The event, co-hosted by The Centre for the Advancement of Teaching and Learning, Stu Clark Centre for Entrepreneurship, IDEA START, and Partnerships, Knowledge Mobilization and Innovation, brought our UM community together to learn about entrepreneurship in various forms.

After an inspiring welcome from UM Chancellor, David Angus, four faculty members shared their experiences applying entrepreneurship and innovation:

• Associate Professor Kathy Yerex, Dr. Gerald Niznick College of Dentistry, shared about a new module in the Dental Hygiene program to help students develop skills for professional innovation and small business.
• Dr. Wenxi Pu, Asper School of Business, shared about his new research method that uses linguistic analysis of U.S. media, supported by machine learning algorithms and AI, to reveal cultural attitudes about entrepreneurship.
• Dr. Stephane McLachlan shared how his work in Indigenous data sovereignty led him to create a social enterprise that supports an app called Our Data Indigenous.
• Dr. Geoff Tranmer shared about the journey to create Borotherapeutics, an early-stage drug development company that seeks to develop boron-based therapeutics particularly focused on ALS disease.

Attendees also heard brief introductions from the units on campus that support entrepreneurship in all its forms:

• Janine Carmichael, Faculty Specialist, Entrepreneurship, The Centre for the Advancement of Teaching and Learning
• Debra Jonasson-Young, I.H. Asper Executive Director, Stu Clark Centre for Entrepreneurship
• Moe Levy, Director, IDEA START
• Dr. Loren Oschipok, Director, Partnerships, Knowledge Mobilization and Innovation

November marked the third annual Entrepreneurship & Innovative Thinking Month at the University of Manitoba. Along with the symposium, the month featured events, initiatives and highlights of how entrepreneurship and innovative approaches can support the pursuit of big ideas to help make the world a better place.

Check out the latest Entrepreneurship & Innovative Thinking Report on Activities for 2024/25.

This is a key focus of UM’s digital strategy as the university makes advances towards creating a digital environment that is responsive and accessible to learners, instructors  and support staff of all abilities.

When we make accessibility the universal approach, everyone benefits – regardless of whether they have a disability or not.

Consider: a non-native English speaker who uses captions to understand video content, or a user with unstable internet who connects via on low-bandwidth websites, or a busy employee who saves time using Copilot to organize their meeting notes.

Digital tools offer some of the most intuitive ways to improve equitable access. Here are some of ones currently available to UM students and employees.

Learning without barriers

Available to all current students, Student Accessibility Services should be the first point of contact for any student with a disability.

They offer accommodation plans tailored to each student, but some of the common requests involve exams, note taking and assistive technologies. This is where digital tools can play an invaluable role, giving students free access to software and apps that can help them succeed in the classroom.

For example, a student who is not a visual learner or has a reading disability could benefit from audio formats of textbooks or reading software to support comprehension, attention and focus.

Artificial intelligence (AI), when used appropriately, can also be a useful tool to help students stay organized and prepare for tests. Some of the apps recommended by the SAS are JamWorks, Quizlet, and OneNote, which can include AI-assisted notetaking capabilities, customized accessibility profiles (e.g. for ADHD or vision impaired users), and the secured capacity to summarize lectures and create action plans from them.

Teaching for all learners

The Centre for the Advancement of Teaching and Learning supports faculty with integrating accessible practices into courses. Yuja-Panorama is a multi-faceted tool available to all employees. This tool can analyze current course material, generate reports that flag accessibility concerns and make recommendations to improve them.

For those looking to refine their approach or build accessibility into new materials, The Centre offers hands-on training using UM Learn and other UM-supported tools to develop content with accessible design principles in mind. These workshops happen regularly and are led by staff trained in universal design – a learning philosophy that aims to reduce barriers so all students can engage in meaningful learning. Faculty can also request individual support through accessible course design coaching.

Communicating equitably

In our daily work at the university, all of us will communicate and share information with others and there are a variety of tools available to help us do this in ways that are accessible to everyone.

All employees have access to M365 which includes apps with speech-to-text features for dictating and transcribing, virtual assistance with organizing meeting notes and creating accessible documents. Training on these tools is offered regularly through Learning and Organizational Development.

For those who share information on the university’s website or intranet, there are resources outlining best practices for formatting content, including images and links, in accessible ways.

SiteImprove is a website monitoring tool that UM content authors can use on a regular basis to identify and update their site to meet accessibility standards. Since it was adopted by the university in 2024, umanitoba.ca has increased its accessibility score by 37 per cent.

This article is part of the university’s ongoing efforts to develop our shared UM digital future, as part of the university’s digital strategy. Those interested in learning more about digital technology in the education environment can check out the following resources:   

Workshops at The Centre
Manitoba Flexible Learning Hub 
LOD Courses: practical, hands-on training for M365, accessibility tools and more.  
Digital Community of Practice: a forum to promote best practices and build common capabilities across UM in digital technology.  
Power Platform Community of Practice: a place for citizen developers using Microsoft’s Power Platform suite of tools to come together and share ideas, projects, and best practices.

UM’s approach to responsible digital innovation aligns with priorities in MomentUM: Leading change together, UM’s 2024–2029 strategic plan. Through the Digital Governance Council, we strengthen the digital systems that support ethical innovation and knowledge sharing across communities.

This year’s STRR reception was held on May 5, 2025 with Cody Buhay selected as the Faculty of Law’s Outstanding Student. In turn, Buhay chose his Grade 11 and 12 Math and Chemistry teacher, Sabrina NganTian-Angeles and UM Faculty of Law Clinical Counsel, Allison Fenske as teachers who had the most lasting impact on his education and life.

“Both of these teachers have taught me the same and valuable life lesson: the power of compassion,” Buhay said in his reception speech, explaining that he chose law as a career because he wanted to have a career where he could help people by using his critical thinking skills.  

He was drawn towards criminal defence law because it involved advocating for marginalized people who could not advocate for themselves. “The most important thing I’ve learned to best prepare to practice in this area of law is to have compassion for clients,” he said.

…Fenske taught me about the importance of compassion for clients when working as a lawyer. In her classroom, compassion was not just talked about. It was demonstrated.
– Cody Buhay, 3L

When he was chosen as the Faculty of Law’s most outstanding student for The Centre’s STRR event, Buhay chose NganTsen-Angeles and Fenske because they best taught him the power of compassion. In high school, Buhay shared that he was not a very good student. “I would describe myself as a bit of a trouble-maker back then. I tested patience and pushed boundaries. However, Madame NganTsen-Angeles never gave up on me. Instead of frustration, she met me with kindness and calm, day after day.”

In retrospect, he said, “I will always remember the kindness that Madame NganTsen-Angeles showed me and I will try to carry that forward to my future clients.”

STRR awards 2025 outstanding law student Cody Buhay (middle) with (left to right) Dr.  Jennifer L. Schulz, Faculty of Law Associate Dean (Academic), Sabrina NganTsen-Anderson (K-12), Allison Fenske (post-secondary) and Dr. Diane Hiebert-Murphy, UM VP Academic.

When considering his post-secondary instructors, he realized that it was Fenske who best taught him about compassion. Fenske was his supervisor at the University of Manitoba Community Law Centre UMCLC during the summer after his second year of law school, and then taught him throughout his clinical experience course at UMCLC during his third year.

“[Allison] Fenske taught me about the importance of compassion for clients when working as a lawyer. In her classroom, compassion was not just talked about. It was demonstrated,” he said. “She taught me that being a good criminal defence lawyer means more than knowledge of the law. It means understanding your clients. Many come from socially disadvantaged backgrounds. They might not trust easily or communicate clearly. Some may have things going on in their lives that prevent them from fully engaging in the legal process. Despite these challenges, these clients still deserve to be heard and understood.”

More than once, Fenske reminded him of the importance of compassion when working with specific clients. She especially reminded him to “give clients some grace and the benefit of the doubt.”

He concluded, “Both of these educators that I have spoken of tonight have taught me that compassion is not a weakness: it is a strength. And it is one I will carry with me as I pursue a career in law.”

Please watch Cody Buhay’s full speech (starting at 1:12:20) on the University of Manitoba’s YouTube Channel.

A collaborative project between IDEA START and The Centre for the Advancement of Teaching and Learning, the IDEA START Podcast amplifies voices from across disciplines and corners of campus.

Hosted by Rajeev Koyal of IDEA START and Janine Carmichael of The Centre for the Advancement of Teaching and Learning, each episode dives deep into the stories and ideas that demonstrate UM’s innovative spirit and meaningful support.

“We created this podcast to celebrate and connect with the many people across campus who are reimagining what is possible,” says Koyal. “It’s also a space to learn from each other and to make the work of innovation more visible.”

Highlights from Season One:

• UM President Dr. Michael Benarroch shares his vision for entrepreneurship and entrepreneurial learning at UM.
• The 100^Th UMSU President Divya Sharma and UMSU General Manager Thomas Blumer introduce UMSU Ventures – a new space to help student entrepreneurs bring their venture to life on campus.
• Debra Jonasson-Young, Director of the Stu Clark Centre for Entrepreneurship, outlines key supports for students of all disciplines.
• Dr. Brenda Stoesz, who leads the Science of Teaching and Learning Team shares how Virtual Reality is being used to reimagine faculty development.
• Dr. Loren Oschipok, Partnerships, Knowledge Mobilization and Innovation Office Director dives into strategies for protecting and advancing intellectual property.

With episodes running approximately 30 minutes, the podcast is designed for busy students, faculty, staff, and alumni who want to stay inspired and connected.

Where to Listen

The IDEA START Podcast is available on all major platforms: Listen or watch on YouTube, Yuja, or listen on Spotify. New episodes drop monthly during the academic year.

“Whether you’re launching a venture, integrating creativity into your teaching, or just curious about how innovation shows up and is supported at UM, there’s something in these stories for you,” says Carmichael.

To listen or learn more, visit IDEA START Podcast.

Do you have guest suggestions for Season 2? Reach out to Rajeev Koyal or Janine Carmichael.

Students shared powerful reflections on the impact their chosen teachers had on their lives, highlighting the dedication, compassion, and humour these educators brought to the classroom. For some, the most influential teachers were also the toughest—those who held them to high standards because they genuinely believed in their ability to succeed.

“My mom went to a parent-teacher conference. I had an excellent report card—except for all the classes I had with one teacher, Ms. Margaret Wiens. My grades in her class were thirty percent lower than every other class,” shared Christine Hay, the outstanding student selected from the Faculty of Education. “The rural school I attended was a Grade 4 to 12 school, with no high school art programming at all. Margaret Wiens was a teacher who saw the value of art in education. So, when I decided in Grade 12, four years later, that I wanted to apply to the School of Art at UM with no arts training at all, it was Ms. Wiens who learned how to build an entrance portfolio and mentored me through the entire process—during her lunches, her preps, and after school. I did end up getting direct entry into the School of Art. It is with deep gratitude that I stand here today and thank you, 23 years later, for showing up every day with grit, for showing me grace, and for being an example of how I hope to show up for my future students.”

Left image from left to right, Yvonne Fenner, College of Rehabilitation Sciences, Occupational Therapy, outstanding student, Ms. Margaret Hart, College of Rehabilitation Sciences, Occupational Therapy, outstanding teacher. Right image from left to right, Mr.  Ron Constant, Joe A. Ross School, outstanding teacher, Yvonne Fenner, College of Rehabilitation Sciences, Occupational Therapy, outstanding student

This year’s Students’ Teacher Recognition Reception was held on May 5 bringing together students, their selected teachers, faculty representatives, and invited guests for an afternoon of meaningful celebration. The event was hosted by The Centre for the Advancement of Teaching and Learning and emceed by the Centre’s Director, Dr. Erica Jung.

Dr. Diane Hiebert-Murphy, Provost and Vice-President (Academic) brought greetings and shared her own reflections on the educators who made a lasting impact in her life. “I think back to my high school teachers’ who encouraged me to recognize potential that I didn’t fully see in myself, and some University Professors who helped shape the direction of my academic life, and ultimately my professional life. These individuals will never fully appreciate or know the impact that they had on me, but I certainly think about them every year when I come to this reception.”

Throughout the afternoon, students spoke not only about the academic guidance they received but also the personal support their teachers offered—support that extended beyond the classroom. Many shared stories of educators who cared deeply, often becoming mentors, role models, and even friends.

Yvonne Fenner, the outstanding student from the College of Rehabilitation Sciences, spoke with heartfelt appreciation about the many ways her selected teachers supported her. “It wasn’t only the educational part of this journey that she helped me with. Ms. Margaret Hart was there for me on a personal note, as I have called on her many times in the last two years.” Ms. Margaret Hart, a First Nations Indigenous educator in the health sciences, shared that the presence of Indigenous students carries deep personal significance. “I’m there to nurture the students’ learning, but also, I’m there to nurture their identities too”—a sentiment that reflects a commitment not only to academic growth but to personal and cultural growth as well.

Following the ceremony, attendees had a chance to mingle, take photos, and reflect on the meaningful connections that helped shape their journeys.

Faculty of Law student Alessandro Potenza put it best: “I know that we were not uniquely smart, but instead, that we had a uniquely exceptional teacher.” A sentiment echoed by many—while talent may open the door, it’s great educators who help students walk through it.

For a full list of award recipients, please visit our webpage.

 That’s the advice Colleen Webb, Senior Team Lead – Development and Consultation, at The Centre for the Advancement of Teaching and Learning has for faculty who’d like to enhance their teaching with technology. 

“Enhance” is a word that Webb is clear to use while emphasizing the fact that technology is a tool that plays a supportive role in education. 

During the pandemic, technology became a necessity as educators had to find ways to incorporate it when in-person learning was not an option. Those circumstances sparked a curiosity that continues today. 

“Now that instructors have had the chance to use technologies and are comfortable with it, many want to take their teaching with technology to the next level,” explains Sol Chu, Team Lead – Learning Technologies and Solutions at The Centre, who consults on UM’s learning management system as part of his role. “We’re getting more requests from instructors for analytics from UM Learn so they can see how students are actually doing in their class. ‘Where are the students not meeting the minimum grade? Where am I not reaching the students?’ They’re trying to connect the dots and then create the relationships between the content they’re teaching and where students are feeling disconnected.” 

 The pervasiveness of generative AI has also made its way into the classroom, with some faculty using it to help students understand foundational mathematical concepts or practice their communication skills as future healthcare professionals. Exploring other tools, the College of Nursing has integrated virtual reality into its training to build confidence and competence. 

Synchronous tools have also become popular with the return to in-person learning, explains Jonathan Kennedy, Team Lead – Flexible Learning Support, The Centre. 

“Prior to the pandemic, our online platforms were primarily being used in an asynchronous manner, and that was really putting materials up and students would consume them later. Now, the big growth is around augmenting traditional methods with synchronous tools. Because we acquired some of these tools during the pandemic – Zoom, WebEx – there’s an expectation around a seamless end-to-end experience as opposed to separate tooling. To be able to arrive in one place and have it connected.”  

Kennedy sites engagement tools like Mentimeter and iClicker which can help guide instruction in real-time based on students’ feedback.  

Professor (Ranjan) R. Sri Ranjan has been using synchronous technology in his classes for years and now teaches workshops through The Centre for faculty. His primary tool is an iPad, which he calls the “Swiss army knife of teaching technology” that helps transform his courses into a “smart classroom.” 

By connecting it to a data projector, he can turn any classroom on campus into a multimedia experience for students using a variety of third-party apps. The effect is a seamless integration that replaces several classroom technologies such as a slide projector, whiteboard, multimedia player and document camera. 

“My subject material covers irrigation systems, canals, dams and other structures. I use the Google Earth app to “fly” my students to different parts of the world to zoom in and show these different systems,” he explains.   

“I use an Apple Pencil digital stylus with the Notes Plus app as my whiteboard to draw in multiple colours and elaborate on the bullet points in the slides. These handwritten notes can be converted to text instantly and can also be electronically searched. The notes for the day can be exported as an image or PDF file and uploaded to the course website for access by students. There is also the ability to audio-record these notes within the Notes Plus app while the class is in progress.” 

As technology evolves, and instructors seek to engage with the technology for teaching, UM continues to support its use in the classroom. Webb anticipates faculty will continue to focus on using tools that are valuable in the context of their own teaching and learning environments, rather than adopting tools because they are trendy.  

Kennedy adds that with more learning interaction data becoming available, he expects this will support personalized learning journeys so educators can meet students where they are even more.  

This article is part of the university’s ongoing efforts to develop our shared UM digital future, as part of the university’s digital strategy. Those interested in learning more about digital technology in the education environment can check out the following resources:   

Workshops at The Centre
Manitoba Flexible Learning Hub 

LOD Courses: practical, hands-on training for M365, accessibility tools and more.  
Digital Community of Practice: a forum to promote best practices and build common capabilities across UM in digital technology.  
Power Platform Community of Practice: a place for citizen developers using Microsoft’s Power Platform suite of tools to come together and share ideas, projects, and best practices.  

UM’s approach to responsible digital innovation aligns with priorities in MomentUM: Leading change together, UM’s 2024–2029 strategic plan. Through the Digital Governance Council, we strengthen the digital systems that support ethical innovation and knowledge sharing across communities.

Generative AI in Teaching and Learning

Date and time: Wednesday, March 5, 9:00 a.m. to 12:00 p.m.

This workshop focuses on ethical and responsible instructional uses of generative artificial intelligence (genAI) to support student learning in higher education. Participants will gain a foundational understanding of how genAI works and explore its capabilities, limitations, and ethical issues. The core of the workshop will involve discussion about basic learning theories supported by the cognitive sciences and how genAI can enhance and hinder the learning process. Through individual and group reflections, discussions, and activities, participants will critically assess how to use genAI ethically and responsibly in ways that support student learning.

Register for the Generative AI in Teaching and Learning workshop

Teaching and Learning Research Colloquium Series: Session 3

Date and time: Thursday, March 6, 1:00 p.m. to 2:00 p.m.

The 2024/25 Teaching and Learning Research Colloquium Series shares the important work of University of Manitoba scholars and educators, whose research sheds light on student support needs, barriers to support seeking, and strategies for supporting students’ learning. Over a series of three research talks, faculty, instructors, and support staff will learn from and with each other about supporting diverse learners. Each talk will be followed by a discussion period and refreshments.

Session 3:

Barriers to Support: Metastereotypes and Help-seeking Among International Students

International students face unique challenges adapting to living and studying abroad, which may influence various aspects of their postsecondary studies. The resources and support services offered by university staff, instructors, and classmates are, therefore, essential for academic success and an overall positive university experience for many international students. Dr. Matthew Quesnel’s work examines how international students’ metastereotypes of how they are viewed by Canadian faculty, staff, and students on their campus, predict whether they seek out peer support and support services offered by their postsecondary institutions. In this session, Matthew will share his research findings on international students’ metastereotypes and its relationship to their help-seeking on campus and explore how this can inform strategies for fostering a more inclusive campus environment, promoting international students’ help-seeking and academic success and well-being on campus.

Register for the Teaching and Learning Research Colloquium, Session 3

Pedagogies of Care: Science of Learning – Firing and Wiring the Neurons

Date and time: Thursday, March 13, 10:00 a.m. to 10:50 a.m.

Join us for a series of four monthly 50-minute sessions designed for graduate students, instructors, and professors committed to exploring pedagogies of care. These sessions offer strategies that foster care, inclusion, and broaden perspectives in higher education, including insights into how brain science can enhance teaching effectiveness. Each session will provide practical tools for creating inclusive, engaging, and empowering learning environments, drawing on research into neural connections, brain plasticity, and how these processes affect learning, memory retention, and student engagement. Whether you’re teaching in-person or in an online format, this series will equip you with neuroscience-based strategies and pedagogical approaches that cultivate caring and inclusive educational spaces.

During the Science of Learning – Firing and Wiring the Neurons session:

• Participants will discuss the basic principles of how brain processes, such as neural connections and plasticity, influence learning and memory retention.
• Participants will explore brain-based strategies to their teaching methods, fostering environments that enhance cognitive engagement and student learning.

Register for the Pedagogies for Care workshop

Knowledge Transfer: Transitioning from Classroom Learning to Clinical Application

Date and time: Thursday, March 13, 12:30 p.m. to 1:30 p.m.

Specifically relevant for Clinical Educators: Effective knowledge transfer from the classroom to the clinical setting is an ongoing goal of didactic teaching.  Effective knowledge transfer ensures that students perform well not only in their academic journey, but also after graduation when they enter their respective fields. If you would like to learn best practices for enhancing the process of transferring knowledge, this workshop will provide strategies to promote this important aspect of learning.

Register for the Knowledge Transfer workshop

Manitoba Academic Integrity Network (MAIN) Speaker Series

Date and time: Thursday, March 13, 2025, 6:00 p.m. to 6:55 p.m.

The Centre is excited to host the 2024-2025 Manitoba Academic Integrity Network (MAIN) Speaker Series, a collection of six professional development opportunities related to academic integrity. A Certificate of Completion will be awarded to individuals who register and attend all six sessions in this series. Visit the Manitoba Academic Integrity Network Speaker Series website for more details.

Session 6: Transforming Assessment Practices in Higher Education with the AI Assessment Scale (AIAS) 

As the use of Generative Artificial Intelligence (GenAI) technologies have become increasingly ubiquitous in higher education, and institutions must equip students with the skills and knowledge necessary for an AI-driven future. Although some institutions have attempted to ban the use of these tools and enforce this through an AI text detection strategy, this session proposes an alternative solution to this challenge. The AI Assessment Scale (AIAS) developed by Perkins et al. (2024), offers a flexible framework for incorporating GenAI into educational assessments while promoting academic integrity and ethical use of these technologies. It consists of five allowable levels of AI use in submitted assessments, ranging from ‘No AI’ to ‘AI Exploration’, enabling educators to design assessments that focus on areas requiring human input and critical thinking. This intervention will explore the challenges of attempting to use a detection-based approach to dealing with GenAI use in assessments, introduce the AIAS as a possible alternative, and discuss the findings of a pilot study of the AIAS at British University Vietnam which has demonstrated significant benefits in reducing misconduct and supporting student engagement and attainment. 

Register for the MAIN Speaker Series, Session 6

Small Shifts, Significant Gains: March Session

Date and time: Monday, March 17, 12:00 p.m. to 1:00 p.m.

Looking for ways to revitalize your teaching but don’t have time for a big redesign? In Small Teaching, author James Lang argues that small changes in classroom techniques and activities can have big impacts on student learning. Join our sessions to hear practical teaching strategies from faculty guest speakers. Bring your questions and your lunch.  Leave with ideas that you can implement right away in your courses! 

Lightning Presentation Speakers:

• C. Lee Anne Deegan from the Faculty of Social Work presents: Centering Collaboration: Applying Relational Values to Reimagine Group Work
• Cheryl Glazebrook from the Faculty of Kinesiology and Recreation Management

Register for Small Shifts, Significant Gains: March Session

Experiential Learning Community of Practice Monthly Meeting: Leveraging AI to Enhance Experiential Learning

Date and time: Wednesday, March 19, 2:30 p.m. to 3:30 p.m.

The Experiential Learning Community of Practice is a growing network of UM faculty, instructors, and staff passionate about experiential education.

Monthly meetings:
Join our monthly meetings to build relationships with other Community of Practice members, explore best practices and innovations, and participate in engaging conversations.

Leveraging AI to Enhance Experiential Learning:
This month, we’ll explore how AI can enhance experiential learning, showcasing the innovative ways instructors are integrating AI into their teaching. Join us for a dynamic, facilitated discussion that will dive into the benefits and challenges of AI in experiential learning and celebrate the impactful work happening in this field.

Register for Leveraging AI to Enhance Experiential Learning

Incorporating the Seven Sacred Teachings into Classroom Teaching Strategies and Giving Feedback

Date and time: Thursday, March 20, 9:00 a.m. to 11:00 a.m.

This workshop will focus on an introduction to the Seven Sacred Teachings and how to incorporate them in day-to-day teaching strategies.  This workshop will also focus on how to deliver strength-based feedback. We will also put strategies into practice with scenarios.

Register for the Incorporating the Seven Sacred Teachings workshop

Universal Design for Learning in Practice: Recognize Expectations, Beliefs, and Motivations

Date and time: Thursday, March 27, 12:00 p.m. to 1:00 p.m.

Join us for the last Thursday of each month in an ongoing series, where participants will review discreet elements of Universal Design for Learning (UDL). Participants will work together to develop pedagogical practices that align with the UDL principle being discussed that month.

Topic: This session will focus on CAST’s UDL principle of recognizing expectations, beliefs, and motivations and how it can be directly applied to pedagogical practice. There will be a brief presentation of the core elements of this principle followed by a question-and-answer session where participants can collaborate with the facilitator to develop their practice. 

Register for Recognize Expectations, Beliefs, and Motivations

Applications are currently being accepted for two funding streams:

SoTL Seed Project: Up to ten projects will be funded to a maximum of $6,000 each to explore various aspects of teaching and learning as they relate to student outcomes. The SoTL project must be completed within one year.

SoTL Major Project: A maximum of $25,000 is available for up to three large-scale interdisciplinary SoTL research initiatives. Priority will be given to applicants who previously received SoTL Seed funding. The SoTL project must be completed within 18 months and supported with matching or in-kind funds from the principal investigator’s department or faculty.

The application deadline for both funding streams is March 31, 2025.

Interested applicants should check with their department or faculty to find out whether there is an earlier internal deadline for their unit. During the application preparation, applicants are encouraged to connect with the SoTL Team at The Centre for the Advancement of Teaching and Learning.

Find the full call for applications and application form on the Provost’s intranet site.

Learn about the 2024 SoTL recipients and projects funded in this UM Today story.

Gradual change path  

If you’re looking to make changes at a gradual pace, the series Small Shifts: Significant Gains might be the right choice for you. In this brown-bag lunchtime series, you’ll learn about the micro improvements UM colleagues have made to their practices and discover how you can apply them.  

“This series is packed with beneficial components to make it well worth the one-hour time commitment,” says Anna Nekola, Education Developer and session facilitator. Each session includes 2-lightening presentations (less than ten minutes each) and extensive connection time. The sessions were designed intentionally to build stronger UM instructional support. Nekola explains, “By creating spaces where instructors share teaching wisdom and intermixing departments and disciplines, we are also seeking to foster faculty community across the campuses of UM.” Nekola continues, “Our faculty are terrific teachers and it’s really exciting to see all the innovative, practical strategies they are using on a daily basis.”   

Begin a small but powerful journey by registering for a Small Shifts: Significant Gains session. 

Removing barrier path 

Are you interested in learning how to reduce barriers to learning in your classroom? The new workshop series Universal Design for Learning in practice is the choice for you. Each session is stand alone and focuses on one UDL element, helping you integrate UDL concepts into existing course materials while gradually including UDL into your course design. “Taking the time to work through an individual UDL principle will help you understand where there are barriers in your practice.” says facilitator Johnathan Bevan, an Educational Developer with The Centre. 

Begin your UDL journey with session one: Optimize Relevance, Value, and Authenticity Learn more about the series in the UM Today story Explore how to apply Universal Design for Learning in the classroom.  

Planning pedagogical research path 

Are you a faculty member looking to explore pedagogical research? Then the Plan your SoTL Study workshop is a great way to start your journey. “It turns curiosity about teaching into action, helping educators craft thoughtful research questions, design impactful studies, and uncover the stories hidden in student learning outcomes—transforming classrooms into spaces of discovery and innovation.” says Halyna Malyk, SoTL Developer. 

Join the Scholarship of Teaching and Learning path by registering for Plan your SoTL Study  

Learning foundational teaching skill path

Are you a graduate student who is new to teaching in post-secondary education in Canada? If so, then the Graduate Teaching Program (GTP) is the path for you. The GTP was crafted to build foundational skills in graduate students who are new to teaching. Renato Bezerra, PhD candidate in Engineering Education and a recent participant in the GTP pilot explains “the program is valuable to any graduate student interested in teaching. Whether you have never taught or learned about teaching in higher education before, or you have taken courses, taught, or researched about education, the GTP has something for you.” 

Begin your teaching journey by registering for the Graduate Teaching Program. To learn more and register, please visit the GTP website. Registration opens on February 4th, 2025, 

Our commitment 

The Centre for Advancement of Teaching and Learning is dedicated to offering a range of supports that give faculty and staff opportunities to customize their own teaching and learning journey, while collectively working towards UM’s goal of Empowering Learners. Each service (workshop, series, presentation or resource) offered is specifically designed to support the elements of Empowering Learners.  

Small Shifts: Significant Gains and Plan your SoTL Study workshop support intra-UM faculty collaboration to improve student success and create high-quality learning experiences for students. The Graduate Teaching Program and the UDL in Practices series provide faculty and graduate students with tools to adapt to changing learning environments. The UDL in Practice series, specifically provides practical and attainable strategies for faculty to incorporate inclusive teaching methods into their practices. 

Read more about how we support Empowering Learners, including workshops, support, research and technology support on The Centre’s website 

January 9 — As more students with learning disabilities pursue post–secondary education, the needs of the UM student population continue to evolve. When needs are not met, students with learning disabilities are more likely to trail behind their peers in academic achievement and graduation rates.

Join us on Thursday, February 6, 2025, for the second session of the Teaching and Learning Research Colloquium Series. Dr. Lauren Goegan (Educational Administration, Foundations and Psychology, Faculty of Education) will share her research about inclusive pedagogies and strategies to nurture success of students with learning disabilities more effectivity. Goegan and her team explore how basic psychological needs, such as autonomy, relatedness, and competence, impact postsecondary success. 

The Teaching and Learning Research Colloquium Series hosted by The Centre for the Advancement of Teaching and Learning (The Centre) is one way The Centre supports advancing pedagogies that respond to the diverse needs of learners. The colloquium series creates an opportunity for UM faculty to share their knowledge, research and success stories within the UM instructional community to empower learners. 

The Colloquium Series was designed “to provide an opportunity for faculty and higher education professionals to gather and talk about students’ support needs, barriers students may face in seeking help, and effective strategies for supporting and enhancing student learning,” says Dr. Matthew Quesnel, Colloquium Series Chair and Faculty Specialist – Science of Teaching and Learning, The Centre. 

A final session for 2024-2025 academic year, focusing on Metastereotypes and Help-seeking Among International Students, will take place in early March.

Register for Fostering Success: Addressing Basic Psychological Needs for Students with Learning Disabilities in Postsecondary Settings.

Location: Room 325, Education Building 
Date: Thursday, February 6, 2025 
Time: 1:00 p.m. to 2:00 p.m.
Session details: 25-minute presentation, followed by discussion and refreshments.