The CTEI partners with faculty, staff, and students at Yorkville University and Toronto Film School to promote and sustain teaching excellence through consultations, workshop and program facilitation, communities of practice, scholarship, and advocacy.
At Yorkville University and Toronto Film School, we work across physical and online campuses that are built on and draw resources from treaty lands in this nation now called Canada as well as the traditional territories of diverse Indigenous Peoples and nations. Our campus in what is now known as New Brunswick sits on land under the Peace and Friendship Treaties of 1760 and 1761 and on the land of the Wabanaki Confederacy, the Mi’kmaq, and the Wolastoqiyik-Maliseet First Nation; our campuses in what is now known as downtown Toronto as well as the Steeles neighbourhood in Toronto sit on treaty land of the Toronto Purchase of 1787 (also known as Treaty 13), which is the land of the Mississaugas of the Credit, the Anishnabeg, the Chippewa, the Haudenosaunee, and the Wendat Peoples; and our campus in what is now known as British Columbia is not treaty land but sits on the unceded territories of the Coast Salish People of the Kwantlen, Musqueam, and Qayqayt First Nations. We at CTEI know and understand that until Indigenous peoples living in these territories and across Turtle Island regain their sovereignty and self-government, and that until restitution is paid and truth is unambiguously communicated, we all are participating in and benefitting from colonial violence.
Matthew Dunleavy (he/him) is an educational developer and scholarly teacher with over 9+ years’ experience. He immediately joins our CTEI from York University where he was an Educational Developer with the Teaching Commons; before entering that role, he served as the Program Director of the Online Learning and Technology Consultants (OLTC) Program at the Maple League of Universities (Acadia University; Bishop’s University; Mount Allison University; and St. Francis Xavier University). In 2022, he was awarded the D2L Innovation Award in Teaching and Learning by the Society for Teaching and Learning in Higher Education (STLHE) for this work.