pilipili漫画

Tuesday, November 4
10:30鈥�11:30 a.m.
Online via Microsoft Teams
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Come to our Preventing Deadwood 鈥� Instructor Self-Care virtual drop-in to create a personalized support experience. Your needs and interests guide the direction of the drop-in! Ask our CLT Senior Educational Developer questions, bounce ideas off a sounding board, or debrief about topics such as: emotional labour of teaching, preventing burnout, maintaining momentum through to the end of the semester, and teaching stressors. Join us online and stay for as little or as much time as you would like! Registration is NOT required.

Tuesday, November 4
2鈥�3 p.m.
Online

Classroom participation is often narrowly defined: speaking quickly, confidently, and frequently. These norms privilege certain voices 鈥� often male, extroverted, or Euro-Western 鈥� while silencing or penalizing others, particularly women, gender-diverse students, and those from non-dominant cultural backgrounds. In this workshop, faculty members, instructors, and teaching assistants will examine how gendered, cultural, and colonial expectations shape our perceptions of 鈥済ood participation鈥� and how these assumptions influence teaching, feedback, and grading practices.

Drawing on Indigenous pedagogical principles that value listening, relationality, storytelling, and collective knowledge-building, participants will:

• Reflect on their own biases in assessing participation.
• Explore alternative ways of recognizing and valuing student engagement.
• Co-create strategies for designing more inclusive, equitable, and relational learning environments.

This session invites instructors to critically reimagine participation, ensuring that all students have opportunities to contribute meaningfully and authentically, while also honouring diverse ways of knowing, being, and learning.

Facilitator

Rachelle McKay, Educational Developer, Indigenous Knowledges & Ways of Knowing

Tuesday, November 25
1:30鈥�3 p.m.
Online

This interactive workshop invites participants to take a fresh look at the syllabus as a living document rather than a fixed contract. Colonial legacies are often embedded in course design and curriculum structures, shaping what counts as valid knowledge, whose voices are prioritized, and how learning is evaluated. Together, we will critically examine how choices about readings, course guidelines, assignments, and grading structures can reproduce coloniality.

Through a collaborative Decolonizing the Syllabus workshop, we will reimagine how a syllabus can:

• Be seen as a living document.
• Create space for diverse voices and epistemologies.
• Encourage decolonizing learning environments.
• Examine dominant norms embedded in course design and evaluation.

The session emphasizes a co-creative approach where participants explore the syllabus together with others, sharing strategies, and reflecting on what it means to approach the syllabus through a decolonial lens.

Facilitator

Ezgi Ozyonum, PhD (she/her)
Educational Developer (Student Development)

Wednesday, December 10
2鈥�3 p.m.
锘縊苍濒颈苍别

Grades, rubrics, and tests often reflect Euro-Western notions of pilipili漫画. This workshop introduces alternative, relational, and culturally responsive approaches to evaluating learning, helping faculty critically examine whose knowledge is valued and how assessment can reinforce or challenge inequities.

Through attending this session, participants will learn to:

• Recognize how traditional assessment methods reflect colonial and cultural assumptions.
• Explore relational, inclusive, and culturally responsive assessment strategies.
• Design evaluation practices that honor diverse ways of knowing and learning, while supporting student growth and pilipili漫画.

This session builds on concepts from the previous workshops but can be attended independently by anyone interested in transforming assessment practices.

Facilitator

Rachelle McKay, Educational Developer, Indigenous Knowledges & Ways of Knowing

Assessment Re-design, Part II: Nothing in Isolation鈥擬apping Assessment Ecologies for More Responsive Design

Tuesday, October 14
10鈥�11:20 a.m.
Killam Library, Room B400 and Online
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Assessment doesn鈥檛 happen in isolation鈥攊t unfolds within a complex web of tasks, tools, spaces, and relationships. This session helps participants step back and view their assessment practices and tasks as an 鈥渆cological鈥� system. How do different assessments relate to each other? What roles do digital platforms, classroom/campus spaces, and student practices play? Participants will map their own assessment ecologies and identify opportunities to create more coherent, inclusive, and responsive designs, considering GenA.I.鈥檚 influence on how students engage with tasks. The goal is to move from isolated assignments to intentional ecosystems that support learning across time and context.

Facilitator

Kate Crane, MA (she/her)
Coordinator for the Faculty Certificate in Teaching and Learning
(acting) Senior Educational Developer (Digital Learning)

Capacity

• In-person: 16
• Online: 16

Intended Audience

• Dalhousie and King's instructors

Wednesday, October 15
3鈥�4:20 p.m.
Mona Campbell, Room 1407 or Online
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Join us for the first of a four-session book club to discuss , by Tricia Bertram Gallant and David A. Rettinger (2025). This book 鈥溾��presents a positive, forward-looking, research-backed vision for what classroom integrity can look like in the GenAI era鈥︹�� (from back cover). It is chock-full of tips and useful, practical advice. Each hour-and-twenty-minute club session will focus on two chapters, with activities and prompts to guide discussion. You are welcome to join, no matter how much (or how little) of the reading you manage to get through in advance.

Sections covered in this session: Introduction, chapters 1 & 2 (鈥淲hy Students Cheat鈥� & 鈥淐ommunicating Integrity鈥�)

Facilitators

Georgia Klein, Senior Instructor and Associate Director of College of Sustainability
Kate Crane, Educational Developer, Centre for Learning and Teaching

Wednesday, November 12
10鈥�11:20 am
Online via Microsoft Teams
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As artificial intelligence continues to shape education, work, and society, understanding how to critically engage with AI tools is becoming essential. This 90-minute online workshop introduces the concept of AI literacies鈥攖he skills and understandings needed to navigate, question, and co-create with AI technologies.

We鈥檒l begin with a brief overview of some existing AI literacy frameworks and explore why developing these literacies matters for both educators and students. Participants will be invited to complete suggested pre-readings ahead of time to help ground our discussion.

The core of the session will centre around , a practical and accessible workbook designed to foster AI literacy. Together, we鈥檒l alternate between hands-on activities from the guide and group discussions that reflect on the learning process. The workshop will conclude with a collaborative reflection on how to continue developing AI literacy in your own teaching practice.

Presenters

Kate Crane, MA (she/her)
Coordinator for the Faculty Certificate in Teaching and Learning
(acting) Senior Educational Developer (Digital Learning)

Kate Thompson, PhD (she/her) 
Educational Developer (Scholarship of Teaching and Learning) 

Pre-readings

Walter, Y. (2024). Embracing the future of Artificial Intelligence in the classroom: The relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, 21(1), 15.  []

Wednesday, October 29
3鈥�4:20 p.m.
Mona Campbell, Room 1407 or Online
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Join us for the second of a four-session book club to discuss , by Tricia Bertram Gallant and David A. Rettinger (2025). This book 鈥溾��presents a positive, forward-looking, research-backed vision for what classroom integrity can look like in the GenAI era鈥︹�� (from back cover). It is chock-full of tips and useful, practical advice. Each hour-and-twenty-minute club session will focus on two chapters, with activities and prompts to guide discussion. You are welcome to join no matter how much (or how little) of the reading you manage to get through in advance. Having attended the previous session is not required.

Sections covered in this session: Chapters 3 & 4 (鈥淒esigning Courses for Integrity鈥� & 鈥淒esigning Assessments for Integrity鈥�)

Facilitators

Georgia Klein, Senior Instructor and Associate Director of College of Sustainability
Kate Crane, Educational Developer, Centre for Learning and Teaching

Monday, November 10
9:30鈥�10:50 a.m.
Killam Library, Room B400 and Online
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To preserve the integrity of the classroom鈥攚hich includes, but goes beyond, academic integrity鈥攕tudents should be supported in evaluating the impact of A.I. on their learning; on their disciplines and disciplinary communities; and on their future work as disciplinary practitioners or civic participants. This workshop will explore relevant critical competencies we might incorporate into our courses, with the aim to build up a repertoire of ideas and techniques to draw on for the design of formative assignments, assessments, classroom activities, etc.  

Prepare

This workshop will require interactive engagement amongst participants. Come prepared to brainstorm with colleagues.

Facilitator

Kate Crane, MA (she/her)
Coordinator for the Faculty Certificate in Teaching and Learning
(acting) Senior Educational Developer (Digital Learning)

Capacity

• In-person: 16
• Online: 16

Intended Audience

• Dalhousie and King's instructors

Wednesday, November 19
3鈥�4:20 p.m.
Mona Campbell, Room 1407 or Online
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Join us for the third of a four-session book club to discuss , by Tricia Bertram Gallant and David A. Rettinger (2025). This book 鈥溾��presents a positive, forward-looking, research-backed vision for what classroom integrity can look like in the GenAI era鈥︹�� (from back cover). It is chock-full of tips and useful, practical advice. Each hour-and-twenty-minute club session will focus on two chapters, with activities and prompts to guide discussion. 

You are welcome to join no matter how much (or how little) of the reading you manage to get through in advance. Having attended the previous sessions is not required. 

Sections covered in this session: Chapters 5 & 6 (鈥淪trategies that Promote Success with Integrity鈥� & 鈥淧rotecting Assessment Integrity鈥�)

Facilitators

Georgia Klein, Senior Instructor and Associate Director of College of Sustainability
Kate Crane, Educational Developer, Centre for Learning and Teaching

Wednesday, December 3
3鈥�4:20 p.m.
Mona Campbell, Room 1407 or Online
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Event description Join us for the last of the four-session book club to  discuss , by Tricia Bertram Gallant and David A. Rettinger (2025). This book 鈥溾��presents a positive, forward-looking, research-backed vision for what classroom integrity can look like in the GenAI era鈥︹�� (from back cover). It is chock-full of tips and useful, practical advice. Each hour-and-twenty-minute club session will focus on two chapters, with activities and prompts to guide discussion.

You are welcome to join no matter how much (or how little) of the reading you manage to get through in advance. Having attended the previous sessions is not required.

Sections covered in this session: Chapter 7 (鈥淚nfusing Ethics into Teaching and Learning鈥�) & Conclusion 

Facilitators

Georgia Klein, Senior Instructor and Associate Director of College of Sustainability
Kate Crane, Educational Developer, Centre for Learning and Teaching

A teaching dossier is a critical component for any academic job search, and yet we often do not consider the time and work it takes to develop a dossier that reflects the experience, values, and evidence of our teaching. This two-week retreat covers the fundamentals of a teaching dossier (e.g., teaching philosophy, student evaluations, teaching materials), and will provide you with an opportunity to take the time to start developing the foundations to your own dossier and reflect on your learning and teaching experiences. You will also have the opportunity to give and receive peer feedback. The retreat facilitator will also be available to answer questions and offer guidance on the development of your dossier.

By participating in this two-week retreat, you will receive 5 professional development hours towards the completion of your Certificate in University Teaching and Learning. 

Week 1

• Thursday, October 2
• Monday, October 6

Week 2

• Thursday, October 9
• Wednesday, October 15 (optional)

Final Submission

• Thursday, October 16

[login required].

Wednesday, October 29
2鈥�3 p.m.

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The Micro-teaching Short Course is offered annually in the fall term, and is designed to give students the opportunity to plan, develop, and deliver a lesson in a mock classroom setting.

• Registration Deadline: October 30.
• Training Session: November 5, 9 a.m.-12 p.m.
• Micro-teaching Sessions: Sessions will be held throughout November and early December. You can sign up for Microteaching sessions on the training session. Each session accommodates four instructors and up to four students.

 [log-in required]

Wednesday, November 26
2鈥�3 p.m.

Have questions about the Certificate in University Teaching and Learning (CUTL)? Join us for a virtual drop-in hosted by the Centre for Learning and Teaching. This informal space is an opportunity to connect with our CLT Educational Developer (Student Development) and ask about certificate requirements, registration, or upcoming sessions, or simply stop by to clarify details. Join us online and stay for as little or as much time as you would like! Registration is not required.

Intended Audience

• Graduate Students
• Teaching Assistants
• Markers/Grader

Wednesday, December 3
2鈥�3 p.m.

Have questions about the Certificate in University Teaching and Learning (CUTL)? Join us for a virtual drop-in hosted by the Centre for Learning and Teaching. This informal space is an opportunity to connect with our CLT Educational Developer (Student Development) and ask about certificate requirements, registration, or upcoming sessions, or simply stop by to clarify details. Join us online and stay for as little or as much time as you would like! Registration is not required.

Intended Audience

• Graduate Students
• Teaching Assistants
• Markers/Grader

Wednesday, December 10
3鈥�4 p.m.
Online

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Thursday, October 16
2-3:30 pm
Killam Library, Room B400
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Practicing the Scholarship of Teaching and Learning (SoTL) by conducting research about learning in our classroom comes with a range of ethical considerations. These include those typical to research with human participants, but some additional and unique considerations apply when our own students are our research participants. Knowing how to appropriately apply an ethical lens to SoTL not only protects the learner, but also works to enhance the quality of your SoTL project.

Join us for this workshop where we will cover:

• What to expect during the Research Ethics Board (REB) application process,
• Important ethical considerations during the SoTL Lifecycle, and
• Tips to help you with conducting ethical SoTL.

Facilitator

Kate Thompson
Educational Developer (Scholarship of Teaching and Learning)
Centre for Learning and Teaching

Thursday, October 23, 2025
10 a.m.鈥�12 p.m.
Online via Microsoft Teams
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The MH101 session is limited to faculty, instructors, and staff at pilipili漫画 and King's.

In any given year 1 in 5 Canadians will experience a mental illness, and according to Statistics Canada youth aged 15-24 are the most likely group to suffer the effects of a mental illness, substance dependency and suicide. Considering most university students are within this age group it is essential that those working with University students are provided the necessary knowledge and resources to recognize and respond to students in distress.

MH101 is a short yet informative presentation developed for university faculty and staff to increase awareness and understanding of mental illness and mental health problems, thus increase your confidence in supporting students.

Facilitators

Joanne Mills, Psychologist, Student Health & Wellness
Eshaa Amer, Stay Connected Peer Support worker and 4th year neuroscience honours student

Additional Information

Peer Support Services

Wednesday, November 19
1鈥�2:30 p.m.
Killam Library, room B400*
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Course projects can be a memorable learning experience for students, giving them the opportunity to produce a unique piece of work that integrates and applies what they鈥檙e learning in the course while developing their individual expertise on a chosen topic. If you鈥檙e developing or considering a project for one of your courses, or if you already have a course project that you鈥檙e looking to improve upon or share with colleagues, join us for a conversation about some principles and examples of pilipili漫画ful course projects. We鈥檒l consider how to structure the work of a project, how to support students鈥� motivation to work independently on a challenging topic, and how we might evaluate the products of that work.

Presenter

Gillian Gass, University Teaching Fellow, Department of Biology

*Please note that the B400 classroom is in the basement of the Killam Library. We are aware of, and apologize for, the accessibility barriers associated with this room. If you require the use of an elevator to reach this room, one of the CLT staff will have to access the elevator with you, using their key card. Please let us know in advance so that we can facilitate a smooth and timely transition to the basement.

We also ask that participants be respectful of those with significant allergies and avoid wearing perfume, aftershave, cologne, and highly scented hairspray, soaps, lotions, and shampoos.

Thursday, November 20
2鈥�3 p.m.
Killam Library, Room B400*
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鈥淚f we teach today鈥檚 students as we taught yesterday鈥檚, we rob them of tomorrow.鈥� 鈥� John Dewey, American education reformer

Back by popular demand: Gen Z in the Classroom! Have you recently found yourself saying 鈥淏ack in my day, students used to be like鈥︹�� or 鈥淚 just don鈥檛 understand students anymore!鈥�? Generation Z is the largest cohort demographic on university campuses today. More than any other generation, this group of students has faced lightning-speed changes in society and technology, and have been heavily 鈥渟haped by the advancement of technology, issues of violence, a volatile economy, and social justice movements鈥� (Seemiller & Grace, 2017). As a part of the Resilient Classroom Series, this session will help you adapt your teaching to better align with Gen Z鈥檚 unique motivations, goals, skillsets, and social concerns. In this in-person session, you will learn:

• Common characteristics and learning preferences of Gen Z students.
• Strategies to adapt your course design and assessments to better support and teach Gen Z students.  

To help you take what you learn from this session to your classroom, we will collectively brainstorm strategies to use in the Gen Z classroom. In addition, you will develop a preliminary plan for how you can adapt one student assessment or course design aspect to better suit your Gen Z students.

Presenter

Daniella Sieukaran, MA (she/her)
Senior Educational Developer (Program Development)

Intended Audience

• Graduate Students
• Instructors (all)
• TAs/Markers/Demonstrators

*Please note that the B400 classroom is in the basement of the Killam Library. We are aware of, and apologize for, the accessibility barriers associated with this room. If you require the use of an elevator to reach this room, one of the CLT staff will have to access the elevator with you, using their key card. Please let us know in advance so that we can facilitate a smooth and timely transition to the basement.

We also ask that participants be respectful of those with significant allergies and avoid wearing perfume, aftershave, cologne, and highly scented hairspray, soaps, lotions, and shampoos.

Wednesday, November 26
2鈥�4 p.m.
Online via Microsoft Teams
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The MH101 session is limited to faculty, instructors, and staff at pilipili漫画 and King's.

In any given year 1 in 5 Canadians will experience a mental illness, and according to Statistics Canada youth aged 15-24 are the most likely group to suffer the effects of a mental illness, substance dependency and suicide. Considering most university students are within this age group it is essential that those working with University students are provided the necessary knowledge and resources to recognize and respond to students in distress.

MH101 is a short yet informative presentation developed for university faculty and staff to increase awareness and understanding of mental illness and mental health problems, thus increase your confidence in supporting students.

Facilitators

Joanne Mills, Psychologist, Student Health & Wellness
Amelia MacEachen, Stay Connected Peer Support worker and 3rd year psychology major with a minor in history

Additional Information

Peer Support Services