Dal Events

(AI Pedagogy) Assessment Re-design, Part II: Nothing in Isolation—Mapping Assessment Ecologies for More Responsive Design

Tue, 14 Oct 2025 13:00:00 GMT

Tuesday, October 14
10–11:20 a.m.
Killam Library, Room B400 and Online
Link to register for the event (opens in new window)

Assessment doesn’t happen in isolation—it 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 “ecological” 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.’s 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

"The Opposite of Cheating" Book Club [Session I]

Wed, 15 Oct 2025 18:00:00 GMT

Wednesday, October 15
3–4:20 p.m.
Mona Campbell, Room 1407 or Online
Link to register for Session I of the Book Club (opens in new window)

Join us for the first of a four-session book club to discuss The Opposite of Cheating: Teaching for Integrity in the Age of AI, by Tricia Bertram Gallant and David A. Rettinger (2025). This book “…presents a positive, forward-looking, research-backed vision for what classroom integrity can look like in the GenAI era…” (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 (“Why Students Cheat” & “Communicating Integrity”)

Facilitators

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

Engaging in Ethical SoTL

Thu, 16 Oct 2025 17:00:00 GMT

Thursday, October 16
2-3:30 pm
Killam Library, Room B400
Link to register for the event (opens in new window)

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

Mental Health 101 - Recognizing and Responding to Students in Distress

Thu, 23 Oct 2025 13:00:00 GMT

Thursday, October 23, 2025
10 a.m.–12 p.m.
Online via Microsoft Teams
Link to register for the event (opens in new window)

The MH101 session is limited to faculty, instructors, and staff at pilipili�� 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

CLT virtual drop-in for Micro-Teaching inquiries

Wed, 29 Oct 2025 17:00:00 GMT

Wednesday, October 29
2–3 p.m.

Link to join the drop-in (opens in Microsoft Teams)

(AI Pedagogy) "The Opposite of Cheating" Book Club [Session II]

Wed, 29 Oct 2025 18:00:00 GMT

Wednesday, October 29
3–4:20 p.m.
Mona Campbell, Room 1407 or Online
Link to register for session II of the Book Club (opens in new tab)

Join us for the second of a four-session book club to discuss The Opposite of Cheating: Teaching for Integrity in the Age of AI, by Tricia Bertram Gallant and David A. Rettinger (2025). This book “…presents a positive, forward-looking, research-backed vision for what classroom integrity can look like in the GenAI era…” (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 (“Designing Courses for Integrity” & “Designing Assessments for Integrity”)

Facilitators

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

Teaching Tuesday Virtual Drop-in: Preventing Deadwood – Instructor Self-Care

Tue, 04 Nov 2025 14:30:00 GMT

Tuesday, November 4
10:30–11:30 a.m.
Online via Microsoft Teams
Link to join the chat (opens in new window)

Come to our autumn-themed Teaching Tuesday Virtual Drop-ins this semester to create a personalized support experience. Your needs and interests guide the direction of the drop-ins! Ask our CLT Senior Educational Developer questions, bounce ideas off a sounding board, or debrief about your teaching. Join us online and stay for as little or as much time as you would like! Registration is NOT required. Each month has a broad theme:

November

Come to our Preventing Deadwood – 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!

Decolonizing Classroom Participation

Tue, 04 Nov 2025 18:00:00 GMT

This session is part of the Decolonization Workshop Series.

This four-part series invites faculty members, instructors, and teaching assistants to reflect on what it means to take a decolonial approach to teaching and learning. Drawing on Eve Tuck and K. Wayne Yang’s reminder that “decolonization is not a metaphor,” the series distinguishes decolonization from Indigenization and inclusion, and explores how colonial legacies continue to shape higher education. Together, we will consider how to reimagine virtual and in-person classroom participation, assessment practices, and our broader academic contexts in ways that are more just, relational, and responsive.

Tuesday, November 4
2–3 p.m.
Online or in-person (Killam Library, Room B400*)
Link to register for the series sessions (opens in new window)

Classroom participation is often narrowly defined: speaking quickly, confidently, and frequently. These norms privilege certain voices — often male, extroverted, or Euro-Western — 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 “good participation” 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

*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.

Microteaching Short Course

Wed, 05 Nov 2025 13:00:00 GMT

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.

Learn more about this event and register. [log-in required]

Building Student's Critical Engagement with GenAI

Mon, 10 Nov 2025 13:30:00 GMT

Monday, November 10
9:30–10:50 a.m.
Killam Library, Room B400 and Online
Link to register for the event (opens in new window)

To preserve the integrity of the classroom—which includes, but goes beyond, academic integrity—students 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

(AI Pedagogy) Understanding and Building AI Literacies

Wed, 12 Nov 2025 14:00:00 GMT

Wednesday, November 12
10–11:20 am
Online via Microsoft Teams
Link to register for the event (opens in new window)

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—the skills and understandings needed to navigate, question, and co-create with AI technologies.

We’ll 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 People's Guide to AI, a practical and accessible workbook designed to foster AI literacy. Together, we’ll 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

Dimensions of AI Literacies

The Four Cs of AI Literacy

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. https://doi.org/10.1186/s41239-024-00448-3 [https://dal.novanet.ca/permalink/01NOVA_DAL/ev10a8/cdi_doaj_primary_oai_doaj_org_article_04d2d52c9a9b4c83b15aa0956888caea]