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Innovation � Integration � Excellence

CENTRE FOR TEACHING & LEARNING

AnnualReport2015-16

PreparedbyClareHasenkampf,NancyJohnston,andSarahKing,basedonindividualunitreports

Centre for Teaching & Learning | 2

TABLE OF CONTENTS 1. CTL MISSION, PHILOSOPHY, AND OVERVIEW ....................................................... 5

2. PERSONNEL ............................................................................................................... 7

2.1 Faculty Affiliates (not primarily appointed to CTL) ...................................................... 7

2.2. CTL Faculty and Librarians (at least 49% of primary appointment is in CTL) ........... 7

2.3 USW Staff ................................................................................................................... 8

3. FACULTY AND INSTRUCTOR SUPPORT AND PROGRAMMING ........................... 9

3.1 Support and Access to Expertise ................................................................................ 9

3.1.1 One-to-One Consultations .................................................................................... 9

3.1.2 Pedagogical Workshops for New and Returning Faculty ................................... 10

3.2 Community-Building and Peer-to-Peer Learning ...................................................... 11

3.2.1 Instructional Skills Workshops (ISW) .................................................................. 11

3.2.2 CTL Book Club ................................................................................................... 11

3.2.3 CTL Ambassadors .............................................................................................. 11

3.3 Awards and Grants ................................................................................................... 12

3.3.1 Teaching Awards ................................................................................................ 12

3.3.2 Teaching Grants ................................................................................................. 12

4. INSTRUCTIONAL TECHNOLOGY SUPPORT .......................................................... 14

4.1 Course and Instructor Support .................................................................................. 14

4.1.1 Learning Management System (Blackboard) Support ........................................ 14

4.1.2 WebOption Lecturecasting ................................................................................. 14

4.1.3 Clickers ............................................................................................................... 15

4.1.4 Test Scanning ..................................................................................................... 15

4.1.5 Course Evaluations ............................................................................................ 15

4.2 IT Liaison and Special Projects ................................................................................ 15

4.2.1 UTSC Legacy Project ......................................................................................... 16

4.2.2 Council of Ontario Universities (COU) Projects .................................................. 16

4.2.3 ITIF Grants ......................................................................................................... 17

5. TEACHING ASSISTANT AND GRADUATE STUDENT SUPPORT ......................... 18


5.1 TA Training and TATP Offerings at UTSC ................................................................ 18

5.2 The Graduate Student Professional Skills (GPS) program at UTSC ........................ 19

5.3 Graduate Professional Day 2016 .............................................................................. 19

5.4 Graduate Writing Support and Academic Writing Retreats ...................................... 20

6. CTL COURSES AND COURSE DEVELOPMENT .................................................... 21

6.1 Academic Skills and Communication ........................................................................ 21

6.2 Service Learning and Outreach ................................................................................ 22

6.3 One-Time Only Project with Connections to Future Courses: The Language Advancement and Professional Development Institute (LAPDI) .................................... 22

7. UNDERGRADUATE STUDENT AND COURSE SUPPORT ..................................... 23

7.1 Extraordinary Course Project .................................................................................... 23

7.2 Academic Integrity Matters: the AIM initiative ........................................................... 24

7.2.1 Interactive online AIM module developed for PSYA02 ....................................... 24

7.3 Student Centres and Programs ................................................................................ 25

7.3.1 English Language Development Centre ............................................................. 27

7.3.2 Mathematics & Statistics Learning Centre .......................................................... 28

7.3.3 The Writing Centre ............................................................................................. 30

7.3.4 Facilitated Study Groups .................................................................................... 32

7.3.5 Presentation Skills .............................................................................................. 33

7.4 CTL Student Support: Reach and Impact ................................................................. 34

7.4.1 CTL and Student Success: An Analysis of First-Year Students ......................... 34

8. SUMMARY AND FUTURE DIRECTIONS .................................................................. 36

Appendix A: CTL Sponsored Teaching Workshops 2015-16 ................................... 37

Appendix B: Teaching Grants: List of Funded Projects ........................................... 41

Appendix C: Teaching Assistant and Graduate Student Programs ........................ 43

1. 2015-16 TATP Workshops & TA Training Sessions at UTSC .................................... 43

2. Mandatory TA Training Sessions 2015-16* ................................................................ 44

3. 2015-16 UTSC Workshops in the Tri-campus Graduate Professional Skills Program 46

4. 2016 Graduate Professional Day Sessions ................................................................ 46

Appendix D: ELDC Outreach Presentations, 2015-16 ............................................... 47


Appendix E: Mathematics and Statistics Review Sessions ..................................... 49

1. 2015-16 Mathematics Review Modules ...................................................................... 49

2. 2015-16 Statistics Workshops (not course-specific) ................................................... 50

3. 2015-16 Statistics Course Review Modules ............................................................... 51

Appendix F: Writing Centre In-Class Workshops ...................................................... 52


1. CTL MISSION, PHILOSOPHY, AND OVERVIEW The Centre for Teaching and Learning’s (CTL) mission is to promote learning for all members of our community. The nexus of all of CTL’s diverse activities is learning. To be successful as teachers we have to understand the knowledge framework of those whose learning we hope to facilitate. Whether CTL is working with new instructors to improve their teaching skills, supporting other educators to help students, or engaging directly with students, we collaborate as partners first to understand each other’s knowledge framework and environment. From this vantage point, we then strive to facilitate learning and improvement in the academic skills that make learning possible and ongoing.

Our work is anchored in reciprocity, equity and the inherent value of diversity. In CTL we are committed to bringing our pedagogical and discipline-based knowledge to learning partnerships, recognizing the value of all learning partners and working together respectfully and collaboratively. We collaborate with course instructors to identify the key technologies they need to teach efficiently and share best pedagogical practices to create a community of passionate, expert teachers that create courses with excellent learning opportunities. We work with partner educators to help students use these learning opportunities to generate, use and communicate knowledge for the betterment of themselves and our community. Our efforts are infused by our philosophy that new knowledge is constructed by actively linking new concepts and information to one’s own existing knowledge base. Thus, learning is a personal and active process.

As part of our CTL mission, we deliver services and develop partnerships to:

• facilitate and support a ‘community of practice’ in which dedicated teachers interact, learn and support each other;

• provide faculty with opportunities to enhance their teaching expertise and the learning of their students through consultations, workshops, grants and awards;

• assist faculty and students with educational technologies that support learning and course delivery, including (but not limited to) Blackboard, Test Scanning, and WebOption;

• support students as learners to fulfill the intellectual demands of their courses and to become autonomous life-long learners with strong and evolving academic skills;

• create and deliver skills programs and workshops in the classroom, as well as small group and one-to-one instruction;

• offer “for-credit” CTL courses in Academic English skills and Service Learning;


• offer pedagogical training and professional development opportunities to Teaching Assistants and Graduate Students; and

• collaborate with other units to bring our pedagogical perspectives to joint endeavors.

The Centre for Teaching and Learning has a Director chosen from the Professoriate of an academic department, typically to serve one or two five-year terms. The other CTL faculty positions are either entirely within CTL or are in partnership with the library or another academic department—e.g. the faculty of the Mathematics and Statistics Learning Centre are jointly appointed to the department of Computer and Mathematical Science. In addition to the Director, CTL faculty and staff currently include 8.6 USW employees (4 with administrative staff roles and 4.6 in educator-support roles), 2 librarians (one jointly appointed to the library), 6 full time Professors, Teaching Stream and two part time Lecturers with recurring contracts. To accomplish its mission, CTL also employs students in casual steel worker positions as study group facilitators and WebOption videographers.


2. PERSONNEL 2.1 Faculty Affiliates (not primarily appointed to CTL)

Clare Hasenkampf (PhD) Professor, Biological Sciences Associate Dean & Director, Centre for Teaching and Learning Janelle Leboutillier (PhD) Associate Professor - Teaching Stream, Psychology Associate Director for Course Evaluations Ahmed Allahwala (PhD) Associate Professor - Teaching Stream, Human Geography Co-Leader of CTL Faculty Ambassadors Iris Au (PhD) Associate Professor - Teaching Stream, Management Co-Leader of CTL Faculty Ambassadors Johann Bayer (PhD) Associate Professor - Teaching Stream, Physical and Environmental Sciences CTL’s Blackboard Faculty Consultant

2.2. CTL Faculty and Librarians (at least 49% of primary appointment is in CTL)

Sarah Fedko (MIL) Librarian, 49/51% CTL/Library Nancy Johnston (PhD) Associate Professor - Teaching Stream CTL Associate Director, Curriculum and Student Support Writing in the Disciplines Coordinator, The Writing Centre (TWC) Sohee Kang (PhD) Assistant Professor - Teaching Stream, 49/51% CTL/CMS Statistics Coordinator, Mathematics and Statistics Learning Centre (MSLC) Elaine Khoo (PhD) Associate Professor - Teaching Stream Coordinator, English Language Development Centre (ELDC)


Sarah King (PhD) Associate Professor - Teaching Stream Coordinator, The Writing Centre (TWC) Heather Lynne Meacock (MA) Lecturer (60%), English Language Development Centre (ELDC) Janice Patterson (MIL, MEd) Librarian CTL Associate Director, Communication and Events Kamini Persaud (PhD) Associate Professor - Teaching Stream Coordinator, Service Learning and Outreach Zohreh Shahbazi (PhD) Associate Professor - Teaching Stream 49/51% CTL/CMS Coordinator, Math and Statistics Learning (MSLC) Sheryl Stevenson (PhD) Lecturer (75%) Coordinator, Teaching Assistant and Graduate Student Support

2.3 USW Staff

Cindy Bongard (PhD), Peer Facilitation Strategist Judy Brunton, Administrative Assistant for the Director, Assistant Director and Business Officer Kitty Chan, Business Officer Adon Irani (MMSc, MES), Learning Consultant and Educational Technology Specialist Mark McKee, WebOption Coordinator Amelia Seto-Hung, Assistant Student Programming Brian Sutherland (MEd), Educational Technologies Administrator Sylvia Yin, Student Program Assistant


3. FACULTY AND INSTRUCTOR SUPPORT AND PROGRAMMING Our goal for working with educators has been to create an expanding community of scholars who see their teaching practice as capable of development and change, and of being an emotionally rewarding part of their academic life. We achieve these goals in a variety of ways:

• one-to-one consultations • teaching awards • teaching grants • bimonthly workshops on a range of teaching topics offered by members of our

teaching community • workshops on standard topics (teaching portfolio construction, assessment,

assignment and course design) offered by the Director or other CTL faculty • an annual, all day Celebration of Teaching • multi-day intensive programs on pedagogical theory (Get It While It’s Hot) or

classroom practice (our Instructional Skills Workshops).

We also extend our community through the CTL Ambassador program, the CTL book club, and Teaching Grants and Awards.

Across our entire educator programming, in the 2015-16 academic year we had a total attendance of 372 at our different workshops and events. CTL sent out participation letters to 183 different UTSC community members who participated in these workshops. The CTL main website for faculty and course instructor programming and the educational technology website had 85,733 total visits.

In addition to our robust set of offerings and local events, CTL works closely with the tri-campus Centre for Teaching Innovation and Support, sharing program ideas and ensuring that UTSC faculty have full access to all the centrally delivered programs.

3.1 Support and Access to Expertise 3.1.1 One-to-One Consultations

CTL offers one-to-one consultations for all course instructors (faculty and CUPE instructors). Consultations are on a range of topics that include teaching and grant applications/nominations, job applications (for CUPE instructors), teaching portfolio construction, classroom management issues, assisting students in difficulty, course design, syllabus construction, and assignment design (notably writing assignments). The


Director had 40 private, problem–oriented consultations with faculty, CUPE instructors or educator staff. CTL faculty also did ‘Introductions to CTL Services’ for faculty job candidates. CTL faculty did an additional 55 consultations for English language learning, oral and written assignments and quantitative reasoning assignments.

3.1.2 Pedagogical Workshops for New and Returning Faculty

CTL places a high priority on regularly having workshops on a range of topics relating to the challenges faced by our educators. We offer these workshops to share best practices in teaching (see Appendix A for the list of CTL sponsored workshops in 2015-16). These events occur in the five contexts provided below.

1. Extended (3 day) teaching orientation. Because this orientation occurs late July or early August we call it ‘Get It While It’s Hot’. The target group is new faculty, but all faculty and sessional instructors are invited; each year we have some returning faculty who attend one or more of the sessions. To faculty who participate in the majority of our ‘Get It While It’s Hot’ (GIWIH) sessions, we offer a choice of one of several teaching books – ‘Student Engagement Techniques’, ‘Teaching at Its Best’ or ‘What the College Professors Do’.

2. Mini-New Faculty Orientation. Because each term brings new teachers to our campus, we offer a 3-hour, New Faculty Teaching Orientation (NFO) each term to ensure that all of our instructors learn of pedagogical theory, and have the chance to engage actively in instructional design. For a variety of reasons not all new instructors attend a teaching orientation. To help these instructors, all identified new instructors (UTFA and CUPE) are given a ‘Teaching at UTSC’ New Instructor kit and the offer of a consultation on their syllabus and assignment design.

3. Director workshops (DW). The Director offers workshops on topics of recurring interest in teaching awards and preparing teaching portfolios.

4. Educator’s Exchange Teaching Workshops (EdEx). Each year we create a lunchtime workshop series. The topics vary from year to year, but a hallmark of these sessions is their interactivity and the fact that most speakers are educator staff or faculty from UTSC, or are close colleagues from one of the other divisions at U of T. All sessions include a light lunch and the opportunity to engage with other participants. This Educator Exchange workshop series is one of our major mechanisms for building a community of like-minded educators.

5. Faculty Teaching Showcase and Celebration of Teaching (showcase). Every spring CTL organizes a local conference to promote teaching excellence. Preconference workshops are offered (1 for faculty, 1 for graduate students). These


early morning events are followed by our plenary speaker, and a daylong set of workshops, round tables and poster session. With lunch and a concluding reception, there is ample time for the sharing of practice and ideas. In 2015-16, 68 educators attended this all-day celebration.

In the 2015-2016 academic year we had 47 different faculty/instructors participate in a teaching orientation; all received the new instructor kit and seven earned a teaching book.

3.2 Community-Building and Peer-to-Peer Learning In addition to the workshops already described, CTL engages faculty, course instructors and staff educators by building community with the additional programs given below.

3.2.1 Instructional Skills Workshops (ISW)

The Instructional Skills Workshop (ISW) program is an intensive event, consisting of a laboratory approach to the improvement of teaching and learning. Over three eight-hour days, this year’s five participants reviewed basic teaching theory, checked current practices, experimented with new instructional strategies and techniques, and received feedback. The ISW is grounded in active, experiential learning, and is one of the few opportunities for instructors to observe other instructors teaching. It closely ties into the work of CTL by promoting active enhancement of instructor teaching and building a community of practice.

3.2.2 CTL Book Club

The CTL Book Club has two main goals: (1) build relationships between faculty in different disciplines and (2) explore a set of ideas about pedagogy in a substantial manner. In 2015-16, the book selected was ‘Social Media for Educators: Strategies and Best Practices’ by Tanya Joosten; seven faculty participated in the four, two-hour meetings; it was moderated by CTL Ambassador Ahmed Allahwala.

3.2.3 CTL Ambassadors

This group was created to improve communication between CTL and the faculty within our departments. Now in its fourth year of existence, this group of 14 faculty serves as our advisory group and helps us with ideas for new programming and the dates/topics for our workshops. We have reported on the success of this at the International Consortium of Educational Developers in Stockholm, June 2014.


3.3 Awards and Grants 3.3.1 Teaching Awards

In 2015-16, working closely with the Dean and in consultation with CTSI (the tri-campus equivalent of CTL and stewards of the tri-campus teaching awards), CTL led an initiative to expand UTSC’s teaching award categories and to align their sequencing with interim and tenure reviews and promotion decisions. We also created a new teaching award for CUPE sessional instructor assistants such that UTSC now has a teaching award for all categories of teaching instructors, teaching assistants and sessional teaching assistants. We have also developed award criteria to make it easier to help UTSC teaching award winners develop winning teaching nominations for U of T, provincial and national awards.

We now have separate teaching awards for:

• CUPE instructors (unit 1 and unit 3) • Assistant Professors and Lecturers • Associate and Full Professors

CTL actively promoted the new awards and we had a strong pool of nominations and winners for each award.

We celebrate our teaching award winners’ accomplishments each year at a CTL Social in December where we honor our winners and ask them to share some of their teaching experiences with those attending.

3.3.2 Teaching Grants

CTL promotes, administers and organizes adjudication of the existing teaching grants: teaching enhancement grants, equipment grants, software grants (adjudicated jointly with IITS), and ‘Assessment of Innovation’s Effectiveness’ grants. The twice-annual call for proposals has an online application process. These grants support applications to:

• adapt or develop courseware or instructional technology; • support diversity, inclusivity and accessibility; • promote writing and oral communication skills within the disciplines; • improve discipline-specific information literacy; • develop quantitative reasoning skills within the disciplines; and • implement and model innovative teaching that uses active learning or provides

timely feedback or promotes a sense of a learning community (cooperation and reciprocity)

Proposals that serve multiple courses and/or disciplines through collaborations are strongly encouraged. Details on funded projects can be found in Appendix B.


In 2015-16, CTL also endorsed and agreed to provide a total of $10,000 matching funds for three UTSC applications for the tri-campus Instructional Technology Innovation Fund (ITIF); all three were successful.

Finally, we also administer small professional development grants (up to a maximum of $300 each) for UTSC instructors to attend teaching-related conferences.

TOTALS FOR ALL GRANTS, 2015-16

Course Enhancement Grants = $40,422

Teaching Equipment Grants = $64,774

Teaching Software Grants = $868

Teaching Assessment Grants = $2,664

Service Learning & Outreach = $7,934

Professional Development = $3,300

ITIF matching funds = $10,000

Total = $129,962


4. INSTRUCTIONAL TECHNOLOGY SUPPORT The Educational Technology Team at CTL provides a wide range of support for UTSC instructors in the effective usage of instructional technology.

4.1 Course and Instructor Support 4.1.1 Learning Management System (Blackboard) Support

The Blackboard/Portal team provides individualized Blackboard/Portal support and consultation to UTSC instructors, whose needs range from basic to highly complex. We also support faculty in using new locally developed programs—e.g. PeerScholar and Quizzical. Finally, we train and support departmental staff who provide support to their academic units (see Table 1 for total CTL support in Learning Management System usage).

Table 1. CTL Support in Learning Management System Usage, 2015-16

Learning Management System Total instances of support

Blackboard* 1140

Other (PeerScholar, Turnitin) 307

Other liaison, etc. 415

*Blackboard/Portal – Note: each instance of support could involve 2 or more emails, phone calls or in-person consultations.

Additional 2015-16 activities include:

• maintaining and updating the instructor support resources on the Ed Tech Blackboard/Portal website; 2015-16 additions include third party policy use, revisions around iClicker and other functions.

• testing a new live conferencing system called ‘Ultra’, that we anticipate will replace Blackboard Collaborate.

• supporting three UTSC instructors (Winter 2016) in a pilot concerning making Turnitin information available to instructors within Blackboard.

4.1.2 WebOption Lecturecasting

Through WebOption, CTL offers interested instructors the opportunity to have their courses recorded and made available to all students. Lecturecasting has allowed some departments, most notably Psychology, to make courses available to greater numbers of


students. Lecturecasting also allows students to view lectures they may have missed and to review lectures on complex topics. In 2015-16, WebOption supported 152 UTSC courses with a total enrolment of 38,394. Management is consistently the largest user, followed by Psychology, Physical and Environmental Sciences, and Biological Sciences.

Our WebOption service continues to deliver lecturecasting for the Faculty of Arts and Science (FAS) on the St. George campus by collaborating with their ITS team. In 2015-16, we served 11 FAS courses with a total enrolment of 8,802.

New feature: In response to a student request we added the ability to play videos at different speeds.

4.1.3 Clickers

CTL supported 18 instructors in using the classroom response system known as ‘clickers’ in the classroom.

4.1.4 Test Scanning

CTL scans multiple-choice tests and exams and provides results to instructors. We also provide documentation relating to tests—e.g. how to interpret test results, and how to automatically load grade results onto Blackboard. In 2015-16, we scanned a total of 104,475 tests, representing a total average increase of 9% over the previous year.

4.1.5 Course Evaluations

The Centre for Teaching and Learning is the UTSC liaison point for the tri-campus course evaluation program. For this, CTL promotes the course evaluation process to instructors and students and can provide tables for year over year statistics for individual instructors. CTL also conducts paper course evaluations for eligible pre-promotion instructors only—a total of 16 courses in 2015-16. This paper process will soon be phased out, as most eligible instructors have now been promoted.

4.2 IT Liaison and Special Projects CTL educational technology specialists offer consultation, liaison and support for UTSC instructors on educational technology/grant applications and funded projects. Roles we have played include support in grant proposal design and writing, learning module design and development, learning video design and development, and website creation.


4.2.1 UTSC Legacy Project

Stories of UTSC - Led by Connie Guberman, Ahmed Allahwalla, Christine Berkowitz, and Adon Irani; https://storiesofutsc.ca/

A CTL Educational Technology Specialist was one of four partners whose cross-disciplinary project, Stories of UTSC, was awarded $20,000 as a Legacy Project for UTSC’s 50th anniversary. An oral history project that intentionally blurs the boundaries and connects different scholarly traditions, ‘Stories of UTSC: 1964-2014’ is concerned with questions of memory, identity, and politics, as they relate to the place we call UTSC. Students from three experiential learning courses interviewed 52 people and recorded over 40 hours of stories. The Digital Exhibit attracted over 1,600 individual visitors in its first week, and as of April 5, 2016, we had a total of 2,383 visits to the online exhibit for a grand total of 34,352 page views.

4.2.2 Council of Ontario Universities (COU) Projects

Over the last two years, UTSC faculty have leveraged $225,000 in Council of Ontario Universities funding for online learning projects. CTL support has contributed to both successful proposals and successful project development and implementation.

Math Instruction - led by CMS/CTL Associate Professor, Teaching Stream, Dr. Zohreh Shahbazi - Calculus and Pre-calculus modules; http://www.ocw.utoronto.ca/mathematics-skill-development/.

For the online mathematics modules project led by Dr. Zohreh Shabazi, and described more fully in Section 7.3.2 (Mathematics & Statistics Learning Centre), the CTL technology team consulted on the grant application, then partnered in the project design and implementation, including designing learning modules, designing and producing learning videos, managing animated video development, creating Blackboard cartridges, and working closely with the student creative advisory team to bring humour and creativity to the project.

Building on lessons learned from the mathematics module project, the technology team provided proposal and module frameworks for two more successful grant proposals that were successful in the 2015-16 competition: ‘Learning modules on Basic Newtonian Mechanics’ (led by Physics Associate Professor, Teaching Stream, Johann Bayer), and ‘Data Visualization Literacy learning modules’ (led by Psychology Professor Emeritus, Doug Bors).


4.2.3 ITIF Grants

For two 2015 ITIF grants, ‘Vocabulary Expansion Accelerator’ (led by Associate Professor, Teaching Stream, Elaine Khoo of CTL’s English Language Development Centre) and ‘Quizzical’ (led by Biology Associate Professor, Dan Riggs), the team served as liaison (translator) between the faculty member designing the project and IITS software developers.


5. TEACHING ASSISTANT AND GRADUATE STUDENT SUPPORT CTL offers pedagogical and professional workshops, as well as other programming, for teaching assistants and the growing number (281) of graduate students affiliated with UTSC. The overarching goals of CTL’s TA and Graduate Student Support program (TA/GS) have been to support TAs and graduate students in their professional development as teachers, to facilitate TA training opportunities on campus, and to enable graduate students to enhance other professional skills, increase their preparation for the job market and improve their writing in academic and professional contexts (see Table 2 for TA/GS Program Attendance). Over the past four years, this program has steadily increased the number of offerings at UTSC of the tri-campus Teaching Assistant Training Program (TATP) and the Graduate Professional Skills program (GPS), as well as increasing one-to-one writing consultations, writing retreats, and writing groups.

Table 2. TA/GS Program Attendance, 2015-16

Total attendance Total unique students TA job training sessions 494 273 TATP credit workshops 104 62 GPS credit workshops 167 95 Graduate Professional Day 252 (sum of all sessions) 98

Graduate student writing support 82 consultations (84 hrs) 32 Academic writing retreats 45 35 Composite Total 1,144 N/A

5.1 TA Training and TATP Offerings at UTSC The TA/GS Coordinator works with the director of the tri-campus Teaching Assistants’ Training Program, the UTSC TA Trainer, UTSC faculty and staff, as well as departments with TAs to plan and implement mandatory TA training along with optional offerings in UTSC’s 2015-16 TATP Workshop Series. As Table 3 shows, in the last two years, the number of workshops and the attendance at both mandatory and elective workshops has increased significantly. In 2015-16, what has been particularly notable has been the increase in the attendance at elective workshops (56%).


Table 3. UTSC TA Training and TATP Workshop Numbers, 2013-16

2013-14 2014-15 2015-16

Total number of TATP credit workshops

8

11

14 Total attendance at TATP credit workshops 64 78 122

Total number of mandatory TA training sessions 7 28 29

Total attendance at TA training sessions 163 482 494

Overall attendance at TA/TATP events 227 560 616

See Appendix C.1-2 for the complete list of TA training sessions and the TATP Workshop Series for 2015-16, with attendance figures.

5.2 The Graduate Student Professional Skills (GPS) program at UTSC The TA/GS Coordinator works with invested partners to develop and enhance UTSC offerings for the tri-campus Graduate Professional Skills program by organizing the 2015-16 UTSC GPS Workshop Series, open to any graduate students from all three campuses while providing opportunities for credit in the GPS program.

In 2015-16, 13 GPS workshops were offered at UTSC, attended by 95 unique students, with total attendance of 167 (an 80% increase from 2014-15). Four workshops were new. See Appendix C.3 for the complete list of 2015-16 workshops and events.

5.3 Graduate Professional Day 2016 The TA/GS Coordinator works with invested partners, especially the UTSC Master of Environmental Science program and the Arts & Science Co-op, to offer an annual, full-day event, Graduate Professional Day, with workshops for both GPS and TATP credit. Since 2012-13, the TA/GS program has steadily increased student involvement in this series of career-focused sessions (Table 4). In 2015-16, the Day was attended by 34% of graduate students affiliated with UTSC. For every three hours attended, students earned one GPS credit, and 13 students earned one or two GPS credits at Graduate Professional Day—the largest number ever.

See Appendix C.4 for a list of sessions at the 2016 Graduate Professional Day.

Table 4. Total unique graduate students attending Graduate Professional Day 2013-16

2013 2014 2015 2016 Unique students 27 39 90 98


5.4 Graduate Writing Support and Academic Writing Retreats The fourth mandate of CTL’s programming for graduate students has been to develop a mode of writing support that fits their distinct needs as writers. Overall, the TA/GS Coordinator met 32 unique graduate students in 82 consultations this year, an increase of 55%. This increase in uptake can be traced in part to a new initiative: three Academic Writing Retreats for graduate students co-organized by TA/GS and The Writing Centre, attended by 35 unique students.


6. CTL COURSES AND COURSE DEVELOPMENT CTL offers three different credit courses for undergraduate students focused on academic skills and communication, and service learning (see Table 5 for course offerings and enrolment).

Table 5. CTL Course offerings and enrolment, 2015-16

Summer 2015 Fall 2015 Winter 2016 All CTLA01 Not Offered 23 18 41 CTLA02 Not Offered Not Offered Not Offered 0 CTLB03 Not Offered 26 20 46 TOTAL 0 49 38 87

6.1 Academic Skills and Communication CTLA01H Foundations in Effective Academic Communication

CTLA01H3 is a highly interactive course for English Language Learners to help them develop critical thinking, reading, writing, and oral communication skills in academic contexts. Through the emphasis on academic writing and rapid expansion of core vocabulary, students gain practical experience for coping effectively with university-level academic texts and assignment expectations. Students engage actively in both independent and collaborative learning through in-class sessions, assigned work, and online learning activities. This course is communication-intensive and experiential so that by the end of this course students are able to engage confidently and effectively in academic reading and writing related to their courses. Through a team-based approach of mutual support, students help each other achieve their respective goals in the fastest possible way.

CTLA02H3 Exploring Inter-Cultural Perspectives in Academic Contexts

CTLA02 aims to foster dynamic academic acculturation for international students and develop their multi-literate engagement in English. In this highly interactive course students reflect upon and share their own knowledge and experience as they work to explore diverse aspects of culture, Canadian culture, and academic culture. There is a strong focus on English language usage and the development of critical thinking skills, and students are provided with key concepts and approaches in order to engage critically with course content and materials. Using audio-visual, digital, and print media, activities and assignments are designed around content in order to develop students’


core English language and academic skills as well as to explore the complex and dynamic relationship between language, learning, culture, and context.

6.2 Service Learning and Outreach CTLB03 Introduction to Service Learning

Service Learning and Outreach opportunities are offered through CTLB03, our 0.5 credit course with two lecture hours per week. In this credit course, students are familiarized with service learning concepts and key skills to get the most out of their placement. CTLB03 assignments and evaluations include readings, discussions, a research paper or portfolio, and critical self-reflective writing to continually monitor and assess how their service experience enhances their own scholarship. Students have opportunities for in-reach at UTSC or outreach service experience with community partners.

Highlights and Statistics:

• SL&O offers grants to UTSC instructors; in 2015-16 two proposals were funded • 30 students in CTLB03 (Fall 2015 and Winter 2016) were placed in in-reach

placements • 16 students in CTLB03 (Fall 2015 and Winter 2016) were placed in outreach

community placements.

6.3 One-Time Only Project with Connections to Future Courses: The Language Advancement and Professional Development Institute (LAPDI) In 2015-16, CTL offered a Language Advancement and Professional Development Institute for international educators. From July 20-August 7, 2015, 22 educators from UTSC partner schools in China participated in the program. The project lead for academic programming and curriculum, Heather-Lynne Meacock, ELDC Lecturer, developed the initiative between CTL and IAP&I (International Academic Programs and Initiatives) with support from project manager Janice Patterson (Associate Director CTL), and in consultation with CTL coordinators. The pedagogical focus was language advancement and professional development with an emphasis on experiential learning. Heather-Lynne Meacock was supported by CTL coordinators and staff, UTSC instructors and faculty, a guest lecturer/instructor, and librarians for workshop sessions on such topics as reflecting on teaching and learning experiences, Intercultural academic contexts, and quantitative Research in Education. The program culminated in a mini-conference where participants shared their research proposal posters. After three weeks, feedback from attendees was very positive.


7. UNDERGRADUATE STUDENT AND COURSE SUPPORT 7.1 Extraordinary Course Project In May 2015, CTL launched the Extraordinary Course Building Pilot Project, whose goal is to integrate CTL support into the life cycle of courses in order to support faculty in creating extraordinary learning opportunities in foundational courses. In this first year of the program, selected faculty teaching introductory courses were approached.

SOCA01/A02: Introduction to Sociology I and II

First-year sociology instructor Francisco Villegas applied to have SOCA01 and A02 designated Extraordinary Courses, and was granted CTL funds for additional Teaching Assistant hours to enable him to diversify the assessment in both courses. Following consultations with CTL staff, Dr. Villegas added one writing assignment (10%) and two short online quizzes (5% each) to the course. In addition, funds were used to have a TA present at each lecture to respond to student questions, and to moderate a real-time course blog to enhance in-class communication.

Support for introductory Sociology will continue in 2016-17 with instructor Kathy Liddle replacing Francisco Villegas.

MGTA05: Foundations in Business Management

A second course selected for this project was MGTA05: Foundations in Business Management, where the Management department had already identified student writing and research skills as priorities. Professor Hugh Laurence consulted with CTL Writing Centre Coordinator Sarah King, English Language Development Coordinator Elaine Khoo, and Educational Technologist Adon Irani, as well as liaison librarians Stephanie Perpick and Lola Rudin. Resulting teaching initiatives included adding another hour of instruction, scaffolding and increasing the number of small writing assignments, tailoring writing support through in-class workshops and optional writing clinics, piloting PeerScholar in the course for added feedback, and embedding the Academic English Health Check (AEHC) to improve participation.

Support for MGTA05, adapted based on this year’s experience, has been extended to 2016-17.


7.2 Academic Integrity Matters: the AIM initiative Since its establishment in 2010, CTL faculty (from the English Language Development Centre and the Writing Centre) have been leaders in the Academic Integrity Matters (AIM) initiative on campus. The goal of the AIM initiative is to promote a culture of academic integrity on the UTSC campus. It is an example of a highly successful collaboration among multiple units at UTSC: the Dean’s office, the Centre for Teaching and Learning (The Writing Centre and the English Language Development Centre), Academic Advising & Career Centre, and the International Student Centre. In June 2015, founding members of the team (H.-L. Meacock, E. Irwin, S. Javeed, S. Stevenson, and J. Ying-Fiss) were recognized with the D.R. Campbell Merit Award.

Since March 2011, the AIM team has offered regular workshops that introduce students to the principles and practices regarding Academic Integrity at the University of Toronto. The workshop, designed for incoming students, takes a positive pro-active approach to four different areas: (1) cross-cultural and situated understandings of plagiarism and intellectual property, (2) understanding and applying the university’s code on Academic Matters, (3) writing skills for using sources responsibly, and (4) time-management and motivation strategies that help students avoid common pitfalls and maintain their commitment to academic integrity.

In the summer, the AIM workshop is offered as part of GreenPath, Fair Taiwan, and Academic English Programs. Stand-alone workshops are offered in the Fall and Winter terms, and many faculty members offer students bonus marks to attend. In 2015-16, the team delivered 11 sessions, reaching 434 students including all students in GreenPath, Fair Taiwan, and the Academic English Program.

7.2.1 Interactive online AIM module developed for PSYA02

Following an in-class presentation in January 2015 to one of UTSC’s largest classes, PSYA02, the AIM team (led by CTL faculty) partnered with the PSYA02 teaching team to plan and develop an interactive online academic integrity module. We obtained a Teaching Enhancement Grant ($4,792) and hired several students to review the literature, perform an environmental scan, and eventually adapt AIM teaching materials from F2F to online. An interactive module was developed using Storyline Articulate—particularly valuable because the module can be embedded into Blackboard. User testing was completed in December and January. In February, all students in PSYA02 were required to complete the module before submitting their first writing assignment in the course.

A preliminary study used Turnitin to compare rates of textual similarity over three years of the course—a year with no in-class instruction on academic integrity, the year in which the F2F workshop was offered and WebOptioned, and a year in which the


students completed the online module. Results are not conclusive but preliminary evidence appears to indicate that the online module is effective in reducing textual similarity among students in a first-year Psychology class.

7.3 Student Centres and Programs CTL includes three student centres (English Language Development Centre, Math & Stats Learning Centre, and The Writing Centre) and two associated programs (Facilitated Study Groups and Presentation Skills). Faculty, staff, professional writing instructors, teaching assistants, and trained student peers help students build their skills in spoken and written English, mathematical and statistical analysis, academic writing, study skills, and formal oral presentations. Each program is run by an expert in the area, and follows best practices for instruction in that discipline or skills area. As a result, centres follow some similar principles and also offer unique programming based on research in the field.

Table 6 (below) summarizes the common types of student programming. As it shows, CTL offers thousands of hours of one-to-one support for students in all disciplines, hundreds of hours of group workshops open to all UTSC students, tailored workshops and review sessions in courses across all UTSC departments, in-depth experiential learning opportunities for over 75 students, and innovative learning tools for building students’ math and language skills.

Table 6. Overview of CTL Student programming

One-to-one instruction

Group instruction

Course-embedded support

Student training & experiential learning

Online learning tools

English Language Develop-ment Centre (ELDC)

53 hours of language consultations attended by 85 students 1,567 hours of intensive Reading and Writing by Email (RWE) support for 215 students

584 students attended 176 games-based learning cafés in Communi-cation, Discussion, Reading Cafés taught by instructors, supported by student facilitators

Program intros in 29 courses across 9 depts.; incentives for AEHC1 in 23 courses and RWE in 12 courses

12 student facilitators completed basic 5-week training certification; 3 completed advanced training. Facilitators helped in 61 cafés; also organized 3 capstone events

Vocabulary Expansion Accelerator (VEA), an online tool that supports students in readings and allows them to build their vocabulary, launched summer 2015

Continued…

1 Academic English Health Check—diagnostic language test



Group instruction

Course-embedded support

Student training & experiential learning

Online learning tools

Math & Stats Learning Centre (MSLC)

77.5 hours of one-to-one consultations attended by 164 students 77 hours of virtual tutoring

1,371 drop-in hours in which 1,691 students studied together and with TAs 29 hours of workshops

86 hours of review seminars for 12 different Math and Statistics courses in 2 depts.

1 Service Learning student mentored while offering 30 hours of support

Online math modules launched Second edition of Newsletter

The Writing Centre (TWC)

1,715 hours of one-to-one consultations attended by 996 different students

64 hours of writing groups attended by 115 students

Tailored workshops for 34 classes in 10 depts. 25 hours of writing clinics offered outside class

10 writing peers trained and supported students in course-based writing clinics

Assignment Calculator received 13,000 hits Extensive online resources

Facili-tated Study Groups (FSG)

42 courses supported across 7 depts. with 1,286 study groups attended by 4,220 unique students

48 peers received 12-hour training and follow-up, plus peer review of their facilitation

Presenta-tion Skills

90 hours of workshops in 7 topic areas

Tailored workshops for 8 classes in 5 depts.

5 work-study students trained & mentored

Worksheets and tip sheets

Overall CTL Student Support

3,489.5 hours of one-to-one support for students in all disciplines

1,730 hours of group instruction open to all UTSC students

Tailored workshops and review sessions in 100 courses across all UTSC departments

Over 75 students offered valuable experiential learning

Innovative learning tools for math and language, plus hundreds of advice files

In the following sections, each centre is described in more detail, and unique or growing programs are highlighted. However, these accounts are necessarily limited. For complete details of each centre’s vibrant programming, see the individual centre reports.


7.3.1 English Language Development Centre

The English Language Development Centre’s (ELDC) mission is to help UTSC’s diverse student population, particularly international students, students from multilingual immigrant families, and first generation students, to participate more actively and achieve greater success at university through better critical thinking and English language communication skills.

ELDC core programming includes: (a) small group interactive and confidence-building game-based cafés, (b) one-on-one focus on academic writing skills development, (c) leadership training for peer facilitators, and (d) one-on-one consultations to help students identify programming that will address their needs. All students are encouraged to take a post-entry language assessment, the Academic English Health Check, which identifies students who will benefit from ELDC programs.

In order to promote students’ ability to read independently, ELDC has won several grants to build an online vocabulary tool: Vocabulary Expansion Accelerator (VEA).

Small-Group Games-Based Workshops • 584 unique students (in 1,002 visits) attended 176 co-curricular learning cafés in

Communication, Discussion, and Reading • Year 1 and Year 2 students constituted 72% of the Café participants. 38% of

participants were international students while 62% were domestic students. • 4 new Discussion Café modules were developed and piloted (Winter 2016): Who

are the Millennials?, Online Profiles and the Job Hunt, Are We All Cyborgs Now?, and Fan Cultures

• The Reading Express series was piloted

One-to-one instruction: • 53 hours of one-to-one language consultations attended by 85 students • 1,567 hours of intensive Reading and Writing by Email (RWE) support for 215

students, 84% of whom had very low (Band 1 and Band 2) AEHC scores • 21 students earned the very challenging RWE Certificate of Achievement • In an exploratory small-data analysis of RWE impact, 14 students from one

course who participated in RWE over an 8-week period were analyzed. 5 students, 4 of whom had AEHC scores in Band 1 or 2, who wrote more than 70% of the time during the 8-week period had an aggregated average final course grade that was 13.9% higher than the class average. 6 other students, who wrote less than 30% of the time, had an aggregated final course grade 7.7% higher than the class average.

Expanded integration into courses • Program introductions in 29 courses across 9 departments; incentives for

students to complete AEHC offered in 23 courses and bonus marks for students using RWE in 12 courses


Facilitator Training and Experiential Learning • 12 new student facilitators completed 5-week training certification (Silver); 3

completed advanced training certification (Gold); • Facilitators supported instructors and students in 61 cafés; planned and

organized 3 capstone events for café participants

New online learning tools developed • Vocabulary Expansion Accelerator (VEA), an online tool that supports students in

readings and allows them to build their vocabulary, launched summer 2015 • Teaching Enhancement Grant for ($5,053) awarded Spring 2015 to Dr. Elaine

Khoo to build a vocabulary bank for developing student self-assessment of vocabulary usage

Highlights: Diagnostic language testing

Supported by the Dean’s office, and in partnership with AA&CC and course instructors, ELDC has spearheaded an initiative to encourage all students to take a language-based diagnostic test: the Academic English Health Check (AEHC). This voluntary, confidential test takes only 20 minutes to complete, and students receive a personalized letter directing them to appropriate programs. In 2015-16, the AEHC was taken by 2,188 unique students, most in first or second year, representing a 122% increase compared to the previous year.

Aggregated data shows that students who followed through on AEHC recommendations and accessed ELDC programs had statistically significant higher CGPA scores compared to students at the same ability levels (as measured by AEHC scores) who did not access programs.

Faculty appointed to ELDC also teach CTL language courses: CTLA01 and CTLA02 (see Section 6.1), and led the work on the LAPDI (see Section 6.3). ELDC is also a key partner in the AIM program (see Section 7.2). For a complete list of ELDC outreach presentations, see Appendix D.

7.3.2 Mathematics & Statistics Learning Centre

The goal of the Math and Statistics Learning Centre (MSLC) is to create a vibrant learning environment in which students can appreciate the beauty and utility of Mathematics and Statistics rather than considering them a burden on their academic life. Two faculty coordinators, supported by math and statistics teaching assistants, provide workshops, virtual (online) tutoring, individual appointments, and small-group consultations for students in all disciplines, in addition to review seminars for selected Mathematics and Statistics courses.


Expert instruction with Group study • 77.5 hours of one-to-one consultations attended by 164 students • 77 hours of virtual tutoring • 29 hours of stand-alone workshops

Group study and consultations • 1,691 different students, many of them on a regular basis, used MSLC for

individual and group study, supported by 1,371 hours of TA support for students • 86% of students surveyed (n=91) reported they were satisfied or very satisfied

with MSLC programs

Pre-Calculus course • 66 students completed the on-campus pre-calculus Mathematics Preparedness

course • 13 students completed the new online Mathematics preparedness course (see

below)

Embedded course instruction • 86 hours of review seminars for 12 different Math and Statistics courses in 2

departments (CMS, Psychology) • Program introductions in 4 Statistics courses

Student Training and Experiential Learning • 1 Service Learning student received weekly mentoring, met students for 3

hours/week, and developed material for 5 demos on using Mathematica software • The peer facilitator program was initiated through hiring work-study students

MSLC Magazine • MSLC published the second issue of the MSLC Magazine (launched 2014-15), a

forum for students and instructors. See https://www.utsc.utoronto.ca/mslc/mslc-magazine

Statistics Consultations for Researchers • MSLC Statistics Coodinator Dr. Sohee Kang also offers statistical consulting for

educational research. In 2015-16, she offered 25 hours of statistical consulting for 4 graduate students and 2 faculty members.

Highlights: Flexible Online Learning Modules for Mathematics

In 2015-16, MSLC Coordinator Dr. Zohreh Shahbazi was awarded a Council of Ontario Universities (COU) grant ($75,000) to develop online calculus modules: a collection of materials and activities that can be used as flexible resources by all Ontario universities and colleges. A team consisting of UTSC students, TAs, an educational developer, faculty members from UTSC, UTM, and McMaster, and an educational developer created 12 modules. Modules feature animated video shots which are useful for


visualization of difficult topics, and 40 mini-lessons (10 hours) of short instructional videos, which model problem solving in mathematics related to each module’s content. A diagnostic assessment and numerous additional resources are offered for each module. Modules are posted on an open website, organized within a simple directory structure as standalone resources that can be downloaded or linked into a course or for self-directed learning. The design of these modules is such that instructors have maximum flexibility—they can be used at any place, any pace, just-in-time and just-enough for their specific goals.

The modules have been showcased at three University of Toronto internal conferences and two national conferences, and more national and international presentations are planned. In 2015-16, the year of their creation, modules are already being used in foundational calculus courses at UTSC and UTM,and we have received emails letting us know that they are being used at Simon Fraser University and the University of Calgary as well. In the summer of 2015, MSLC launched an online version of the Mathematics Preparedness Course, an intensive program taught by UTSC faculty and TAs. The course, which introduces students to the assignments, expectations and experiences that they will encounter in their math courses, uses the first eight online modules as its instructional basis.

MSLC faculty also supported TA and Grad Student workshops (see Section 5). For a full list of the 2015-16 Mathematics review modules and 2015-16 Statistics workshops (not course-specific) and course review modules, see Appendix E.1-3 respectively.

7.3.3 The Writing Centre

The Writing Centre (TWC) supports students in developing their academic writing at any stage in the writing process, from planning an outline to polishing a final draft. Two full-time faculty plus six professional writing tutors (part-time) help UTSC students from all disciplines in developing their academic writing skills. We also support faculty in guiding student writing development and in using writing effectively in their teaching.

TWC core programming includes one-to-one instruction in booked appointments and drop-in hours, instructor-facilitated writing groups, tailored in-class workshops, and out-of-class writing clinics where trained writing peers support student writers in negotiating the writing process.

We also believe that writing is vital to all members of the UTSC community—staff, faculty, and students. We actively seek opportunities to collaborate on projects that include academic writing and go beyond it to creative and expressive writing as tools for discovery and personal wellness.



• 1,715 hours of one-to-one consultations (1,625 x 50-minute and 1,075 x 20-minute) attended by 996 different students

• Students come from all years (1st: 31%, 2nd: 25%; 3rd: 19%; 4th: 26%) and all departments (largest number from Psychology: 27%; Management: 19%; Biological Sciences 11%)

Writing groups • 115 students attended 64 hours of weekly drop-in writing groups, moderated by

an instructor, in which students share their work and exchange feedback

Embedded course support and peer-to-peer learning • Tailored workshops for 34 classes in 10 departments (For a full list, see

Appendix F) • 25 hours of writing clinics, with writing instructor and peer support, for 14 large

first- and second-year courses (total attendance = 257)

Student Training and Experiential Learning • 10 writing peers trained, mentored, and supervised to help students in writing

clinics work through their questions and find their own answers

Online learning • The Assignment Calculator, a project and time management tool for writing

assignments, received 13,000 hits, with the most popular assignments being the research essay (5,055 hits), and the analytical essay (1,999 hits).

• Our website, which includes extensive advice files, received 50,647 page views. Most popular advice pages were Using and Citing Sources (2,391 hits), Writing Process (2,291 hits), and Types of Writing (1,597 hits).

• Writing Centre faculty coordinated the development of the academic integrity module integrated into PSYA02 (see Section 7.2)

Collaborations with staff and students • Joint workshops with AA&CC on writing personal statements for applications for

graduate and professional schools, and a panel of recent graduates from supplementary college programs titled Alternatives to Graduate School.

Highlights: Expressive and Creative Writing • 4 workshops for the UTSC community with writers Carrianne Leung, Helen

Humphreys, Ronna Bloom, and publisher Cynthia Good in collaboration with Sociology, English, Women and Gender Studies, Equity and Diversity Office, Students of English Language and Film (SELF), and supported by a CTL Teaching Enhancement Grant (TEG)

• A Women’s Writing Circle for Faculty and Staff, in collaboration with Equity and Diversity Office and supported by Campus Safety and Security. The Circle has become a monthly wellness event, attended by staff and faculty from across campus.


TWC faculty consult with faculty on assignment design (Section 3) and offer workshops for faculty and TA/GS (Section 5). We have also taken leadership in the Extraordinary course pilot project (see Section 7.1). TWC is also a partner in the Academic Integrity Matters (AIM) program (see Section 7.2).

7.3.4 Facilitated Study Groups

Facilitated Study Groups (FSGs) are voluntary weekly study sessions for students in challenging UTSC courses who want to improve their understanding of course material and challenging concepts. Coordinator Cindy Bongard hires and trains a team of student facilitators selected from students who have done well in the courses in a previous term. Facilitators then run interactive small-group sessions where students collaborate with classmates and facilitators, develop study strategies, discuss important concepts, test themselves on course material, and prepare for midterms and exams.

FSGs have an established record of improving both grade performance and retention in supported courses as participating students develop and integrate learning and study strategies. An added benefit is that the facilitators gain valuable academic, employment and relationship-building experience.

Embedded Course Support • FSGs, study skills sessions offered by trained facilitators, supported 42 courses,

offered 1,286 study groups attended by 2,483 unique students (see Table 7) • Participating students attended an average of 5 study groups for each course,

and average attendance at each study group was 14 (STD Dev of ± 17.9), though there was significant variation among courses.

• The mean final grade of students who participated in FSGs in Summer and Fall 2015 was 72.6%, while the mean grade of those who did not was 65.5% (significant difference, p = 7.9*10-6).

• Consistent departmental users are Physical and Environmental Sciences, Biological Sciences, Computing and Mathematical Sciences.

Table 7. Breakdown of attendance and participation rates in the FSG program

TERM # of courses participating

# of Study Groups

# of student contact hours

# of unique individuals attending

Mean # of Sessions Attended

Mean attendance at each session

Summer 2015* 8 222 2,352 457 5.4 11

Fall 2015 15 478 8,154 1,878 5.1 14

Winter 2016 19 586 9,850 1,885 5.1 14

All terms combined 42 1,286 20,356 2,483 5.2 14


Facilitator Training • Over 3 terms, 48 facilitators received intensive (25 hours) training (some

facilitators in more than one term). Training includes 12-hour initial training, supplemented by 2 or more 3-hour in-service review meetings and structured peer-review by fellow facilitators.

• 13 individuals returned from previous years, 18 led study groups over two or more terms, and 18 were new to the program this year.

Highlight: Award-winning Facilitator

Facilitator Feras Shamoun, who has been involved in the FSG program since 2013, won one of two international awards for facilitators, and represented UTSC at the Annual International Conference on Supplemental Instruction hosted by the University of Missouri at Kansas City (US Program National Centre for Supplemental Instruction). He presented on ‘Best Practices in Supplemental Instruction’.

7.3.5 Presentation Skills

CTL’s Presentation skills team of five work-study students offer hands-on workshops and in-class tailored sessions. Workshops focus on academic communication, handling presentation anxiety, using visual aids in presentations, bringing focus and clarity to presenting, and understanding presentation goals & objectives.

Tailored workshops for 8 classes in 5 departments • Management (MGTA35: Management Communications; Hugh MacDonald) • Anthropology (ANTB22: Primate Behaviour; Amber Walker-Bolton) • Computer Sciences (2x CSCD03: Social Impact of Technology, Brian Harrington) • Geography (GGRD14: Social Justice and the City, Roza Tchoukaleyska) • Centre for Teaching and Learning (3x CTLB03: Service Learning; Cindy Bongard,

Janice Patterson, Kamini Persaud)

Presenter Training and Experiential Learning • Trained and mentored 5 work-study students to facilitate 90 hours of workshops

in 7 topic areas: o Excel (18 sessions) o Presentations 101 (17 sessions) o Language & Audience (14 sessions) o PowerPoint (11 sessions) o Prezi (9 sessions) o Storyboarding (14 sessions)


o Mind Map (7 sessions)

7.4 CTL Student Support: Reach and Impact CTL supports UTSC undergraduates in every academic year and across all UTSC departments. In 2015-16, a scan of our four largest programs (not including Presentation Skills) shows that 3,541 unique students attended at least one CTL program, representing approximately 32% of the UTSC student population of 12,262 (2015 “By the Numbers” UTSC).

The majority of students attend fewer than five times a year, but some attend more often: 11% of students coming to The Writing Centre, 31% of students attending ELDC, and 41% of students attending FSGs attend more than five times.

Comparison of student usage in these programs indicates that the majority (82%) of CTL student users focus primarily on one type of support. Only 18% of CTL users participate in programming offered by more than one of our centres. In that group, many attend FSGs for one of their courses, and also attend tutoring or workshops in MSLC. This large group reflects some useful overlap in programming—e.g. STAB22, a very challenging course for many students, includes FSGs and review sessions. A second area of overlap is between the English Language Development Centre and The Writing Centre.

The CTL Junior Ambassador program trained 20 student peers who participated in 60 hours of student outreach events including Campus Visits and Get Started.

7.4.1 CTL and Student Success: An Analysis of First-Year Students

MSLC Statistics Coordinator Dr. Sohee Kang performed a small study of first-year students to see if there was any correlation between participation in CTL programs and student grades. The 2015-16 GPA of students who attended CTL programs (42% of full-time first year population) was compared with that of students who did not attend. Results showed that overall full-time first-year students who use CTL services have a statistically higher GPA than students who don’t (Table 8). They are also on probation less.

Table 8. Percentage of First-Year Students (2015-16) on Probation Relative to CTL Usage

Group Number Mean cGPA Number in Poor Academic Standing

Conditional Percentage

First-Year Students 3,077 2.37 644 20.9%

Non-CTL Users 1,791 2.14 514 28.7%


CTL Users 1,286 2.7 130 10%

A particularly interesting result was that while international students use our programs at approximately the same rate as domestic students, they appear to benefit more from the programs—that is the difference between the GPA of users and the general population was greater for international students than for domestic students (see Table 9).

Table 9. Difference in cGPA between Domestic and International Students relative to CTL Usage (2015-16)

Legal Status Number Number of CTL Users Mean cGPA Mean cGPA of

CTL Users

First-Year Students 3,077 1,286 2.37 2.7

Domestic First-Year Students 2,466 (80%) 1,070 (83%) 2.42 2.67

International First-Year Students 611 (20%) 2,16 (17%) 2.23 2.85


8. SUMMARY AND FUTURE DIRECTIONS The Centre for Teaching and Learning is proud to support teaching and learning at UTSC at every level and in every discipline. We support new students, including international students, as they transition to university; we assist undergraduates from first year to graduation in building strong foundational academic skills; we partner with graduate students to build teaching and professional skills that will serve them throughout their time at university and beyond. We provide faculty with many opportunities to enhance their teaching and be part of UTSC’s wider teaching community.

Our one-to-one programs, whether with undergraduates, graduate students, or faculty, offer personalized support and instruction. Our small groups facilitate skills development and build a strong sense of community. Our core student programs in language, writing, mathematics, statistics, and study skills include peer-to-peer learning and experiential learning opportunities.

Through our support of grants and awards, we promote teaching innovation, teaching research, and teaching excellence. As technology’s role in teaching grows, we offer support in using technology effectively, and partner with faculty to ensure that our instructors can leverage technology in the service of their students’ learning. We work within courses across departments and disciplines, and we regularly bring faculty together to talk teaching through workshops, a bookclub, and our annual teaching showcase.

We partner with academic and non-academic units at all levels at UTSC, including the Dean’s office, the Office of Equity and Diversity, departments large and small, and many units within Student Affairs, including the International Student Centre (ISC), Arts & Science Co-op, and Academic Advising & Career Centre (AA&CC).

We also maintain strong ties with cognate units and partners at St. George and UTM, including the Centre for Teaching Study and Innovation (CTSI), Robert Gillespie Academic Skills Centre (RGASC), Teaching Assistant Training Program (TATP), Graduate Professional Skills (GPS), and tri-campus Writing Centre Directors and English Language Learning Specialists.

The Centre for Teaching and Learning is proud to contribute to the University of Toronto’s mission of offering high quality undergraduate, graduate and professional programs. In the next year we will work explicitly with Academic Departments, the Dean’s office, the Library and student focused support services to achieve the goals for student success and high impact teaching practices as identified in the campus Academic Plan.


APPENDIX A: CTL SPONSORED TEACHING WORKSHOPS 2015-16

Title of Workshop Speakers Date Att

Engaging Our Students for Deep Learning Clare Hasenkampf – CTL Aug 11, 2015

481

How Our Services Can Support You and Your Students - The Centre for Teaching and Learning Information and Instructional Technology Services and UTSC Library

Janice Patterson - CTL; Zoran Piljevic - IITS and Victoria Owen - Library - GIWIH

Aug 11, 2015

481

Designing Courses Focused on Student Learning

Sarah King - CTL and Zohreh Shahbazi - CTL – GIWIH

Aug 11, 2015

481

Educational Technologies at UTSC: An Overview of Blackboard, WebOption Lecturecasting, Camtasia, Audience Response Systems, Test-scanning

Adon Iran - CTL, Mark McKee – CTL and Brian Sutherland - GIWIH

Aug 11, 2015

481

Academic Integrity

Elaine Khoo – CTL and Sheryl Stevenson – CTL. Eleanor Irwin and Wayne Dowler, Dean’s Designates for Academic Integrity - GIWIH

Aug 11, 2015

481

UTSC Teaching Policies, Conventions and Best Practices

Clare Hasenkampf - CTL, and Sohee Kang - CTL - GIWIH

Aug 12, 2015

481

Understanding Student Needs and Support Services: what we need to know about our students and their needs, and making effective referrals to services

Jen Tigno – AA&CC, Tina Doyle - AccessAbility Services, and Laura Boyko - Health and Wellness Centre - GIWIH

Aug 12, 2015

481

Designing Assignments to Improve Learning: Scaffolding and Feedback

Sarah Fedko – Library and CTL and Sarah King - CTL – GIWIH

Aug 12, 2015

481

Student Panel: Student Perspectives and How Instructors Can Support Learning Janice Patterson - CTL - GIWIH Aug 12,

2015 481

High Impact Practices in Large Classes: Case Studies

Clare Hasenkampf – CTL, Steve Joordens - Psychology, Dan Riggs – Biology and Johann Bayer - Physics – GIWIH

Aug 13, 2015

481

Working with TAs to Facilitate Student Critical Thinking and Problem Solving

Sheryl Stevenson – CTL and Andrew Petersen - Academic Skills Centre, UTM – GIWIH

Aug 13, 2015

481

Continued…



High Impact Supports to Develop Self-directed Learners Within Your Courses

Cindy Bongard, Facilitated Study Groups; Adon Irani, Presentation Skills; Elaine Khoo, English Language Development Centre; Janice Patterson, Service Learning - GIWIH

Aug 13, 2015

481

Getting Started with Your Research Program at UTSC

Heinz-Bernhard Kraatz, Interim Vice Principal, Research - GIWIH

Aug 13, 2015

481

Teaching at UTSC and Engaging Our Students for Deep Learning Clare Hasenkampf - CTL Sept 2,

2015 4

Designing Assignments and Using Online Assessment Tools for Large Courses Steve Joordens – Psychology Sept 16,

2015 14

Fostering a Positive Learning Environment in Your Courses

Maureen Murney – Anthropology, Elsa Kiosses- Health & Wellness and Sarah King – CTL - EdEx

Oct 1, 2015 16

Strategies to Improve and Assess Students' Oral Presentation Skills

Franco Taverna -Human Biology and Joanna Heathcote - Management EdEx

Oct 29, 2015 11

Fostering Excellence in TA Practice Paco Estrada - Computer Science, Anya Tafliovich - Computer Science and Shelley Brunt – Biology - EdEx

Jan 21, 2016 13

Conducting Research Related to Your Teaching

Cora McCloy – CTSI, Michelle Silver - Health Studies and Effie Sauer – Chemistry - EdEx

Nov 26, 2015

19

Teaching at UTSC and Engaging Our Students for Deep Learning

Professor Clare Hasenkampf Biology & Director CTL Jan 4, 2016 10

Improving Reading Skills and Vocabulary with New Online Tools

Elaine Khoo – CTL, Nancy Johnston – CTL and Sarah Fedko - CTL - EdEx

Jan 11, 2016 9

Thinking Made Visible: Using Protocols, Routines and Tools to Build Students' Understanding

Carol Rolheiser – CTSI - EdEx

Jan 26, 2016

16

Testing in Large Classes: Effective Multiple Choice and Beyond

Clare Hasenkampf - CTL and Sohee Kang – CTL - EdEx

Feb 10, 2016 n/a

Engaging Students in Active Learning - Even in Your Larger Classes

Diane Horton - Computer Science, St. George – EdEx

Feb 25, 2016 25

Continued…



Using the WebOption Effectively

Iris Au – Management, Bill McConkey – Management, Lana Mikhaylicenko – Chemistry and Wanda Restivo – Chemistry - EdEx

March 7, 2016

19

Designing and Giving Lectures that Engage Students Maggie Cummings – Anthropology Mar 23,

2016 20

Developing Your Teaching Dossier Clare Hasenkampf – CTL - Showcase April 6, 2016 15

Fostering Wellness at UTSC: Strategies for building a healthy academic community

Sarah King – CTL, Erin Bradford - Health & Wellness Centre, Aryel Lutchmie - Minds Matter team, Kyrsten Grimes - Clinical Psychology - Showcase

April 6, 2016 202

Student Engagement in a Digital Age

Paul Gries - Faculty of Arts and Science, St. George Campus - Showcase

April 6, 2016 86

Teaching Tools for a Diverse Classroom Toni DeMello Equity - Diversity Office and Sheryl Stevenson - CTL - Showcase

April 6, 2016 283

Social Media Tools in Teaching and Learning University

Wendy Freeman - School of Professional Communication, Ryerson - Showcase

April 6, 2016 283

Closing the Learning Gap: Online Tools and Modules

Moderator - Adon Irani – CTL, Zohreh Shahbazi – CTL, Elaine Khoo - CTL and Johann Bayer - Physics - Showcase

April 6, 2016 283

Teaching at UTSC and Engaging Our Students for Deep Learning Clare Hasenkampf - CTL May 2, 2016 6

Blackboard and other Educational Technologies Features Overview - Summer Teaching & Research Workshop Series

Adon Irani – CTL - GIWIH July 19th, 2016 13

Designing Assignments to Provide Feedback, Optimize Learning & Minimize Plagiarism - Summer Teaching & Research Workshop Series

Sheryl Stevenson – CTL and Sarah Fedko – CTL and Library - GIWIH

July 19th, 2016 22

Designing our Courses to Engage our Students - Summer Teaching & Research Workshop Series

Clare Hasenkampf - CTL - GIWIH July 19th, 2016 18

Continued…



Factor in your English Language Learners in Course and Assignment Design - Summer Teaching & Research Workshop Series

Heather-Lynne Meacock – CTL - GIWIH July 19th, 2016 17

Understanding Student Needs and Support Services - Summer Teaching & Research Workshop Series

Jennifer Davies – AA&CC, Colleen Reid – AccessAbility Services and Laura Boyko – Health and Wellness - GIWIH

July 20th, 2016 12

UTSC Teaching Policies and Practices - Summer Teaching & Research Workshop Series

Clare Hasenkampf – CTL - GIWIH July 20th, 2016 12

Inclusive Teaching - Summer Teaching & Research Workshop Series

Toni DeMello Equity and Diversity Officer and Nancy Johnston - CTL - GIWIH

July 20th, 2016 8

Excelling in Your Research Program at UTSC - Summer Teaching & Research Workshop Series

Heinz-Bernhard Kraatz, Interim Vice Principal, Research - GIWIH

July 21st, 2016 10

Engaging Our Students for Deep Learning Clare Hasenkampf - CTL August 16, 2016 6

1 - Get it While It’s Hot (GIWIH) – attendance was not taken at each individual session – but for the overall 3-day event 2 - Teaching with Humanity in a Digital Age - 8th Annual Celebration of Teaching and Faculty Showcase – attendance was not taken at each individual session – rather for the overall 1-day event. This particular event took place at the same time as Clare’s Teaching Dossier workshop. 3 - Teaching with Humanity in a Digital Age - 8th Annual Celebration of Teaching and Faculty Showcase – attendance was not taken at each individual session – rather for the overall 1-day event. The attendance was split up amongst these 3 concurrent sessions.


APPENDIX B: TEACHING GRANTS: LIST OF FUNDED PROJECTS

EnhancementApplicationsName Department TitleofProposal AmountAwarded

JamesMacLellan/RobertaFulthorpe DeptofPhysicalandEnvironmentalSciences UTSCDEEPTIMETEACHINGPLATFORM $4,000MichaelPetit/KenzieBurchell DeptofArts,CultureandMedia Arts,Cutlure&Media:TAHandbooksforAcademicWriting $5,300KathyLiddle DeptofSociology BookIndustryPanelPresentation $750ElaineKhoo CentreforTeachingandLearning Developmentoftestitembankfortraininglanguageproficiency $5,053SarahD.King/Heather-LynneMeacock/EleanorIrwin CentreforTeachingandLearning DevelopingOnlineAcademicIntegrityModulesforPSYA01/A02 $4,924EriTakahashi CentreforFrenchandLinguistics Student-leadsociolinguisticfieldworkinalargeclasssetting $825

JessicaDere DeptofPsychologyDevelopmentofaguidingdocumentforstudentslearningaboutreportingonmentalhealth $3,003

TotalAwarded$23,855

EquipmentApplications

Name Department TitleofProposal AmountAwardedAnyaTafliovich/FranciscoEstrada DeptofComputerandMathematicalSciences Computingserver $5,470MandyMeriano DeptofPhysicalandEnvironmentalSciences SubmersiblePump $3,985MandyMeriano DeptofPhysicalandEnvironmentalSciences Groundwatersamplingandmonitoring $13,704SilvijaStefanovic DeptofPhysicalandEnvironmentalSciences BiologicalOxygenDemand(BOD)probe $4,186MathewWells/MandyMeriano/CarlMitchell DeptofPhysicalandEnvironmentalSciences Teachingflumeforsedimenttransport $10,000HeidiDaxberger DeptofPhysicalandEnvironmentalSciences MineralThinSection $4,274YoonjungKang CentreforFrenchandLinguistics PortableUltrasoundProbeandAnatomical3DmodelofLarynx $5,786HeidiDaxberger DeptofPhysicalandEnvironmentalSciences PolarizingMicroscopesasreplacementsofdefectequipment $15,600

TotalAwarded$63,005

SoftwareApplications

Name Department TitleofProposal AmountAwarded

KaminiPersaud CentreforTeachingandLearningNVivoSoftwarefortheQualitativeAssessmentofStudentWrittenReflectionsinaServiceLearningCourse $868

TotalAwarded$868

AssessmentApplications

Name Department TitleofProposal AmountAwardedSvetlanaMikhaylichenko/WandaRestivo DeptofPhysicalandEnvironmentalSciences AssesmentofLabSkillsSeminarsEffectivenes $1,000BarryFreeman ACM Theatre&PerformanceStudiesLearningOutcomesSurvey $1,000

TotalAwarded$2,000

ServiceLearningApplications


AhmedAllawalah HumanGeography/CityStudiesYouthLeadershipThroughCommunity-BasedResearch–DevelopingaToolkit $2,425

TotalAwarded$2,425

Winter2015(GrantPeriod:May1,2015-April30,2016)


EnhancementApplications


SarahD.King DeptofEnglishBridgingtheoryandpractice,universityandcommunity:ThreeguestspeakersforENGD12andWSTD03 $850

BlakeRichards DeptofBiologicalSciences Engagingstudentsbeforetheygethere:thecourseintroduction $1,000

JConnieGuberman DeptofHistoricalandCulturalStudiesWomen\'sandGenderStudiesfromHighSchooltoUniversity:newpossiblitiesforteachingandlearningintheintroductoryclasses $1,923

SoheeKang DeptofComputerandMathematicalSciences ImplementationofGame-BasedLearninginIntroductoryStatistics $1,862AndrewWestoll DeptofEnglish MasterClass:HowtoGetPublishedinCanada $1,414KonstantineZakzanis DeptofPsychology EnhancingLearningOutcomesinCo-Op $1,716

KonstantineZakzanis DeptofPsychologyIntegratinganExperientialComponentintoPractically-OrientedClinicalPsychologyCourses $2,314

BrianHarrington DeptofComputerandMathematicalSciences UTeach:CollaborativeMaterialGenerationwithCrowd-Sourced $2,488AndreaCharise DeptofAnthropology EnhancingInterdisciplinaryTeachingandLearninginHealth $3,000

TotalAwarded$16,567

EquipmentApplications

Name Department TitleofProposal AmountAwardedLynnTucker DeptofArts,CultureandMedia Anatomy/Bio-Mechanics/PhysiologyTeachingTools $1,769

TotalAwarded$1,769

AssessmentApplications

Name Department TitleofProposal AmountAwardedBrianHarrington DeptofComputerandMathematicalSciences AssessmentofTracademicSystemanditsimpactonCS1levelcourses $664

TotalAwarded$664

ServiceLearningApplications

Name Department TitleofProposal AmountAwardedLynnTucker ACM IgnitingRelationships $2,288MichelleSilver ANT/HLT PosterPresentationSymp $1,223AndreaCharise ANT/HLT BuildinganOnlineHealthHum.LearningLab $1,998

Totalawarded$5,509

SoftwareApplications

Name Department TitleofProposal AmountAwardedTotalAwarded

$0

Fall2015(Grantperiod:December1,2015-November30,2016)


APPENDIX C: TEACHING ASSISTANT AND GRADUATE STUDENT PROGRAMS 1. 2015-16 TATP Workshops & TA Training Sessions at UTSC TATP Workshops: Summer (S), Fall (F) and Winter (W) 2015-16

Facilitators Attendance

Microteaching I (S)—limited to 4-6 participants [first time offered at UTSC]

Joel Rodgers Sasha Kovacs

6

Microteaching II (S)—limited to 3-5 participants [first time offered at UTSC]

Jessica Wilczak Sandy Romaine

3

Classroom Management Strategies (F) Clare Hasenkampf

8

Student Engagement Techniques (F) Shadi Dalili Sheryl Stevenson

6

Effective and Efficient Grading (F) Elliot Storm Sasha Kovacs

15

Office Hours as Teachable Moments Michelle Majeed 13, plus 1 faculty member

Troubleshooting TA Problems and Dilemmas (F) Sasha Kovacs Ghazal Fazli

12

Elements of Effective Lesson Planning Lauren Norman Joel Rodgers

13

Authentic Engagement (W) Ghazal Fazli

8

Creating Healthy Learning Environments Ghazal Fazli 3

Navigating Power Roles: Communications with Supervisors and Students (W)

Ghazal Fazli 4

Translating Your TA Experience into Marketable Skills (W)

Mariam Aslam Ghazal Fazli

10

Teaching Tools for a Diverse Classroom (W), offered as part of the Teaching Showcase

Toni De Mello Sheryl Stevenson

3 TAs (with 9 faculty & 2 other students)

Total Attendance* 104

Total Unique Students Attending 62

*Attendance of graduate students & TAs; the total excludes others (faculty, staff, undergraduates).


2. Mandatory TA Training Sessions 2015-16* *Sessions offered by TATP Trainers; the rest were by UTSC faculty


May 11 Training Day

First Contract—General* Joel Rodgers Sasha Kovacs

14

Grading* Joel Rodgers Sasha Kovacs

8

Skill Development—Problem Sets* Joel Rodgers Sasha Kovacs

7

Discussion-Based Tutorials Sheryl Stevenson 1

Review and Q&A Sheryl Stevenson 3

September 16 TA Training Day

First Contract—General* David Chan Kathleen Ogden

69

Grading* David Chan Joel Rodgers

24

Discussion-Based Teaching Sheryl Stevenson 11

Laboratories / Practicals Janelle LeBoutillier Lana Mikhaylichenko

26

Review and Q&A Shadi Dalili 15

Skill Development—Problem Sets Zohreh Shahbazi 54

September 29 Catch-All Training Day

First Contract—General* [Due to room capacity constraints, this session was broken into 2 sessions, and Mike Kasprzak offered the smaller]

Salina Abji Darius Rackus Mike Kasprzak

58

Grading* Salina Abji Darius Rackus

7

Skill Development—Problem Sets Sohee Kang 13

Laboratories / Practicals Lana Mikhaylichenko

10



Continued…


*Sessions offered by TATP Trainers; the rest were by UTSC faculty


January 12 TA Training Day

First Contract—General*

Joel Rodgers Ghazal Fazli

53

Grading* [A faculty member set to offer Labs/Practicals had a last-minute urgent issue, so Joel and Ghazal covered separate sessions]

Joel Rodgers

25


Review and Q&A Shadi Dalili 13

Laboratories / Practicals* Ghazal Fazli 9


January 27 and 29 Catch-All Training Days



Laboratories / Practicals Janelle LeBoutillier 4


First Contract—General* David Chan Joel Rodgers

9

Grading* David Chan Joel Rodgers

4

Total Attendance 494



3. 2015-16 UTSC Workshops in the Tri-campus Graduate Professional Skills Program Workshop / Event: Fall (F) and Winter (W) 2015-16 Facilitators Attendance

Fundamentals of Effective Research Grant Writing (F) Bernie Kraatz 27

Basic/Intermediate R: Statistics for Graduate Students Sohee Kang 20

Negotiation Skills Liam O’Leary 11

Managing and Presenting Geographic Information (NEW)

Glenn Brauen 13

The 3 Minute Thesis™: Creating an Optimal, Brief Research Presentation (F)

Adon Irani, Sarah Forbes Kira Bruschke

3

Translating Research into Practice: Creating a Poster Presentation Plan

Sarah Forbes Adon Irani

4

CV-Resume-LinkedIn: Branding Yourself on Paper and Online

Sarah King Esther Chung

13

Research Ethics in the Social Sciences and Humanities (W)

Dean Sharpe 1 (with 6 faculty and staff)

Advanced Interview Skills for Graduate Students (W) Ruth Louden Sheryl Stevenson

6

Enhancing Your Soft Skills for Networking Ruth Louden 9

Basic/Intermediate R: Statistics for Graduate Students (NEW)

Sohee Kang 18

Advanced R: Statistics for Graduate Students (NEW) Sohee Kang 20

Adobe Illustrator: A Hands-on Introduction (NEW: in process for GPS approval)

Wellington Kandare Paris Ning Sheryl Stevenson

22

Total Attendance* (Compared with 92 for 2014-15) 167


*Attendance of graduate students & TAs; the total excludes others (faculty, staff, and undergraduates).

4. 2016 Graduate Professional Day Sessions • Empathy, Leadership and Mentoring, Joanna Heathcote, Management • Developing Your Teaching Philosophy and Dossier, Megan Burnett, CTSI • Knowledge Co-production and Research with Community Partners, Nicole Klenk,

DPES • Expanding Your Leadership Toolkit: Solution-Focused Coaching, Liam O’Leary,

SGS


APPENDIX D: ELDC OUTREACH PRESENTATIONS, 2015-16 Course Code Title Instructor

ACMA01F Exploring Key Questions in the Humanities S. Kleeb

ACMA01S Exploring Key Questions in the Humanities S. Kleeb

ANTC07S Material Worlds L. Mortensen

ANTC68Y Deconstructing Epidemics S. Romain

GASA01F/HISA06F Food and circulation: introducing global Asia histories J. Sharma

GASB73S/VPHB73S Visualizing Asia Y. Gu

GASC59H3S/HISC59H3S Being Tamil: Race, Culture, Nation V. Shanmuganathan

GGRB05S Urban Geography M. Buckley

HISB06F (summer) Europe in the Middle Ages M. Gervers

HISD64F (summer) The Crusades II M. Gervers

HLTA03S Foundations in Health Studies II M. Murney

HLTB42F Foundations of Medical Anthropology M. Murney

HLTC23F Issues in Child Health and Development M. Murney

IDSA01F Introduction to International Development Studies L. Chan

JOUB02S Critical Journalism D. Green

MGEA06Y Intro to Microeconomics I. Au

MGEC61S International Economics: Finance I. Au

MGEC61Y International Economics: Finance I. Au

MGED63F Financial Crises: Causes, Consequences and Policy Implications I. Au

MGHB02 Managing People and Groups in Organizations J. Heathcote

MGTA05F Foundations of Business Management H. Lawrence

Continued…


Course Code Title Instructor

MGTA05S Foundations of Business Management H. Lawrence

POLC40S Current Topics in Politics 1 D. Onley

POLD41Y Advanced Topics in Politics N. Ruderman

RLGA02S World Religions II D. Perley

SOCA01F Introduction to Sociology I F. Villegas

SOCA02S Introduction to Sociology F. Villegas

SOCB26F Sociology of Education F. Villegas

SOCC25S Ethnicity, Race and Migration F. Villegas

STAB22S Statistics 1 Section 3 A. Aslemand

VPAB13S Financial Management for Arts Managers H. Young

VPHA46F Ways of Seeing: Ideas about Art, Material and Visual Culture E. Harney

VPHB38F Ten Key Words in Art History: Unpacking Methodology D. Kucherova

VPHB42S Carolingian and Romanesque Art and Architecture M. Gervers

- Arts and Science Coop D. Boyer

- Academic English -

- AIM: Academic Integrity Matters -

- Greenpath -

- Fair Taiwan -

Total Academic Outreach through Non-Core ELDC programming 5,668 students


APPENDIX E: MATHEMATICS AND STATISTICS REVIEW SESSIONS 1. 2015-16 Mathematics Review Modules

Title Date Length ~ # of students

Test Review (MATA31) Oct 16, 2015 3hours 200

Test Review (MATA30F) Oct 17, 2015 2hours 200

Seminar on Limits (MATA30Y) Oct 24, 2015 2hours 20

Test Review (MATA30Y) Oct 31, 2015 2hours 80

Review for Quiz 1 (MATA31H3F) Sep 19, 2015 2hours 150

Review for Quiz 2 (MATA31H3F) Oct 3, 2015 2hours 160

Review for Quiz 2 (MATA31H3F) Nov 6, 2015 2hours 130

Review for MATA30Y on Functions Oct 10, 2015 2hours 50

Review for MATA30Y/F Oct 15, 2015 2hours 150

MATA31 Quiz Review Jan 23, 2016 2hours 15

MATA31 Midterm Review Feb 6, 2016 2hours 40

MATA30 Midterm Review Mar 2, 2016 2hours 40

MATA30 Midterm Review Mar 7, 2016 2hours 40

MATA31 Quiz 3 Review Mar 12, 2016 2hours 15

MATA30 Final Review Apr 15, 2016 3hours 50

TOTAL 32 hours 1,340 students


2. 2015-16 Statistics Workshops (not course-specific)

Title Date Length ~ # of students

Summer Data Manipulation and Analysis

May 6, 2015 2hours

149 for 6 sessions

May 8, 2015 2hours

May 13, 2015 2hours

May 15, 2015 2hours

May 20, 2015 2hours

May 22, 2015 2hours

Statistics Clinic (STAB22) Jul 10, 2015 3hours 9

Data Analysis with R for Graduate Students Oct 15, 2015 4hours 20

Data Analysis with SPSS Oct 16, 2015 2hours 15

Basic/Intermediate R for Data Analysis Feb 17, 2016 4hours 20

Advanced R for Data Analysis Feb 18, 2016 4hours 18

TOTAL 29 hours 231 students


3. 2015-16 Statistics Course Review Modules

Title Date Length ~ # of students Midterm Exam Review for STAB52Y (Summer) Jun 12, 2015 2hours 30

Midterm Exam Review for STAB22Y (Summer) Jun 19, 2015 2hours 100

Statistics Help Session I: Probability and Random Variables (STAB22Y)

Jul 24, 2015 2hours 30

Statistics Help Session 2: Sampling Distribution and Confidence Interval (STAB22Y)

Jul 31, 2015 2hours 27

Statistics Help Session 3: Testing Hypotheses (STAB22Y) Aug 6, 2015 2hours 70

STAB52Y Final Exam Review I Jul 30, 2015 2hours 30 STAB52Y Final Exam Review II Aug 6, 2015 2hours 28 STAB22F Midterm Exam Review I (Fall) Oct 13, 2015 2hours 92 STAB22F Midterm Exam Review II (Fall) Oct 23, 2015 2hours 84 STAB52F Midterm Exam Review (Fall) Oct 15, 2015 2hours 50 PSYB07F Midterm Exam Review (Fall) Oct 15, 2015 2hours 20 STAB22F Final Exam Review I (Fall) Dec 1, 2015 2hours 70 STAB22F Final Exam Review II (Fall) Dec 4, 2015 2hours 120 STAB52F Final Exam Review I (Fall) Dec 10, 2015 2hours 30 STAB52F Final Exam Review II (Fall) Dec 16, 2015 2hours 52 PSYB07F Final Exam Review (Fall) Dec 10, 2015 2hours 20 Review of Key Concepts of STAB22 Materials (STAB27S) Jan 15,2016 2hours 80

PSYC08S Midterm Exam Review Feb 17, 2016 2hours 32 STAB22S Midterm Exam Review Feb 18, 2016 2hours 93 STAB57S Midterm Exam Review Feb 18, 2016 2hours 35 STAB27S Midterm Exam Review (Web-Optioned) Feb 19, 2016 2hours 70

STAB27S Midterm Re-Visit Mar 18, 2016 2hours 30 STAB27S Final Exam Review (Web-optioned) Apr 5, 2016 2hours 65

STAB57S Final Exam Review Apr 7, 2016 2hours 70 PSYC08S Final Exam Review Apr 13, 2016 2hours 45 STAB22S Final Exam Review I Apr 14, 2016 2hours 75 STAB22S Final Exam Review II Apr 15, 2016 2hours 94 TOTAL 54 hours 1,542 students


APPENDIX F: WRITING CENTRE IN-CLASS WORKSHOPS

Department Course Number and NameEnrolment

Course Instructor Title of Workshop Writing Instructor

Length (min)

AnthropologyHLTC42: Emerging Health Issues and Policy Needs 51 A. Daftary

Writing a Critical Response for HLTC42 Sarah King 20

ACMACMA01: Exploring Key Questions in the Humanities 173 S. Kleeb

Introduction to Writing Centre Programs Sheryl Stevenson 10

ACMACMA01: Exploring Key Questions in the Humanities 208 S. Kleeb Using Sources Nancy Johnston 20

ACM VPSA63: But Why is it Art? 167 W. KwanIntroduction to Writing Centre Programs Mina Arakawa 15

CMS

MATD02: Classical Plane Geometries and Their Transformations 27 Z. Shahbazi

Qualities of Strong Academic and Formal Writing Nancy Johnston 45

CMSCSCD03 Social Impact of Information Technology 38 B. Harrington

Writing the Long Research Paper: The Halfway Point Maggie Roberts 60

CMSCSCD03 Social Impact of Information Technology 39 B. Harrington

Writing the Long Research Paper: The Halfway Point Maggie Roberts 60

Critical Development Studies

IDSC18: New Paradigms in Development: The Role of Emerging Powers 35 B. von Lieres

Writing a Research Thesis or Question Nancy Johnston 45

EnglishENGB05: Critical Writing About Literature 18 D. Greaves

Integrating Sources in Your Humanities Paper Sheryl Stevenson 60

EnglishENGB05: Critical Writing About Literature 56

M. Assif (3 classes)


EnglishENGB05: Critical Writing About Literature 17 M. Assif


EnglishENGB05: Critical Writing About Literature 32

N. Keyzad (2 classes)


HCS

WSTC02: Research in the Community: Field Experience 30 H. Arik

Annotated Bibliography and Proposal Writing

Nancy Johnston (with Whitney Kemble) 60

HCSWSTA03: Theories of Feminism 216

A. Talahite-Moodley

Introduction to Writing Centre Programs Nancy Johnston 15

HCSWSTA03: Theories of Feminism 216

A. Talahite-Moodley

Writing a Reflection in Women and Gender Studies Nancy Johnston 30

HCSHISB03: Critical Reading and Writing for Historians 25 J. Sharma

Critical Reading and Writing in History Nancy Johnston 40

HCSWSTB11: Intersections of Inequality 85 T. de Mello

Introduction to Writing Centre Programs and Writing Reflections Nancy Johnston 15

HCSAFSA01: Africa in the World: An Introduction 86 S. Rockel

Writing Your Essay in AFSA01 Sheryl Stevenson 30

HCSWSTD03: Sex, Gender and the Body 20 N. Johnston

Idea Generation and Narrowing the Research Topic

Maggie Roberts (with N Johnston) 60

Human Geography

GGRB28: Geographies of Disease 120 M. Majeed Annotated Bibliography Nancy Johnston 30

Human Geography

GGRA01: Geography of Global Processes 258 M. Ekers

Introduction to Writing Centre Programs Sarah King 10

Human Geography

GGRC33: The Toronto Region 60 P. Saberi

Reading Critically and Writing a Book Review Maggie Roberts 30

ManagementMGTA05: Foundations in Business Management 340 H. Laurence

Making an Effective Argument

Sarah King (with Hugh Laurence) 50

ManagementMGTA05: Foundations in Business Management 340 H. Laurence Writing Clearly Sarah King 50

ManagementMGTA05: Foundations in Business Management 261 H. Laurence

Making an Effective Argument and Writing Clearly Sarah King 50


Political Science

POLA01: Critical Issues in Politics 180 M. Hoffmann

Writing Centre Support and Tips for POLA01 Sheryl Stevenson 10

PsychologyPSYD66: Current Topics in Human Brain and Behaviour 24 J. Leboutillier

Psychology Literature Review Nancy Johnston 60

PsychologyPSYD66: Current Topics in Human Brain and Behaviour 24 J. Leboutillier Peer Review Nancy Johnston 60

Psychology

PSYC02: Scientific Communication in Psychology 61 J. Dere

Writing a Research Paper/Responding to Popular Psychology Nancy Johnston 45

PsychologyPSYD33: Topics in Abnormal Psychology 23 J. Dere Editing Workshop Sarah King 30

Psychology

PSYC02: Scientific Communication in Psychology 61 J. Dere Writing Clear Sentences Sarah King 30

PsychologyPSYD98: Thesis in Psychology 30 D. Haley Peer Review Sarah King 90

SociologySOCB05 Logic of Social Inquiry 144 R. Salem Reading Critically Sarah King 50

SociologySOCB05 Logic of Social Inquiry 144 R. Salem Writing a Literature Review Colette Granger 50

Sociology SOCC45: Youth and Society 42 R. Jelinek Creating the Concept Map Maggie Roberts 50

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