February 2024

1. Learning Enhancement Fund (LEF) Proposals Due March 8, 2024
2. AVPA SoTL Grant Proposals Due March 29, 2024
3. TLI Call for Proposals, Reviewers and Volunteers Due February 16, 2024
4. Graduate Student Workshop on Inclusive Teaching 101: Registration Open
5. Featured SoTL Snapshot

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Learning Enhancement Fund (LEF) Proposals Due March 8, 2024 

The LEF invites submissions designed to support any aspect of curriculum renewal and innovation that is scalable and sustainable. We encourage evidence-based projects that enhance learning through technology, improve accessibility, decolonize and Indigenize curricula, incorporate practices to strengthen student mental health and well-being, integrate experiential learning, improve equity, diversity, and inclusivity in teaching, innovate curricula, and improve engagement in remote teaching and learning and related ideas.

Please submit your proposal via email to the AVPA’s office no later than 5:00 PM March 8th, 2024, using the downloadable proposal and budget templates available on the OTL LEF website.

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AVPA SoTL Grant Proposals Due March 29, 2024  

The goal of the Associate Vice-President (Academic) AVPA Grant for the Scholarship of Teaching and Learning (SoTL) is to encourage and support scholarship that informs and enhances learning experiences, teaching practices, and educational development within and across disciplines by providing financial support for research projects. The AVPA SoTL Grant competition considers submissions designed to support any aspect of SoTL. 

Please submit your proposal via email to the AVPA’s office no later than 5:00 PM March 29, 2024, using the downloadable proposal and budget templates available on the OTL AVPA SoTL Grant website. We welcome and look forward to new AVPA SoTL Grant applicants. 

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TLI 2024 Call for Proposals, Reviewers and Volunteers Due February 16, 2024 

A reminder that the Call for Proposals, Reviewers and Volunteers for the 35th Teaching and Learning Innovations Conference closes tomorrow, Friday February 16 at 11:59pm! We welcome proposals related to the theme of transformative learning as it weaves through the learning experiences of students, faculty and staff. 

Registration information and other conference details will be released in March 2024.  

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Graduate Student Workshop on Inclusive Teaching 101: Registration Open

Inclusive Teaching 101 Workshop

Tuesday, March 5, 2024, between 3:00 PM - 5:00 PM (hybrid)

Register for the Workshop Here

Are you ready to embark on a transformative journey towards creating inclusive and welcoming classroom environments? Join - "Inclusive Teaching 101” a dynamic workshop that delves into the heart of Equity, Diversity, and Inclusion (EDI) principles in education! In this session, we will explore the essential tools and strategies to make your classroom a haven of acceptance and understanding. From fostering a culture of respect to embracing diverse perspectives, we'll equip you with the knowledge and skills to champion inclusivity at every turn. Connect with fellow teaching assistants, share experiences, and leave with a renewed sense of purpose to champion inclusivity throughout your educational journey. The workshop will run virtually as well as in person on the ground floor of McLaughlin Library in Room 103 (Here’s a map!). 

To learn more about our other workshops and for additional details, please visit our Graduate Student Programming webpage. 

Please send any questions/inquires to gtc@uoguelph.ca

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Featured SoTL Snapshot

Digital badges (or microcredentials) can document a student’s new skillset (e.g., communication skills, leadership behaviours and critical thinking aptitudes) and progress towards gaining new knowledge. Badges can provide an alternative or a supplement to traditional academic transcripts which typically focus on grades so that potential employers have insight into students’ skills beyond content mastery. This SoTL Snapshot summarizes research suggesting that skill-based badges have a greater impact on students’ motivation compared to badges given for participation. Motivation can be even higher if the badges match the learners’ goals (e.g., gain professional competencies, gain leadership skills valued by potential employers) to attain credentials. 

How to Implement this Research in Your Classroom: 

• Identify student needs and learning goals, so that badges ensure the attainment of the desired skills. 

• Be intentional in the design of badges so that they are context-specific and align with the bigger goals and learning objectives of the institution. 

• Be clear about the currency in the badges so students know badges and skills gained are transferable beyond the classroom. 

To learn more about similar teaching and learning topics, please visit our SoTL Snapshot Page.