CENTRE FOR TEACHING
EXCELLENCE & INNOVATION

CTEI Communities

CTEI Communities of Practice, Care, and Play (“CTEI Communities”) are monthly opportunities to connect and collaborate with peers on a shared teaching interest (ranging in overarching themes and in month-to-month topics) in low-stakes-but-high-impacts ways.  

These are virtual conversational spaces across place and time to bring YU and TFS faculty and instructors together as whole people from our social-rhetorical locations, academic communities, and instructional contexts to explore pedagogical themes. These Communities aim to prioritize our ethics of care as a guiding principle by embodying our Core Values and our Signature Learning Outcomes (SLOs) through justice-driven, access-oriented, and equitable pedagogies and practices. Together, CTEI Communities will nurture and embody accountable, relational, experimental, and human-centred approaches to teaching and learning – all on-site, online, synchronous, asynchronous, and across modalities. 

In CTEI Communities, you will: 

  • meet and build relationships with colleagues from across YU + TFS;
  • reflect on and share your teaching experiences;
  • explore teaching and learning through new/different perspectives; and
  • collaboratively identify strategies to address teaching and learning challenges.
 
Join a CTEI Community today!

2025 CTEI Community – Journal Club

    • March Meeting: Getting started together, overviewing our hopes, goals, and what to expect with Journal Club as well as deciding upon what to read together to discuss for our next meeting.
    • April Meeting: Marcella LaFever’s “Switching from Bloom to the Medicine Wheel: Creating Learning Outcomes that Support Indigenous Ways of Knowing in Post-Secondary Education” article (Intercultural Education, 27:5, 409-424 DOI: https://doi.org/10.1080/14675986.2016.1240496)
    • May Meeting: Silvia F. Rivas, Carlos Saiz, and Carlos Ossa’s “Metacognitive Strategies and Development of Critical Thinking in Higher Education” article (Frontiers in Psychology, 13, Article 913219 DOI: https://doi.org/10.3389/fpsyg.2022.913219) 
    • June Meeting: Mindi Summers, Jordann Fernadez, Cody-Jordan Handy-Hart, Sarah Kulle, and Kyla Flanagan’s “Undergraduate Students Develop Questioning, Creativity, and Collaboration Skills by Using the Question Formulation Technique” article (The Canadian Journal for the Scholarship of Teaching and Learning, 15(2). https://doi.org/10.5206/cjsotlrcacea.2024.2.15519)
    • July Meeting: Gurnam Kaur Sidhu and Yuen Fook Chan’s “Authentic Assessment and Pedagogical Strategies in Higher Education” article (Journal of Social Sciences, 6(2): 153-161, 2010)
 

Fall 2024 CTEI Community – Fictional Classrooms

Matthew Dunleavy wearing a pink and purple polka-dot shirt under a grey blazer with red-framed glasses and a long reddish-brown beard smiling into the camera
Matthew Dunleavy

Senior Educational Developer, Faculty Excellence and Development

[email protected] 

Matthew Dunleavy (he/him) is an educational developer and scholarly teacher with over 9+ years’ experience. He immediately joins our CTEI from York University where he was an Educational Developer with the Teaching Commons; before entering that role, he served as the Program Director of the Online Learning and Technology Consultants (OLTC) Program at the Maple League of Universities (Acadia University; Bishop’s University; Mount Allison University; and St. Francis Xavier University). In 2022, he was awarded the D2L Innovation Award in Teaching and Learning by the Society for Teaching and Learning in Higher Education (STLHE) for this work.