Tech2U is an exciting new pilot program that employs over 125 students to provide instructors with personalized tech support as they make their long-awaited return to teaching on campus. This week’s post is a repost from U of T News, where Tech2U was featured in a recent article written by Staff Reporter at U of T News, Rahul Kalvapalle.
Join our sessions to explore recommendations from the community regarding the role of Campus Safety Services including recommendations around possible alternative models to better support students in mental health crises.
This week’s post is a community repost from our Redefining Traditional Team! If you are a student parent or are a student parent supporter we invite you to take a look at many other fantastic works we post on the Redefining Traditional Website, and join our Facebook Group to support and learn from one another!
By J. Sparks – Redefining Traditional Project Team Member
As the start of another academic year approaches, tuition, books and material fees begin to mount and money management becomes top of mind for many postsecondary students, especially for those with family responsibilities. When I enrolled in graduate school as parent, not only did becoming a student effect our household schedule and routines, it also impacted our family budget. If you are presently facing the task of doing it all and paying for it all too, below are a few financial tricks and tips that I have found helpful during my postsecondary journey with kids.
Are you curious about what we do at the Innovation Hub? Are you thinking of applying to any of our roles for the Fall Winter 2021-22 Work Study term, or know of someone who might want to apply?
On August 11th from 1-2pm EST (via Zoom), join us at ‘Working at the Innovation Hub’, a virtual event where we share what we do and why. Learn more about Design Thinking, our projects, and insights from our team! We will also share the variety of opportunities available for the Fall Winter Work Study Term, and what elements are important to consider in the application process.
We would like to share this wonderful community event with our graduate student communities at UofT! ‘Crushing Impostor Phenomenon in Science’ is an initiative aimed towards minimizing patterns of Imposter Phenomenon, through a set of seminars and workshops for graduate students in the Faculty of Medicine at the University of Toronto. If you are interested, or know of individuals who would be interested in joining this community, continue reading!
Do you experience feelings of isolation and imposter phenomenon in graduate school? If you’re unsure, you can take this test to find out: http://impostortest.nickol.as/. Most graduate students do, but not many talk about it.
We are inviting you to join the conversation by – “Crushing Imposter Phenomenon in Science”!
Written by Georgia Maxwell – Senior Research Assistant for Transforming the Instructional Landscape
Transforming the Instructional Landscape (TIL) is an ongoing project at the University of Toronto that examines how learning environments can be improved for both instructors and students. TIL employs design thinking to help build better learning environments with students rather than for students. A wide range of professionals from across UofT are also involved in the project’s exciting and innovative work.
Written by Sanskriti Maheshwari, Rosemarie Shephard, and Amal Yusuf, Data Analysis Researchers for the Let’s Talk About Failure project
The Innovation Hub partnered with the Division of Student Life Academic Resilience Initiative to learn about UofT students’ experiences with failure: how they define failure, how they endure it, and the impact it has on their lives. We explored existing data on the topic in our archive of over 600 interviews and reached out to students at UofT to take part in our dialogue-based feedback sessions. We approached this project with the intention of hearing from and listening to students’ stories surrounding failure in their own words and on their own terms.
By Kethmi Egodage, Design Researcher
This blog post is the final post in the Delving into the Digital Campus series in collaboration with the Digital Community & Connectedness Project. It’s aimed at understanding how students find and make connections in digital spaces. Each post is a written reflection from our Design Researchers, sharing how the insights from their project has resonated with them in their own lived experiences. This post will discuss how the shift to online learning has impacted students, instructors, staff, and our design researcher’s own experiences at UofT.
Zoom School. That’s a buzzword students have been using to describe the transition to online learning. With a mix of synchronous and asynchronous classes and assignments, it’s no surprise that professors and students are overwhelmed and confused. Despite the best efforts made to continue providing a high standard of education, the question still remains: how do students feel about their community in the shift from in-person to online classes?