Teaching and Learning
Commitment to Accessibility
Trent University is committed to a learning and working environment which provides for the fullest development of the potential of its community members.
Under Section 16 of the AODA Integrated Accessibility Standards Regulation educational and training institutions, such as Trent, are obligated to provide educators with accessibility awareness training related to accessible instruction as well as accessible course and program delivery.
Under this legislation the term "educators" refers to any employee who is involved in designing, delivering or instructing courses. Within educational institutions teaching assistants are also included as educators. As always, Trent strives to go beyond compliances, therefore we are opening the training to everyone who works with students. The training can be a tool for everyone in the Trent community.
The intent of this legislative requirement is to increase awareness among educators about accessibility needs in program and course development as well as in course instruction. It is hoped that through increased awareness, educators will be able to build inclusive learning environments which will in turn lead to increases in student involvement and success, especially for students with disabilities.
For more information about inclusive teaching, please contact Robyne Hanley by email firstname.lastname@example.org or by phone at 705-748-1011, ext. 7240.
Council of Ontario Universities has developed the website Accessible Campus. The website hosts a full suite of accessibility tools.
Queen’s University hosts a website dedicated to accessible teaching practices.
National Center for Universal Design for Learning is a website devoted to educating about UDL.
Teaching Difficult Topics
An evaluation on teaching evaluations - Obviates what teaching evaluations measure and offers some recommendations. Stark & Freishtat (2014)
A detailed Canadian report on course evaluations (Gravestock, 2008)
Technology in the Classroom
Research on Teaching
A Qualitative Review of Literature on Peer Review of Teaching in Higher Education: An Application of the SWOT Framework
Reports on a current review of the literature on teaching in higher education contexts. The article returns to a comprehensive set of 13 characteristics of good teaching identified in Ramsden’s 1992 Learning to teach in higher education. By Susan Thomas & Qiu Ting Chie
12 sources of evidence to measure teaching effectiveness (Berk, 2005)
Teaching in Higher Education: Taylor Francis Journal
First Year Teaching
Trent Learning Outcomes Document (information on course level and program level learning outcomes - including GLDEs and UDLEs in the appendix)