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Home » Distinguished Fellowship in Learning and Teaching Excellence (FLTE)

Distinguished Fellowship in Learning and Teaching Excellence (FLTE)

Recognition of the Faculty of Health’s strategic plan and educational priorities for teaching excellence and innovative pedagogies are showcased in FLTE positions. The goals of this initiative are to:

  • provide an arena for cultivating educational and pedagogical innovation and excellence in health-related disciplines
  • further the application of innovative pedagogies in daily teaching practices
  • recognize exceptional educators.

The FLTEs represent exceptional expertise and contribute innovation to Health’s teaching and learning community. They act as ambassadors of teaching excellence and scholarship by elevating our capacity to deliver high-quality learning experiences that meet the needs of today’s learners.

Guided by the needs of the Faculty, FLTEs develop resources and identify new directions that enhance learning and teaching excellence and the scholarship of teaching and learning. Areas of focus include experiential education, technology-enhanced learning, and decolonization, equity, diversity and inclusion (DEDI), as well as other priorities. They will work with faculty, staff, and students to promote engaged teaching.  

The FLTE program began in 2023. Each year, one FLTE will be selected for up to a 3-year term, or renewed, according to the Faculty’s guidelines for the position. Meet the current Fellows and read about their projects below.

FLTE (2024): Call for applications coming late Fall 2023.

Inaugural FLTE 2023: Dr. Julie Conder

Dr. J. Conder, Associate Professor, Teaching Stream, Department of Psychology

Project Description: Increasing Equity for First-Generation Students in the Faculty of Health (FirstGen: SkillsHub)

This teaching-learning project aims to meet the identified needs of first-generation students through the creation and evaluation of learning and assessment tools.

  • Increase equity for first-generation and intersectionally marginalized students, by increasing access to resources and community building opportunities
  • Expand experiential education activities for FoH students through funded positions that produce eLearning module materials
  • Build and support use of technology-enhanced learning and innovative assessments for first-generation students
  • Decolonize aspects of curriculum via evidence-based alternate assessment strategies.

Three phases of the project are:

  • Phase 1: Scholarship of Teaching and Learning Study – a survey and focus group approach across all units to examine strengths and challenges in the focus population
  • Phase 2: Creation of Interactive eLearning Modules and Related Resources – modules will include skill building content aimed at areas identified in Phase 1 and communicated through video, text, animation, quizzing, and links to activities/discussions; will be accessible for students via computers, tablets, and mobile devices via website; other interactive resources will be built
  • Phase 3: Alternative Assessment Strategies - Ungrading, an innovative and recent pedagogical movement in assessment practice will be measured and compared to traditional assessment across senior-level or capstone courses within the Faculty of Health.

Results will be disseminated at York and in the broader SoTL community.