Director,Research, ISUP, UTM Sarah Flood, 3rd-year undergraduate in Sociology; Research Assistant, ISUP, UTM Talla Enaya, undergraduate alumna, UTM; Program Assistant, Institute for theStudy of University Pedagogy, UTM Filteringthe Noise: Tools, Trends, and Tensions              Evaluativejudgment refers to the capability to make informed, defensible decisions aboutthe quality of work (Tai et al., 2018). This capability has always been centralto academic success and professional practice, yet it has remained largelyimplicit in our teaching and learning activities (Eaton et al., 2025). Learnersare regularly asked [...]

  • 2.1 Conversations in Beta: An Interactive Workshop on AI‑Generated Simulations

    Name: Rotman School of Management Address:

    MichaelCournoyea, PhD, Assistant Professor, Teaching Stream, Faculty of Kinesiologyand Physical Education Tolulola Taiwo-Hanna, MSW, RSW, PhD Candidate, Factor-Inwentash Faculty ofSocial Work Joelleann Forbes, MSW, RSW, Sessional Instructor, Factor-Inwentash Faculty ofSocial Work Filteringthe Noise: Tools, Trends, and Tensions                     Educatorsacross disciplines are increasingly exploring how Large Language Models (LLMs)might support richer forms of experiential learning. One emerging use case isthe development of interactive simulations—dynamic, responsive scenarios thatallow students to practice discernment, apply concepts, and experiment withdifferent approaches in a low‑stakesenvironment. In thisinteractive Jam Session, we share insights from a classroom pilot in whichCopilot generated a conversational mental health scenario for second-yearMaster of Social [...]

  • 2.3 GenAI and teaching integrity

    Name: Rotman School of Management Address:

    MerandaSalem, Sessional Instructor, PhD, Electrical and Computer Engineering, FASE                  Filteringthe Noise: Tools, Trends, and Tensions         The rapidadoption of generative artificial intelligence (GenAI) tools in highereducation presents both opportunities and challenges for maintaining teachingand assessment integrity. Rather than viewing GenAI solely as a threat toacademic honesty, this proposal frames it as a pedagogical tool that must beintentionally integrated through evidence-informed course design. Teachingintegrity in the GenAI era is supported not by surveillance or detectiontechnologies, but by transparent expectations, authentic assessments, andstudent accountability. This approachemphasizes clearly defining acceptable and unacceptable uses of GenAI, aligningAI use with learning goals, and designing assessments that require [...]