In this session we explored how to articulate the learning we most value for our students in ways that guide course planning and design. While emphasizing academic skills, we also considered other desirable outcomes such as empathy, self-knowledge, and valuing at various developmental levels—from first-year student to graduating senior.

Introduction: Dr. Clayton Smith, Vice-Provost, Students and Registrar.

As a dominant activity of universities, research represents a distinctive way of learning through a process of inquiry. In this session we explored the uses of inquiry in the realm of teaching and learning—as a mode of learning for our students and as a driver of continual refinement of our teaching practices in the interests of the learning we value for students.

Introduction: Dr. Bruce Tucker, Associate Vice-President, Academic Affairs.

As a dominant activity of universities, research represents a distinctive way of learning through a process of inquiry. In this session we explored the uses of inquiry in the realm of teaching and learning—as a mode of learning for our students and as a driver of continual refinement of our teaching practices in the interests of the learning we value for students.

Introduction: Professor Neil Gold, Provost and Vice-President, Academic.

A growing body of research suggests that community is not simply nice, but necessary for learning. This session investigated how to build and sustain community—in the classroom, academic department, and university at large—in service to learning. We considered academic traditions and values, such as autonomy and specialization, that can erode community, and countervailing forces, like collegiality, that can strengthen it.

Introduction: Dr. Alan Wright, Vice-Provost, Teaching and Learning.