- 911吃瓜
- Events
- Inquiry Support
- Workshops & Programs
- SoTL 101: Introduction to SoTL and Teaching + Learning Inquiry
- SoTL 102: Formulating an Inquiry Project
- SoTL Thoughts
- Coffee + Conversation
- Tools for Inquiry: Conducting Inquiry Using CES
- Amundsen Fellowship Program
- Decolonial Teaching + Learning Seminar Series
- Decolonizing and Indigenizing Curricula
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments: An Integrated Seminar Series + Grants Program
- Inquiring into Your Multilingual Classroom: An Integrated Seminar Series + Grants Program
- New Ways of Teaching, New Ways of Learning: Supporting Learning in Online Environments
- Open Education Grant Pilot Program
- Teaching and Learning Development Grant Program
- Project Archive
- Amundsen Fellowship Program
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments Program
- Inquiring into Your Multilingual Classroom Projects
- New Ways of Teaching, New Ways of Learning
- Teaching and Learning Development Grant Program
- Scholarship of Teaching + Learning Projects
- Conferences & Calls for Proposals
- FLO Workshop: GenAI and the Indigenous 5Rs Framework [June 16, 2026]
- Cfp: 2026 Global Students as Partners Roundtable [Deadline: June 29, 2026]
- Graduate Students/Post-docs Teaching in Higher Education Conference [August 07, 2026]
- 2026 DPI Conference [August 18-20, 2026]
- 2026 Global Students as Partners Roundtable [October 01-02, 2026]
- 2026 SoTL Symposium Conference [October 22-24, 2026]
- For Research Personnel
- News + Stories
- AI as learning coach: project explores ChatGPT integration beyond plagiarism concerns
- Investigating the motivations and perceptions of undergraduate students using AI for assignments
- Faculty teaching confidence soars through peer observation program
- Research proves role plays work: evidence-based approach transforms history and labour studies teaching
- Welcome Kaitlyn Watson!
- Authentic learning transforms large epidemiology course: students find personal meaning in public health research
- Developing AI-resistant teaching through story-centered approach
- Life-changing plant course reveals how to help students see the green world around them
- Strategic repetition transforms mobile computing education: students master challenging topics through distributed practice
- Beyond grades: Ungraded portfolios transform teacher education
Exploring Approaches to the Development and Delivery of English-taught Courses on Franco-Italian Culture
Grant program: Teaching and Learning Development Grant (TLDG)
Grant recipient: Vlad Vintila, Department of French
Project team: Catherine Black, Paola DeRycke, and Chohre Rassekh, Department of French, Esther Souman, Zach Vanderploeg, and Doris Yuen, research assistants
Timeframe: June 2018 to August 2019
Funding: $6000
Courses addressed: Italian and French Cultural Perspectives
Final report: View Vlad Vintila's final report (PDF) and the final report appendix (PDF)
Description: We would like to design and implement a sequence of team-taught courses on Franco-Italian cultural perspectives. The courses would be taught by members of both the French department and the Italian studies program.
Questions addressed:
- What is the level of student interest in the intended FREN/ITAL 150/350?
- What suggestions do students have for improving the course design?
- What opinions about and suggestions for the courses do the faculty in the French Department have?
- What opinions about and suggestions for the courses do the faculty at potentially collaborating programs have?
Knowledge sharing: The narrative form of the report has been shared with all persons working on the project, and once the submission is finalized, it will also be made available to any interested parties within the French department as well as in other units previously contacted for input and feedback.
Keywords: Intercultural, Italian, French, Franco-Italian, Collaborative, Interdisciplinary, Team-taught, Cultural competence