We have invited students to provide their perspectives on student-faculty interaction to help us understand how students respond to different teaching strategies. The student projects presented here offer a student voice on their experiences learning from faculty. These perspectives align with different strategies found in CTSI's Inventory of Effective Practices.
Majoring in Global Health, Physiology and Psychology, 4th year
Majoring in Neuroscience and Sociology, 3rd year
Double Major in Political Science and Ethics, Society and Law, 3rd year
Majoring in Electrical and Computer Engineering with a Minor in Music, History and Culture, 2nd year
"Teaching 101: From a Student's Perspective", a student's guide to teaching
By Sarah Munawar
This creative guide to teaching offer’s a student’s perspective on common teaching approaches, including evaluating participation, social media, office hours, and teaching the "Google Generation", along with profiles of students and faculty. Sarah advocates for activities that go beyond information delivery and prioritize critical thinking and meaningful dialogue.
“By holding office hours, you are creating a time and space for dialogue not a one-way projection words. Therefore, office hours should not be presented as means to get answers for questions about course content. They should be presented as an invitation for dialogue. I have received a lot of life changing advice through office hours.”
"Student Experience in Life Science or Pre-Medical Programs at U of T": Part 1
by David Li
This report examines positive and negative student perspectives on their interaction with faculty within Life Sciences programs, identifying areas of potential connections and growth. Students reported significant experiences related to undergraduate research, student leadership, and practical placements opportunities. Greater potential exists for students to connect with their professors through mentorship and advising.
“As my peers and I go our own ways, I wonder how our individual university experiences shaped our respective paths. What opportunities did we engage in that changed our direction? Which people, whether faculty, mentors or peers, were most influential to our motivations?”
"Student Experience in Life Science or Pre-Medical Programs at U of T"
Part 2: by David Li and Erin Macpherson
This follow-up survey qualitatively examines experiences reported in Part 1, through students’ personal accounts of what shaped their perspectives on interaction with faculty. Students reported most positive experiences with small classes, active learning environments, alternate pedagogies, and personalized lectures, and with professors being engaged, articulate, relatable and passionate about their subject.
"Learning to Learn: A UofT Undergrad's Experience", reflections on learning at UofT
“Learning to Learn” Erin offers a series of short reflections on the undergraduate learning experience at UofT, discussing how classroom teaching styles and assignments have shaped her approach to learning.
“Undergraduate education is challenging, and is certainly a learning experience, with respect to both subject matter and developing effective study skills. Through developing my own personal strategies, as well as using the strategies that neuroscience and psychology recommend, I’ve learned how I learn best.”
"My Life is Average"
By Tian-Yuan Zhao
In this series of CTSI Focus blog entries, Tian writes his personal experiences as a first-generation Canadian, and engaging with University life through blending academic and extra-curricular interests, and diverse majors of Music and Electrical and Computer Engineering.
“The choir has been a huge blessing in my life for I’ve once again, met some of the most amazing people ever, people with an equal passion for music and its many potentials, learned much about my leadership, and gained/improved on skills that I never thought I had and could obtain so directly”
“An Extra-curricular Experience: The AIESEC Club”
By Tian-Yuan Zhao
This report is a profile of a student professional organization, AIESEC, which provides students with leadership, exchange, and networking opportunities. Students like Tian value membership in organizations like AIESEC for the chance to develop communication and leadership skills in concert with the academic experience.
“That’s the whole beauty of it, I don’t need to know just exactly what I’ll get from working abroad, but what I definitely know is it’ll make me a better, stronger and wiser person and that’s as far as I’m concerned with.”