Human Rights & Equity Office
Learning and Teaching Styles
¾ÅÐãÖ±²¥ offers many different teaching styles, from conventional lecturing practices with a professor standing at the front of the class to interactive on-line learning.
Staff, faculty and students should be aware that if an accommodation is required, there are a number of resources available on campus, such as note-takers, an FM system for individuals who are hard of hearing, and recording or video-taping lectures.
¾ÅÐãÖ±²¥ offers many different teaching styles, from conventional lecturing practices with a professor standing at the front of the class to interactive on-line learning. Initially, class size may be quite large and individual attention in the classroom may not be as available as it may have been in secondary school. However, many large classes have tutorial sessions that are led by teaching assistants. Teaching assistants are usually Masters or Doctoral students who offer extra instruction to students in small group formats. Office hours for the instructor and teaching assistants are available on the course syllabus. Students who encounter difficulty with the course material, are seeking more in-depth resources, or have additional questions should take advantage of the office hours or tutorials. Large classes are intended to give an overview and foundation for further study and as students progress to upper years the class sizes usually become smaller in each discipline and begin to focus on more specialized areas.
In many courses there will also be an opportunity to interact via a course website or an on-line course tool called Moodle. These online mechanisms often allow for instructor monitored discussion, submission of assignments, checking marks and a host of other information regarding the course. This is not normally an anonymous environment, therefore, we encourage faculty and students to use respectful, collegial interactions in this forum. If in doubt, do not post student/student or student/instructor comments that are not intended for the entire class. Always use secure and confidential forums for discussing health, accommodation or marks related discussions.
Staff, faculty and students should be aware that if an accommodation is required, there are a number of resources available on campus, such as note-takers, an FM system for individuals who are hard of hearing, and recording or video-taping lectures. Generally, specialized accommodation are facilitated through Health Counselling and Disability Services. If this assistance is required, students should book an appointment on the website or by calling the office. The Health, Counselling and Disability Services website also has a number of excellent resources available for learning strategies in addition to their counselling and disability services. All members of the ¾ÅÐãÖ±²¥ community may find it helpful to review the assistance options through the various resources outlined on the Equity Office website.
Confronting Bias and Stereotyping in the Classroom
Faculty and students must accept responsibility and take a role in confronting discrimination, injustice and inequity in the classroom. By taking an active stance against behaviours or materials that promote oppression or discrimination ¾ÅÐãÖ±²¥ can create an inclusive environment for critical, respectful and thoughtful discussion.
Faculty and students must accept responsibility and take a role in confronting discrimination, injustice and inequity in the classroom. By taking an active stance against behaviours or materials that promote oppression or discrimination ¾ÅÐãÖ±²¥ can create an inclusive environment for critical, respectful and thoughtful discussion. Lead by example and treat everyone in the classroom environment with respect and have no part in perpetuating racial, sexual, cultural, or gender bias is what each person should strive toward. It cannot be one person's responsibility but, as a group, taking an anti-discrimination and anti-oppression stance is one more step towards ensuring an inclusive and equitable teaching, learning, working and living environment. Remember, this does not have to be confrontational, rather it can be conducted in a thoughtful and educative manner. If you experience difficulty in addressing these issues and would like assistance, please consult with the Equity Office.
Respect for Diversity
In a statement on the University Chaplain's website, the goal of the University with regard to respecting diversity is "¾ÅÐãÖ±²¥ recognizes the importance of religious and cultural diversity on the campus." The ¾ÅÐãÖ±²¥ Strategic Plan states that as an institution, "We cherish and fully support the diversity of human experience and background at ¾ÅÐãÖ±²¥, and we actively foster the freedom of individuals to study, teach, work and carry out research without fear of harassment, intimidation of discrimination."
Each year the University publishes a list of faith dates and the Human Rights Office has an online calendar detailing dates. All professors are encouraged to ensure that exams, assignment due dates and events are booked after consulting the multi-faith calendar in order to avoid conflict. In a statement on the University Chaplain's website, the goal of the University with regard to respecting diversity is "¾ÅÐãÖ±²¥ recognizes the importance of religious and cultural diversity on the campus." The ¾ÅÐãÖ±²¥ Strategic Plan states that as an institution, "We cherish and fully support the diversity of human experience and background at ¾ÅÐãÖ±²¥, and we actively foster the freedom of individuals to study, teach, work and carry out research without fear of harassment, intimidation of discrimination."