University of Toronto Teaching Fellowships
2018-19 Fellowship Recipient
The University of Toronto Teaching Fellowships provide faculty members in the Teaching Stream with an opportunity and resources to engage in a two-year pedagogical project of direct benefit to students in a defined area of institutional priority. Through its focus on supporting pedagogical innovation and scholarship through evidence-based practices and engagement with research on teaching and learning, the program promotes the emergence of educational leaders within the Teaching Stream.
Fellowships are open to all faculty members in the Teaching Stream, and provide Fellows with access to a cohort and network aimed at supporting and enhancing the work being undertaken, developing the educational leadership capacity of the Fellows, fostering the culture of teaching at the University of Toronto, and promoting effective teaching practices. Over the course of the two-year Fellowship, each Fellow will receive two half-course releases, $10,000 to support graduate student Research Assistants, and an additional $5,000 for professional development and further project support. A maximum of 5 Fellowships will be awarded every two years.
NOTE: Four Fellowship positions are available during the 2019-2020 Fellowship intake cycle.
Applications require the approval and a signature of support from the head of the sponsoring academic unit. Applications to the “Program (Curriculum-Level) Review or Renewal” stream will also require approval and signature from the Dean (or designate) of the sponsoring division.
The University of Toronto Teaching Fellowship is centered on two complementary Areas of Focus:
- Program (Curriculum-Level) Review or Renewal:
This area of focus is intended for Teaching Stream faculty members who are interested in leading or implementing change focused on curriculum and/or enhancing their academic programs with a lens towards improving student learning experiences. Applicants are asked to identify the areas of review or renewal they intend to focus on, and may align these priorities with outcomes from Quality Assurance Processes.
- Course Renewal or Development:
This area of focus is intended for Teaching Stream faculty members who are interested in renewing or developing a course with a lens towards improving student learning experiences. This area targets faculty members teaching in a wide variety of contexts, including lab and classroom settings.
In addition to these Areas of Focus, prospective Teaching Stream applicants are asked to align their projects with one of four Themes:
This includes, but is not limited to initiatives:
- Building on areas identified in the University of Toronto Student Mental Health Report.
- Focusing on building student resilience.
- Focusing on building specific skills.
Integrated and Work-Integrated Learning
This includes the incorporation of experiential and work-integrated learning into curricula and the development of courses or programs focused on these themes, including but not limited to:
- Designing experiential learning experiences for students.
- Designing integrative or capstone experiences for students.
This includes the incorporation of high impact teaching practices that promote student learning. This could include but are not limited to:
- Creating new, innovative or exemplary teaching processes/practices.
- Applying evidence-informed approaches to and/or integrating research into the design of learning activities, assignments, programs, etc.
- Identifying and designing instructional approaches, aids and tools to support large-class teaching.
- Supporting active learning in an online, hybrid or blended instructional environment.
This includes the development of assessment approaches that align with relevant and desirable program and course level learning outcomes, and that are connected to innovative learning methods and resources. Examples include but are not limited to:
- Providing a mechanism for integrating formative feedback into courses/curricula.
- Exploring assignment scaffolding within or across courses/programs.
- Developing differentiated assessments for learners.
Year 1: Plan and Design
In this phase of the program, Fellows will work with their cohort, the Office of the Vice-Provost, Innovations in Undergraduate Education, Centre for Teaching Support & Innovation (CTSI) staff, and graduate student Research Assistance provided through funding by the Office of the Vice-Provost, Innovations in Undergraduate Education to prepare their project for implementation.
This phase could include an environmental scan and literature review, development of a project research plan, and development of assessment mechanisms to measure the success of the project.
Year 2: Implement and Assess
In this phase of the program, Fellows will implement their project either in the classroom or through a curriculum review process. Using the assessment mechanisms developed in the first phase of the project, Fellows will, with the assistance of graduate student Research Assistance, collect and analyze data. Fellows will also be provided with professional development funding to apply to teaching and learning conferences, or to otherwise disseminate the findings from their work.
Fellowship engagement and professional development: A key goal of the Teaching Fellowship is to enable Teaching Stream faculty to expand their pedagogical leadership capacity. This is achieved through engaging in teaching-focused activities and discussions with colleagues from across the institution, and then sharing back what is learned through collaborations with the Centre for Teaching Support & Innovation, through institutional or divisional events, and with the Fellow’s own unit. As such, over the course of the two-year Fellowship, Fellows are expected to:
- Participate in bi-weekly meetings with the CTSI Director and Associate Director;
- Participate in weekly (10:00-11:00 Monday morning) general staff meetings in CTSI;
- Develop and lead one piece of programming for the CTSI Workshop Series (this could involve the development of a new piece of programming for CTSI or the revision of an existing piece of CTSI programming);
- Generate or contribute to one CTSI resource for instructors (this could involve a new resource, or the revision of an existing resource).
Beyond the above requirements, Fellows may engage in any combination of the following to enhance their pedagogical leadership:
- Meetings and collaborations with CTSI staff, other Teaching Fellows, and appropriate teaching and learning experts;
- Consultations with individual faculty members or departments seeking guidance on related teaching and learning matters;
- Researching, developing, and/or leading new CTSI programming in collaboration with other Fellows, or other U of T colleagues, and/or with CTSI staff
- Researching and/or developing new teaching resources in collaboration with other Teaching Fellows and/or with CTSI staff
- Participation in key teaching and learning initiatives at a departmental, divisional or institutional level
- Participation in institutional and divisional events focused on teaching (e.g. the annual University of Toronto Teaching & Learning Symposium);
- Dissemination of Fellowship project findings.
Nomination & Selection Process
University of Toronto Teaching Fellowships are determined by a process of nomination and selection by a Committee.
Applications will be assessed based on the following criteria.
The Selection Committee includes the:
- Vice-President & Provost (or designate), serving as Chair;
- One representative from the Centre for Teaching Support & Innovation;
- And, four faculty members from both tenure and teaching streams of a variety of ranks, two of which shall be members of the Teaching Academy.
The nomination package includes:
- Nomination letter prepared by the head of the academic unit* for course-level projects and/or by the Dean (or designate) for program-level projects (2 to 3 pages);
- Completed application form (maximum 10 pages);
- Nominee’s teaching philosophy statement (2 to 3 pages);
- Brief biography (500 to 700 words);
- And, a current curriculum vitae.
*Head of the academic unit includes a Principal, Dean, Chair or Academic Director as appropriate.
The deadline is January 17, 2020.
Inquiries about the UTTF should be directed to:
Office of the Vice-Provost, Innovations in Undergraduate Education
Toula Kourgiantakis, Assistant Professor, Teaching Stream, Factor-Inwentash Faculty of Social Work
Kathleen Liddle, Assistant Professor, Teaching Stream, Department of Sociology, University of Toronto Scarborough
Sarah Mayes-Tang, Assistant Professor, Teaching Stream, Department of Mathematics, Faculty of Arts & Science
Fellow: Teresa Kramarz, Assistant Professor, Teaching Stream, Munk School of Global Affairs, Faculty of Arts & Science
Senior Fellow: Carl-Georg Bank, Assistant Professor, Teaching Stream
Department of Earth Sciences, Faculty of Arts & Science
Fellow: Chester Scoville, Assistant Professor, Teaching Stream
Department of English & Drama, University of Toronto Mississauga