Marianne BOTROS

• Https://www.utm.utoronto.ca/dvs/dispatches/dvs-students-win-award-innovative-campus-explorer-app
• https://www.yorkregion.com/news/new-colourful-benches-on-stouffville-main-street-celebrate-towns-diversity/article_00252baf-43c8-59f5-bb51-e49b654959af.html
• https://stouffvillereview.com/artistic-benches-celebrate-ethnic-diversity/
• https://www.artofthemiddleages.com/s/main/page/primary-sources

RESEARCH FUNDING AWARD - 2000$ 2024 Visual Studies Department, ETHNIC AND DIVERSITY COMMUNITY BENCH LEGACY FUND - 3000$ 2023 Diversity in Stouffville Grand Choice 2022 Winner Stouffville Chamber of Commerce, PROFESSIONAL MASTER'S AWARD - 2733$ 2022 Ontario Institutes for Studies in Education OISE, University of Toronto, OISE GRADUATE BURSARY - 4000$ 2022, MURAL PROPOSAL WINNER TEAM “BAMBOO” 2013

• "Newmarket Juried Art Show" 2023, Newmarket Old Town Hall
• "Work from Home" 2022, Exhibition, Latcham Art Gallery, Stouffville, Ontario
• "Art in the Park" 2021 Exhibition, Stouffville Chamber of Commerce
• "Youth Salon" 2013 Performance Art, Art House, Cairo Opera House
• "Egyptian Arab Spring 2011" Exhibition, Cairo Opera House

• SETTING DIRECTIONS:
• Participated in the external review report for The University of Toronto, a policy of undertaking cyclical periodic reviews of the Visual Studies academic department to assess the programs in comparison to international leaders in the field and to offer direction for the academic unit and programs. The Office of the Vice-Principal Academic & Dean (OVPAD) is holding a Town Hall to reflect on this report and prepare an administrative response. This was an excellent opportunity for me to agree to meet with the two chairs prof. Matthew Hunter and prof. Amy Villarejo as part of the external review of DVS Visual Studies community followed by sharing feedback on the external review with the Dean’s Office, Tracey Bowen.
• Chosen to become one of the curriculum committee members of the Ontario Art Education Association to work with the Curriculum Committee and Board to review lesson plans, implement and update the curriculum resources on the website, examine existing OAEA structures and practices through an equity lens and work with the board to support possible changes to the learning resources, and build partnerships outside the organization also to create or find new resources and curriculum learning opportunities for the membership, creating an equitable, safe, and inclusive learning environment by following a guide line and creating a rubric that support visual arts teachers in the school board
• Reviewed and developed with a team of five members how to create a learning organization based on research and data collected from both students and the course deliverables in order to make a learning organization team contract that helped in leading effectively by taking roles (devil advocate, facilitator, harmonizer, time keeper..etc) which maintained a high performance of our team, also connected together by using effective communication to resolve conflicts between levels below or above our role
• BUILDING RELATIONSHIPS AND DEVELOPING PEOPLE:
• Collaborated with the visual studies department, University of Toronto to create and facilitate mindfulness art workshops and career success to promote international Asian and middle eastern students mental wellbeing, self reflection and build an inclusive community which was needed during exams and stressful academic years. The building of these relationships promoted mental health, well being and empowered student voice through journaling and group discussions.
• Provided an educational workshop to stimulate professional growth and help ECC and Montessori teachers in developing creative thinking skills needed to create Montessori hands-on activities from recycled and reused materials also help in taking on leadership roles within the global warming movements.
• Mentored and advised students, modeling best practices for assessment, evaluation, planning, collaboration, reflection and meeting the needs of diverse underrepresented learners.
• IMPROVING INSTRUCTIONAL PROGRAM:
• Crafted with the students a community collective agreement guidelines in which each student mentioned their own terms of respect to ensure a respectful safe space where everyone feels included and belonged.
• Encouraged team collaboration in order to attain new material and methods of delivery of participation methods, assessments and evaluation that allowed for all types of learners to experience success in an equitable manner.
• Engaged in continuous dialogue among course instructor, coordinator and chair to ensure that both course material (handouts, assignment sheets, research papers) and courses are scaffolded in order for students to have consistency in the continuum of learning and growth throughout the grades. Data has shown increased student engagement and understanding when scaffolding was used.
• Proven excellence in the practice of teaching art individually and collectively to foster transformative collective consciousness as a process of examining, questions validating and revising in the most supportive, positive and engaged environment; always prioritizing students' progress and their own growth
• Provided instructional support in the use of digital applications and university of toronto complex system (Quercus) which has led to greater collaboration in classroom and effective engagement which everyone feels able.