The University of Toronto consistently ranks among the top 20 universities in the world and leads Canadian universities in international rankings.
By fostering small-group learning opportunities, championing experiential learning, increasing research opportunities for undergraduates and expanding international experiences available, U of T’s graduates are able to contribute to the economic, social and political success of Toronto, the province, Canada and the world.
Not only that, U of T has led a fundamental transformation of teaching and learning for all grade levels. Through the Ontario Institute for Studies in Education (OISE) – the largest and most research-intensive faculty of education in Canada, and one of the largest in North America – education research is brought to life by the thousands of teachers, researchers, professionals, policy makers, leaders and influencers worldwide. U of T is a leader in teacher education, continuing and professional learning, and education research, opening doors for individuals, communities and for society.
Our Impact, Our Experts
What's your approach to teaching?
"I think of my responsibility as a teacher is facilitating students to fully recognise their own capacities. I'm less interested in telling students what they think they need to know. So much more interactive learning takes place in an environment in which excitement and curiosity are nurtured. Part of my task is to teach students to go beyond what I can offer them, to encourage them to extend themselves in new directions, ultimately, I suppose, to outgrow me!"
- Professor Alissa Trotz, Women and Gender Studies Institute
"My basic approach when teaching in a large class is to first give basic building blocks, connect them with practical life situations, and then to bring in the critical thinking and problem solving aspects to reinforce the concept. One of the ways I do this is by integrating news stories which are relevant. Students may not be thinking about physiology when they are exposed to the news, so I bring the relevance of that to the classroom. It's very appropriate in helping students think outside the box."
- Professor Chris Perumalla, U of T Medicine
"I try to inject as much humour into my lectures as possible. It's difficult to maintain full attention for two straight hours, so I use levity or breaks to allow students to relax and refocus. I've also learned from my mistakes and have recognized what works and what doesn't work, so teaching for me is a continuous learning process. Most importantly I want my students to take away transferable skills. I'm not obsessed with memorization; rather, I'm more concerned if my students can write and think critically."
- Professor Larry Sawchuk, Anthropology, University of Toronto Scarborough
U of T in the News
- Have we stopped getting smarter? - Toronto Star
- New U of T teacher program raises aboriginal awareness - Toronto Star
- Anthropology students don't have to go far afield - International New York Times
- Inside the growing field of forensic engineering - Macleans