Skip to main content

Conference_logo_draft3

Ryerson Learning & Teaching Conference
Celebrating 70 Years of Teaching Innovation: May 17, 2018

In 2018, Ryerson University celebrates a double anniversary: 70 years as an academic institution and 25 years as a university. Change is constant at Ryerson. Though we have transformed from a polytechnic into a comprehensive university, our commitment to learning and teaching has remained constant for seven decades.

As our mission statement declares, “Ryerson is recognized for the excellence of its teaching, the relevance of its curriculum, the success of its students in achieving their academic and career objectives, the quality of its scholarship, research and creative activity and its commitment to accessibility, lifelong learning, and involvement in the broader community.” For our birthday, we will celebrate our sustained record of excellence and leadership in high-quality teaching and learning.

At this year’s Learning and Teaching Conference, we turn the spotlight on our community of educators, who will demonstrate innovative teaching practices and disseminate new and diverse methods to support faculty and student engagement inside and outside of the classroom.

Early registration for the conference is open now. A detailed schedule will be available on the LTO website at a later point.

Register now!

*** First 250 registrants will be entered in a draw for the chance to win a downtown dining experience valued up to $250 and two Ryerson gift bags!

Keynote Address by Dr. Sheila Cote-Meek

Sheila Cote-MeekSheila Cote-Meek, Ph.D., is Anishinaabe from the Teme-Augama Anishnabai. Author of Colonized Classrooms - Racism, Trauma and Resistance in Post-Secondary Education Sheila is a full professor in the School of Rural and Northern Health and holds a cross-appointment to the Northern Ontario School of Medicine at Laurentian University where she is also the Associate Vice-President, Academic and Indigenous Programs (on sabbatical 2018). As the senior lead on Indigenous initiatives her responsibilities include leading Indigenous academic developments across the disciplines. She has played a lead role in the development of the Indigenous Sharing and Learning Centre, the Master of Indigenous Relations program and the Maamwizing Indigenous Research Institute at Laurentian University.

A leader in Indigenous education Dr. Cote-Meek has focused on bringing about systemic changes that impact Indigenous learners in post-secondary education. In 2016 she was nominated as an Indigenous Role Model for the Council of Ontario Universities Future Further Campaign and in 2103 she was the recipient of a YWCA Women of Distinction Award.

Dr. Cote-Meek is an active researcher and has extensive experience working with Indigenous communities regionally, nationally as well as internationally on social justice, education and health

The 2018 Learning and Teaching Conference will be evaluating proposals for papers and posters based on streams surrounding excellence in learning and teaching. These streams are:

1. Flexible learning and teaching

Research identifies the importance of a flexible learning environment since today’s classrooms include diverse students who learn differently than previous generations and who may require new supports to be successful. This ranges from promoting mental and physical well-being, technology enhanced learning, blended, online or hybrid courses, and universal design for learning (UDL). New methodologies are required about how to engage and better meet the needs of our students. Educators need to use innovative and effective ways to reduce barriers to learning and provide supports for every student to be successful.

2. Connecting the student experience inside and outside of the classroom

Teaching and learning can become inherently spontaneous and student-centered when moved outside the confines of the classroom. When collaborative learning resulting from the unique relationships formed outside the classroom merges with the “deep” learning that occurs when students practice “in the real world,” international or experiential learning is unmatched in its learning potential.  These experiences can include high impact practices such as internships, community-based learning, and capstone projects, as well as working with other units on campus such as student affairs to improve the work-life balance and educational experience of our students.

3. Inclusive teaching

Inclusive teaching strategies refer to a number of teaching approaches addressing the needs of students with a variety of backgrounds and abilities. These strategies contribute to an overall inclusive learning environment, in which students feel equally valued. While instructors may strive for culturally neutral and inclusive classrooms, students cannot merely dismiss their sociocultural identities. We must employ new and innovative strategies to understand social identities and to anticipate and be proactive to tension, which may occur in the classroom.

4. Alternative assessments and course design

Many Ryerson faculty are highly innovative, but what does innovative mean and how would you design and implement an innovative course? For example, Ryerson faculty are implementing new ways to assess student mastery of material beside traditional tests. How are these methods used and are they successfully in reducing stress while raising retention and performance? Share what you have done, what you are trying, or what you would like to do to innovate your assessments and course design.

5. Teaching reflections

Ryerson has been an academic institution and a leader in higher education for seventy years. Across decades, Ryerson has witnessed huge changes in economics, politics, demographics, religion and technology, which has altered how we do business, how we live, how government functions, and how we teach and learn. We have the opportunity to look backwards and forwards to see how teaching and learning has morphed. What has worked, what has failed, what are past trends and what are current trends? We welcome our entire community of practice to tell their stories and create a narrative of the past, present, and future of education and higher learning. How will Ryerson be proactive and effectively use change to increase our impact as educators?

Faculty, instructors, graduate students and staff are invited to submit proposals for:

  • Shorter concurrent session (20 minutes)
  • Longer concurrent session (50 minutes)
  • Poster session (to be displayed at the cocktail reception from 4:45-6:30pm)


The Call for Proposals is now closed.

Please direct questions to Mary Chaktsiris (mary.chaktsiris@ryerson.ca).

Please note

  1. Submissions are peer reviewed by faculty reviewers and learning and teaching staff.
  2. Abstracts should be no more than 250 words.
  3. The criteria for submission review and selection include -
    • Clarity and coherence of submission
    • Clarity of objectives and learning outcomes
    • Contribution to scholarship and/or innovative educational practice
    • Presentation approach and the level of participant engagement
    • Relevance and usefulness to the intended audience
    • Relevance to the conference theme

Author Guidelines

All abstracts must be submitted electronically to the Learning and Teaching Office via the online submission form. Please follow all submission guidelines.

Contact Information

The first author/presenter will be considered the contact for all further communications. It is up to this author to inform co-presenters of abstract submission outcomes. The first author must provide their full name, institutional position, institution, department, email address (required) and telephone number. This author must also indicate the number of co-presenters who are going to present or are listed as authors on the session. For each co-presenter, their name and department must be provided. You may provide information for up to 10 co-presenters.

Session Description

Indicate whether you are submitting a poster, or presentation. You will be required to place your abstract in the space provided. The maximum number of words for this abstract is 250.

  • For the concurrent session, abstracts should indicate the purpose of the session, methods to be used in the session, expected outcomes of the session and what the participants should learn from the session.
  • For the poster sessions, abstracts should indicate the purpose of the poster, methods used in developing concepts or research, outcomes and conclusions.

 

Technology

Available technology is the standard presentation technology found in the classroom. We regret that we cannot take personal AV orders beyond the technology in the PTEC classrooms. Please be sure to bring your presentation on a memory stick, for easy access to the technology. Presentation technology will not be provided for the poster session.

Communication

Your submission will be peer reviewed by two independent reviewers. Outcomes of this review will be emailed to the first author/presenter. We regret that we can only email the first presenter and thus the first presenter should inform all co-presenters of the outcomes.

Concurrent Sessions

  1. All rooms are equipped with full PT podiums. If you are using a Mac laptop and would like to connect it to the podium, please bring your own adapter.
  2. Please bring your markers with you.
  3. Volunteer moderators (graduate students) will be available for your session - they will do the introductions of those who are presenting also will act as a time keeper.
  4. If you wish to have your session evaluated by those attending, please bring your own evaluation forms with you.
  5. Please manage the timing of your presentation, presentations will be running consecutively.

Poster Session

The Ryerson Learning & Teaching Conference Committee warmly invites all in attendance to the Poster Presentations and Cocktail Reception.

This session will give everyone attending the conference the opportunity to meet you and see your posters. Here's the basic information you need to plan your poster.

Display tables will be rectangular and have enough space to display two posters. Tables will generally be shared by two presenters. We will provide 36" x 48" presentation boards, which fold into three panel sections.  

For guidance in preparing your poster, download our handout on Creating an Academic Poster [pdf].

For more information, check out Creating Effective Poster Presentations.

Be innovative. Look for a different approach to the poster presentation while staying within the spirit of the conference theme. Use text sparingly and consider more graphic and visual forms of communication. If you wish to provide a more detailed text, consider a handout, electronic mailing list, or other forms of extension.

Be interactive. Explore ways beyond the traditional 'conversation at the table' to involve participants in active learning and promote interaction with your poster. Identify learning outcomes and plan interactions that will foster the achievement of those outcomes. Some possibilities from recent conferences include interactive "draw-on" posters, encouraging additions by sticky-note, including puzzles or participant challenges to your poster.

All posters presented at the conference will be considered for The G. Raymond Chang School of Continuing Education Poster Competition and will be eligible to receive The G. Raymond Chang Trophy.

 

Past Faculty Conferences

See our archived page for the 2017 conference.