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Sessional Lecturer - CTL7000H - Curriculum and Teaching in Literacy Course number and title: : CTL7000H - Curriculum and Teaching in Literacy Course description: This course provides an overview
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competencies specified by the Ministère de l’Éducation. Knowledge of the impact of colonialism on Indigenous communities and a demonstrated ability to integrate pedagogical approaches grounded in equity
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University of Toronto | Downtown Toronto University of Toronto Harbord, Ontario | Canada | about 2 months ago
of that goal. Course Schedule: The course schedule can be found here: https://ttb.utoronto.ca/ Diversity Statement: Candidates who are members of Indigenous, Black, racialized and 2SLGBTQ+ communities, persons
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University of Toronto | Downtown Toronto University of Toronto Harbord, Ontario | Canada | about 2 months ago
of that goal. Course Schedule: The course schedule can be found here: https://ttb.utoronto.ca/ Diversity Statement: Candidates who are members of Indigenous, Black, racialized and 2SLGBTQ+ communities, persons
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. You are covered by the working conditions specified in the McGill Course Lecturers and Instructors Union (MCLIU) collective agreement: https://www.mcgill.ca/hr/employee-relations/assocs-unions . Before
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. Estimated course enrolment: 20 Estimated TA support: 0 Class schedule: Monday 5:00pm - 7:00 pm & Wednesday 5:00 pm – 7:00 pm *Please note, the delivery method for this course is currently in-person. Please
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and Chinese as minority languages, with a special focus on language contact and language politics. Estimated course enrolment: 30 Estimated TA support: 0 Class schedule: Tuesday, 3:00 pm – 5:00 pm
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and title: Sessional Lecturer – PHY1610HS – Scientific Computing for Physicists Course description: Scientific Computing is a graduate course on research computing, covering techniques and methods
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at a later date. Sessional Dates of Appointment: January 1, 2027 - April 30, 2027 Salary: -Sessional Lecturer I $9,997.48 -Sessional Lecturer I Long Term $10,699.22 -Sessional Lecturer II $10,699.22
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communities. Experience developing curriculum, instructional approaches, and/or policy grounded in Indigenous knowledge and pedagogies. Knowledge of the impact of colonialism on Indigenous communities and