LEAF Goals & Priorities

The goal of the LEAF program is to provide students with greater exposure to high-impact teaching practices that accomplish at least one of the following:

  • Support and enhance the transfer of learning through active learning opportunities, both within and beyond traditional educational settings.
  • Provide students with a robust and clear understanding of their learning progress, particularly through the enhancement of assessment practices and transparency regarding learning outcomes.
  • Equip students with the skills necessary to become successful independent learners.
  • Support the University’s global mission in order to enhance the learning experience for all undergraduate students.
  • Encourage collaborations among instructors and staff across academic disciplines, units and Divisions with the purpose of creating exceptional learning experiences for undergraduate students.
  • Support the creation or renewal of academic program curriculum.

Below is a list of thematic areas that LEAF is intended to support. However, this list is not exhaustive:

  • Curriculum design: Support the development, renewal or redesign of program objectives and learning outcomes, including alignment with course-level outcomes, assessment, and student experiences. Initiatives might involve a whole program, a collection of courses (e.g., all second-year courses), or the whole Faculty. A Faculty or unit may be interested in investigating the development of specific student skills (e.g., critical thinking or communication) within a program.
  • Enhancement of student assessment and feedback processes: Enhance student assessment and feedback processes and outputs to ensure all students receive the highest quality support and direction to achieve learning and life goals.
  • Undergraduate student research: Research involvement supports the development of creativity, methodology design, critical thinking, analytic expertise, and other key skills. Projects can come in the form of establishing new opportunities for mentored research, supporting students in developing knowledge and skills developed through research, and creating tools that help undergraduate students better understand and articulate the learning outcomes achieved through research activities.
  • Experiential learning: Expand the availability of learning opportunities in authentic and relevant contexts. This can come in the form of work-integrated learning, community-engaged learning, research opportunities, placements, field courses, unique project-based learning, etc.
  • Diversity-related initiatives: It is critical to embed in the curriculum teaching and learning from diverse perspectives.  The UofT community will benefit from the knowledge gained through the development and inclusion of curricular content and pedagogical approaches from diverse cultural perspectives.
  • Sustainability-related initiatives: Build on the University’s academic strength in education on climate change by seeding academic initiatives in climate science, environmental engineering, earth sciences, sustainability, public policy, law, etc.
  • Community engagement: Leverage the University’s geographic location within the greater Toronto region in order to provide students with new and imaginative ways to engage with and deepen their understanding of local partners and their issues, through both research and practice.
  • Application of technology tools in support of enriched learning opportunities: Support the implementation or assessment of technologically-enhanced learning.