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Date Posted: 06/26/2026 Req ID: 49079 Faculty/Division: Faculty of Arts & Science Department: Department of Computer Science Campus: St. George (Downtown Toronto) Description: Course number and
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Sessional Lecturer - CTL7035Y - Curriculum and Teaching in Business Studies: General - Intermediate/
description: This course is designed to prepare teachers of Business in Grades 9-12. It focuses on evidence-based curriculum development, planning, and implementation for a range of Business Courses. Innovative
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Date Posted: 06/23/2026 Req ID: 48956 Faculty/Division: Faculty of Arts & Science Department: Dept of Slavic Languages & Literatures Campus: St. George (Downtown Toronto) Description: Course Number
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Date Posted: 06/23/2026 Req ID: 48955 Faculty/Division: Faculty of Arts & Science Department: Dept of Slavic & East Eur Lang/Cultures Campus: St. George (Downtown Toronto) Description: Course Number
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petitions and student contact hours. Application Procedure: The Daniels Faculty uses a centralized application system for all CUPE 3902 hiring. If you have a currently active UTORid, please login via the link
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the Hinton Chair in Artificial Intelligence. This endowed chair appointment would be for a five-year term and is renewable following a favourable review. Applicants must have earned a PhD degree in Computer Science
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School of Management. Previous experience is the more relevant criterion than the need to acquire experience in respect of this posted position. Class Schedule: Courses may be online or in person depending
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School of Management. Previous experience is the more relevant criterion than the need to acquire experience in respect of this posted position. Class Schedule: Courses may be online or in person depending
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: FACC 150 Fall 2026 posting: The Faculty of Engineering is searching for eligible candidates as a teaching assistant for the Fall 2026 term for FACC 150. For a detailed job description, please visit
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, educational, moral and philosophical. In this course, teacher candidates will consider special education from the perspective of the regular classroom teacher. From this perspective, special education is not