Instructional Support Workshops
Instructional Support Workshops are supported by the Teaching and Learning Centre's Educational Developers and offer participants a variety of programs based on their teaching and learning interests and needs.
While these workshops are designed primarily for members of the University community engaged in teaching-related practices, other members of Ontario Tech may enroll in our workshops as part of their professional development.
Register for Workshops
Note for CUT participants
While Certificate in University Teaching participants may attend as many workshops as they wish, only certain sessions are eligible for the mandatory workshop attendance requirement.
This semester's CUT-eligible workshops are listed below. To successfully complete the program, participants must attend at least one workshop from each of the three categories.
In the full workshop schedule, CUT-eligible workshops are marked with a corresponding icon for each category (♦, ♥, or ♣).
- Presenting with Purpose: Designing PowerPoint Templates from the Ground Up
- Back to B(AI)sics
- Leveraging Technology for Inclusive Teaching
- Presenting with Purpose: Pre-Recorded Presentations
- 4Rs in Teaching and Learning: Indigenizing and Decolonizing Practices
- Inclusive Instruction: Humanizing Learning Communities
- From Margins to Belonging: Teaching Through an Inclusive Curriculum
- Providing Feedback in Large Classes
- Moving Beyond Multiple Choice
- Beyond the Grade: Inspiring Motivation in the University Classroom
- Interactive and Engaging Lecture Materials
Please note that additional eligible workshops in each category will be offered in the Winter 2026 semester.
Workshop Schedule + Descriptions
November
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Intro to UDL: The Plus-or-Minus-One Approach - November 6
Intro to UDL: The Plus-or-Minus-One Approach
Date: Thursday November 6, 10:30 am to 12:00 pm
Facilitators: Kevin Johnson and Dr. Lidya SalimLooking to make your teaching more inclusive without overhauling your course? This workshop introduces the plus-or-minus-one approach, a simple strategy for getting started with Universal Design for Learning (UDL) by making small but meaningful adjustments to your instruction.
Learning Outcomes
- Examine the relationship between Universal Design for Learning (UDL) and accessibility.
- Recognize how small adjustments can reduce barriers and support learner variability.
- Apply the plus-or-minus-one approach to making UDL-informed adjustments to your teaching practice.
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Homepage Hospital - November 14 + November 28
Homepage Hospital
Dates: Friday November 14 and Friday November 28, 1:00 pm to 2:30 pm
Facilitators: Dr. Lidya Salim and Miranda VarricchioIn this two-part workshop, participants will learn about the benefits of using a Canvas homepage, explore best practices for creating effective and accessible Canvas homepages, and have an opportunity to design or refine their own!
Part 1 will provide a foundation in pedagogical and design principles that support learner engagement, while Part 2 will be a hands-on session, where you can apply what you have learned or bring what you have worked on for feedback and support.
Learning Outcomes
- Identify best practices for designing an effective and engaging Canvas homepage.
- Apply design principles and formatting tools to create or enhance a Canvas homepage.
- Incorporate accessibility best practices to ensure a Canvas homepage is inclusive for diverse audiences.
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♣ Beyond the Grade: Inspiring Motivation in the University Classroom - November 17
Beyond the Grade: Inspiring Motivation in the University Classroom
Date: Monday November 17, 2:00 pm to 3:30 pm
Facilitators: Dr. Kaitlyn Watson and Miranda VarricchioThere are a variety of ways in which university learners can be motivated: extrinsically, including grades and recognition, as well as intrinsically, such as curiosity and personal interest. In this workshop, we will draw on principles of andragogy and the three learning domains of Bloom’s taxonomy to identify strategies and tools that inspire and motivate learners to engage.
Learning Outcomes
- Identify various extrinsic and intrinsic motivators that influence engagement in the university classroom.
- Apply principles of andragogy in course planning to promote intrinsic motivation.
- Reflect on personal teaching practices to identify opportunities for growth.
♣ CUT-eligible: Special Topics in Higher Education
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Leveraging Peer Feedback Tools for Assessment Design - November 20
Leveraging Peer Feedback Tools for Assessment Design
Date: Thursday November 20, 10:30 am to 12:00 pm
Facilitators: Hannah Atkinson and Lasandra ConliffeThis session will offer support to instructors in designing peer feedback activities that are inclusive and meaningful. We will explore peer feedback tools that help students give and receive constructive feedback during assessments. Participants will engage with tech tools that guide students' learning and growth during peer feedback.
Learning Outcomes
- Examine peer feedback tools for various assessment types.
- Create a peer feedback activity that utilizes Canvas Peer review, Google Workspace or Microsoft 365.
- Support students in developing feedback skills that enhance learning.
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♣ Interactive and Engaging Learning Materials - November 24
Interactive and Engaging Learning Materials
Date: Monday November 24, 1:00 pm to 2:30 pm
Facilitator: Kevin JohnsonEngaging learners goes beyond being an entertaining speaker. This workshop focuses on transforming traditional readings and lecture materials into interactive and engaging learning experiences.
Learning Outcomes
- Apply principles of andragogy when deciding how and when to incorporate interactivity.
- Design engaging pre- and post-class materials to support learning.
- Incorporate interactivity into lecture materials to promote active learning during class.
♣ CUT-eligible: Special Topics in Higher Education