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Ryerson Learning and Teaching Conference

Learning and Teaching Conference

May 19, 2022

An annual event for faculty, instructors, graduate students, and staff.

2022 Learning and Teaching Conference
2022 Learning and Teaching Conference website landing page
Conference Website is Now Live!

The Centre for Excellence for Learning & Teaching is thrilled to announce that the 2022 Learning & Teaching Conference website is now live! Expect updates next week with locations and expanded abstracts and bios for each session.

Announcing our Keynote!

Dr. Vanessa Andreotti

Dr. Vanessa Andreotti (she/her) is a professor at the Department of Educational Studies and the interim director of the Peter Wall Institute for Advanced Studies at the University of British Columbia. She holds a Canada Research Chair in Race, Inequalities and Global Change and the David Lam Chair in Critical Multicultural Education.  She has extensive experience working across sectors internationally in areas related to global justice, global citizenship and Indigenous and community engagement. Drawing on different critiques of colonialism and human exceptionalism, her research examines the interface between historical, systemic and ongoing forms of violence, and the material and relational dimensions of unsustainability within modernity.  Vanessa is one of the founding members of the Gesturing Decolonial Futures Collective ( and the author of “Hospicing Modernity: Facing humanity’s wrongs and the implications for social activism” (2021).

Dr. Vanessa Andreotti

Keynote title: Education in times of hyper-complexity

This keynote will offer an overview of the work of the Gesturing Towards Decolonial Futures Art/Research Collective (GTDF, based at UBC. It will showcase educational tools that can build our collective capacity and stamina to hold space for difficult conversations about wicked social and global challenges without feeling immobilized or demanding immediate quick fixes. Wicked challenges are characterized by hyper-complexity, uncertainty and interlocked problems with no possibility for easy solutions.

Special Session: Facing human wrongs: navigating paradoxes and complexities of global change

This session will outline the un/learning design principles behind the open learning course "Facing Human Wrongs".  This course uses a decolonial pedagogical approach, which includes meta-analytical and psycho-analytical components, land-based exercises (e.g. forest walks) and engagement with artistic practices. The course illustrates a pedagogical orientation that aims to equip us to navigate VUCA (volatility, uncertainty, complexity and ambiguity) in the work of social and global change.

2022 Learning and Teaching Conference Registration is now closed!

Registration for this year's Learning & Teaching Conference is now closed! 

Stay Connected

The Learning and Teaching Conference is organized by the Centre for Excellence in Learning and Teaching. For conference updates:

 Subscribe to google formour listserv Teachnet, external link

 Follow @TMUTeaching on Twitter, external link

 Questions? Email

To be truly visionary we have to root our imagination in our concrete reality while simultaneously imagining possibilities beyond that reality. - bell hooks* 

The past two years have been marked by disruption. The challenges we have faced have also revealed myriad opportunities to move past the status quo and transform learning and teaching.

As we look forward to the next chapter for our institution, we invite our community to imagine the possible futures that can emerge for a student experience grounded in our values. 

This will be the first in person Learning and Teaching Conference in two years, with virtual access provided for those unable to attend.

We hope you can join us!

*bell hooks (2014). Feminism Is for Everybody: Passionate Politics.

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

  • Concurrent sessions (15 minute presentation, allow room for questions) - An individual or group led presentation, discussion, or interactive demonstration of a teaching project or innovation related to the conference theme. 
  • Round table discussions (three 15-minute rotations) - A discussion about a novel or emerging teaching idea related to the conference theme. This format is especially recommended for receiving feedback, soliciting opinions, or asking questions about an idea, insight, or new project. 
  • Postertown - (From 1 to 2 p.m. virtually) A Virtual poster presentation hosted in Gathertown! This format is ideal to promote a project, share practices and present research results. 

2022 Streams:

For example:

  • Supporting student agency in the pace, place, and/or mode of instruction.
  • Increasing access to learning, applying principles of Universal Design for Learning, and inclusive teaching.
  • Building student choice into assessment strategies and the evaluation of learning.
  • Learning from remote teaching:  accommodation, flexibility, and alternative assessment.

For example:

  • Integrating Indigenous pedagogies and experiential learning opportunities.
  • Embedding Indigenous scholarship, ideas, and epistemologies in curriculum.
  • Creating learning opportunities about Indigenous history and Indigenous and colonial relations.
  • Leading decolonization efforts related to pedagogy in faculties, departments, and schools.
  • Building relationships with Indigenous communities and students to create an educational environment that embraces and supports Indigenous knowledges, perspectives, and experiences, and builds community with Indigenous peoples.

For example:

  • Equity-focused teaching practices that emphasize self-determination and agency in addressing Blackness.
  • Developing Black Studies curriculum and integrating Black scholarship in course content. 
  • Working with community collaborators and advisors.
  • Integrating pedagogical strategies that confront Anti-Black racism and encourage allyship.

For example:

  • Providing students with unique opportunities to engage in experiential or hands-on learning opportunities that address real-world issues.
  • Integrating meaningful experiential learning approaches into your teaching. 
  • Developing new ways of evaluating and assessing experiential learning. 
  • Incorporating student voices in assessments and in-class activities.