鲍鱼tv

Wednesday, January 29
3鈥�4 p.m.
Online via Microsoft Teams
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Have you ever thought about whether your students trust you? If they do trust you, why might that be, and why does trust matter? In this seminar, we鈥檒l encourage you to think about these questions as we share research findings on how university instructors in four different countries talk about trust. Our conceptual model for building trust in university classrooms will serve as the basis for a conversation about the kinds of trust building moves that might resonate with your students and/or in your learning and teaching contexts. 

Presenters

, Elon University
, Lund University
, Victoria University of Wellington

Thursday, January 30
12:15-1:15 p.m.
Online via Microsoft Teams

Attendance, participation, engagement: Which of these terms are more pedagogically useful or relevant for us, considering our learning outcomes, teaching goals, and the broader social, spatial, and economic contexts in which our courses are embedded? 

This session includes discussion of what these terms might mean in our common usage and in the teaching and learning literature, and a workshopping component in which the facilitator will guide participants through exercises to critically re-appraise learning outcomes and related assessment teaching artifacts, hoping to arrive at more specific understandings, and articulations, of how we hope students 鈥渟how up鈥� in class and in assessments.

Facilitator

Kate Crane, interim Program Coordinator for the Faculty Certificate in Teaching and Learning 

Monday, February 10
1-3 p.m.
Killam Library, Room B400*

Facilitators

Joanne Mills, Psychologist, Student Health & Wellness, and two Stay Connected Peer Support workers (who are students themselves).

The MH101 session is limited to faculty, instructors, and staff at 鲍鱼tv 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. 

*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.

锘縒e 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.

Tuesday, February 11
2鈥�3 p.m.
Online via Microsoft Teams

In this session, you鈥檒l gain valuable insights and practical tips from your fellow TA peers on grading assignments and lab reports in Science programs. The session will cover strategies for providing constructive feedback, ensuring fair grading practices鈥攅specially in large classes鈥攁nd applying these approaches to different types of assignments and lab reports in Science disciplines.

Presenters

Sophie Tattrie, PhD Candidate, Department of Biology
James Kho, PhD Candidate, Department of Biology

Thursday, February 13
12:30-1:30 p.m.
Killam Library, Room B400*
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This session is limited to the 鲍鱼tv and King's community.

Pedagogical frameworks such as Culturally Responsive Pedagogy (CRP), Intercultural Teaching Competence (ITC), and Universal Design for Learning (UDL) support students鈥� learning by guiding instructors in designing courses and creating safe, interactive, inclusive and flexible classroom environments.

On its own, UDL does not specifically address cultural differences among instructors and students, although its core principles need to be situated, for every learner, within their cultural framework(s). As such, many practitioners are integrating ITC and CRP into their practices to design and teach courses that apply decolonizing, anti-racist, and anti-oppressive theories and practices, and promote accessibility, equity, and inclusion through an intersectional lens.

In this interactive and collaborative workshop, we will engage in an activity together to find intersections and overlaps between two inclusive teaching frameworks, namely ITC (Intercultural Teaching Competency) and UDL (including the new UDL Guidelines 3.0!). This will be followed by discussion to reflect on and strategize ways to incorporate into our course designs and teaching these pedagogical frameworks. 

Outcomes

By the end of the workshop, you will be able to: 

• Articulate the ITC and UDL principles and philosophies and discover how they intersect with each other. 

We endeavor, too, that as participants, you will: 

• Feel inspired, and invested in implementing ITC, and/or UDL
• Have built knowledge and skills capacity as a means for collegial co-learning, ongoing learning, and mutual support 

Facilitators

• Shazia Nawaz Awan (she/her): Educational Developer (Internationalization & Intercultural Competency)
• Les T. Johnson (he/him): Senior Educational Developer (Online Pedagogies)

*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.

锘縒e 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.

Tuesday, February 18
1鈥�3 p.m.
Killam Library, B400 (basement)*
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鈥淎 voice is a human gift; it should be cherished and used to utter fully human speech as possible.鈥� 鈥� Margaret Atwood 

Have you ever strained your voice from lecturing, had your mic fail and had to nearly shout for the rest of your lecture, or lost your voice from a cold yet had to continue teaching? As professional voice users, instructors have high vocal loads, which puts them at elevated risk for vocal fatigue, injury, and disorders such as dysphonia/hoarseness (Cavalcante, do Nascimento & Ribeiro, 2022). A recent international metaanalysis found that approximately 41% of university professors develop voice disorders from vocal overuse or misuse, compared to a mere 6% of the general population (Azari et al., 2022). Moreover, as many as 70% of instructors experience at least one symptom of a voice disorder (Brisson et al., 2022). In this in-person session, you will learn: 

• Why vocal training and care is important for instructors. 
• How to engage deep breathing to support your voice. 
• How to develop your vocal power, improve articulation, and find presence to better connect with your students. 
• How you can use vocal variety of pitch, pace, and tone to bring life and energy to your teaching.
• Signs of vocal fatigue or injury, and tips to minimize risk and improve your vocal health.

Facilitator

Josephine Christensen, Assistant Professor, Fountain School of Performing Arts 

Host

Daniella Sieukaran, Senior Educational Developer (Curriculum), Centre for Learning and Teaching

*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.

锘縒e 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, February 19 & Thursday, February 20
10 a.m.鈥�3:30 p.m.
Hyflex: Online & In-Person (Killam Library, )

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Curated to advance our collective understanding and implementation of anti-colonial course design, this two-day hyflex (in-person and online accessible) event offers seven sessions with the aim of bringing together educators who are actively engaged or interested in exploring anti-colonial approaches within their teaching practices. With a diverse disciplinary range of presenters from 鲍鱼tv and Mount Saint Vincent University, workshops and presentations will engage with themes such as centering Mi鈥檏maw perspectives, community-engaged course design, challenges associated with anti-colonial course design, and land and/or community-based teaching & learning. In addition to these seven sessions, a Curiosity & Connection Space is being held at the end of each day (2:45-3:30 p.m.), as a gathering space intended to foster dialogue, encourage collaboration, and support relationship building among participants. 

Coffee, tea, and light refreshments will be provided. 

Event Overview

Detailed schedule with presenter & session info available in January 2025.

Wednesday, February 19

Thursday, February 20

Wednesday, February 26, 2025
10:30 a.m.鈥�12 p.m.
Hyflex: Online & In-Person (Ko鈥檍ua Okuom, Killam Library)

Building on Nicole Ineese-Nash鈥檚 , this interactive workshop invites participants to engage in hands-on learning to explore the intersections of Indigeneity, disability, and support systems through a culturally grounded and disability-positive lens. Participants will reflect on their personal "gifts" and "bundles"鈥攖he unique strengths they carry and the support they benefit from鈥攖o develop individualized support plans that embrace diversity and foster belonging.

Guided by universal design principles, disability justice, and Indigenous epistemologies, the session will focus on designing accommodations and supports that honor cultural identity, prioritize relationality, and celebrate difference. By centering culturally relevant approaches, participants will learn strategies to create inclusive, affirming, and strength-based environments for themselves and others. This workshop is ideal for educators, students, and service providers seeking practical tools to support diverse learners and communities.

Facilitator

Nicole Ineese-Nash

Nicole Ineese-Nash is an Indigenous researcher, educator, and community worker with over 15 years of experience working with Indigenous children, youth, and communities. Born and raised in Toronto, Nicole is a member of Constance Lake First Nation in Treaty 9 territory and holds relation to the lands, waters, and people along the English and Kabikagomi Rivers. With a PhD in Social Justice Education and a Master鈥檚 in Early Childhood studies, she is passionate about supporting Indigenous self-determination and cultural resurgence, particularly in the context of childhood and youth. Nicole鈥檚 various research and practice interests reflect her lived experience as an Indigenous person on a path of cultural reconnection and learning.

As an Assistant Professor cross-appointed between the schools of Early Childhood Studies and Child and Youth Care at Toronto Metropolitan University, Nicole leads innovative community-based research on the topics of Indigenous disability, early learning, land-based education and youth mental health. Her research with Indigenous young people spurred the foundation of her national charitable organisation called Finding Our Power Together, which offers mental health coaching, group psychoeducation, and cultural healing to Indigenous youth across Canada. Nicole鈥檚 skills in community-based research, social justice education, and Indigenous cultural practices have allowed her to work with Indigenous communities both in and out of the academy, informing her research, writing, teaching and practice.

Wednesday, February 26
1鈥�2 p.m.
Killam Library, Room B400 (basement)*
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鈥淥ur greatest glory is not in never failing, but in rising up every time we fail.鈥� 鈥� Ralph Waldo Emerson 
 
As a part of the Resilient Classroom Series, this session will highlight the power of academic tenacity and buoyancy in fostering long-term learning and achievement for your students. Academic tenacity involves 鈥淸looking] beyond short-term concerns to longer-term or higher-order goals, and withstanding challenges and setbacks to persevere toward [those] goals鈥� (Dweck, Walton, & Cohen, 2014). Related to this construct, academic buoyancy is the ability to overcome daily hassles and challenges typical of academic life, such as low motivation, competing deadlines, test anxiety, and challenging course content (Martin & Marsh, 2008). In this in-person session, you will learn: 

• What academic tenacity and buoyancy are, and key characteristics and behaviours of academically tenacious and buoyant students. 
• How academic tenacity and buoyancy can benefit students.
• How you can foster academic tenacity through methods such as scaffolding, encouraging growth mindsets, helping students set goals, and cultivating a sense of belonging. 
• How you can promote academic buoyancy through the five Cs: confidence, coordination, control, composure, and commitment. 

To help you take what you learn from this session to your classroom, we will identify ways you are already fostering academic tenacity and buoyancy in your students, and collectively brainstorm strategies to further incorporate academic tenacity and buoyancy in your teaching practices. 

Presenter

Daniella Sieukaran, Senior Educational Developer (Curriculum)

Intended Audience

• Faculty
• Staff
• Graduate Students
• Teaching Assistants
• External 
• Open to all

*Creating an accessible and optimal learning environment is paramount for the CLT: please email us at clt@dal.ca to let us know if you anticipate any barriers we will need to remove in the learning environment, or if there is anything in particular you feel we should know that will best facilitate your learning experience. The information you share will be kept confidential and only shared with the session facilitators.

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.

锘縒e 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.

Tuesday, March 4
2鈥�3 p.m.
Online via Microsoft Teams

Grading is one of the most common responsibilities of a TA, and ensuring fairness and consistency is essential for maintaining student trust, motivation, and academic success. This interactive workshop equips TAs with the knowledge and tools needed to establish equitable grading practices. Participants will explore common grading biases, such as the halo effect and recency bias, and learn practical strategies to mitigate them. A key focus of the session will be the effective use of rubrics to enhance objectivity and clarity. Additionally, attendees will have the opportunity to reflect on and identify potential biases in their own grading processes and brainstorm actionable solutions.

Presenter

Nasim Tavassoli, Educational Developer

Thursday, March 13, 2025
10 a.m.鈥�12 p.m.
Online via Microsoft Teams

Facilitators

Joanne Mills, Psychologist, Student Health & Wellness, and two Stay Connected Peer Support workers (who are students themselves).

The MH101 session is limited to faculty, instructors, and staff at 鲍鱼tv 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.

Thursday, March 20
10鈥�11 a.m.
Killam Library, B400 (basement)*
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鈥淓motions drive people. People drive performance.鈥� 鈥� Joshua Freedman, CEO, Six Seconds Emotional Intelligence Network 
 
For decades, emotional intelligence (EQ) has revolutionized the business and leadership practices of workplaces and Fortune 500 companies (Globe and Mail, 2024). EQ involves accurately recognizing and managing your own feelings, and recognizing and responding effectively to others鈥� feelings (Mayer & Barsade, 2008). As a part of the Resilient Classroom Series, this session will shift the focus of EQ toward higher education, showcasing how you and your students can use EQ to blend the actions of thinking and feeling to enhance interpersonal dynamics and make optional decisions in the classroom and beyond. In this in-person session, you will learn: 

• What emotional intelligence is and its main competencies, such as self-awareness, self-regulation, empathy, and social skills. 
• How emotional intelligence can benefit students and instructors. 
• Your own personal EQ score.
• How you can use 鈥渆motional data鈥� to build stronger connections and inform decision-making.
• Strategies to enhance EQ in yourself and your students. 

To help you take what you learn from this session to your classroom, we will identify ways you are already using EQ in the classroom, and collectively brainstorm strategies to further incorporate EQ into your teaching practices. 

Presenter

Daniella Sieukaran, Senior Educational Developer (Curriculum) 

Intended Audience

• Faculty
• Staff
• Graduate Students
• Teaching Assistants
• External 
• Open to all

*Creating an accessible and optimal learning environment is paramount for the CLT: please email us at clt@dal.ca to let us know if you anticipate any barriers we will need to remove in the learning environment, or if there is anything in particular you feel we should know that will best facilitate your learning experience. The information you share will be kept confidential and only shared with the session facilitators.

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.

锘縒e 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.

Tuesday, April 22, 2025
10鈥�11 a.m.
Killam Library, B400 (basement)*

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 

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, Senior Educational Developer (Curriculum)

Details to be confirmed.

The aim of this hands-on, in-person workshop is to introduce key techniques in qualitative data coding and analysis using NVivo software and/or Excel. Participants will gain essential tools to organize, code, and draw meaningful insights from their qualitative data. During the session, you鈥檒l learn how to prepare your data and explore foundational coding techniques, such as in-vivo and thematic coding, to categorize and understand your data more deeply. Through interactive exercises, participants will identify themes and patterns and create a codebook that enhances clarity and consistency throughout the coding process. Additionally, we鈥檒l briefly discuss reliability coding principles in qualitative research.

Bring your own data, or use provided sample datasets for hands-on practice if you don鈥檛 have data prepared.鈥�

Please bring a laptop computer with you to this workshop.

Facilitator

Dr. Nasim Tavassoli 鈥� Educational Developer (Student Development) with the CLT鈥�

Tuesday, February 4
10 a.m.鈥�12 p.m.
Online via Microsoft Teams

• • Meeting ID: 254 810 495 100
  • Passcode: zD6Gx6VE

COURSE DESIGN: e.g., designing your PowerPoint slides for better student learning, engaging students, online teaching tips, and strategies for teaching large classes.

Wednesday, March 5
1鈥�3 p.m.
Online via Microsoft Teams

• • Meeting ID: 258 578 018 830
  • Passcode: yv2gk7aJ

Student Assessments: e.g., designing rubrics, assessing higher-order thinking with multiple choice questions, writing clear assessment instructions, providing effective feedback, alterative grading approaches, and making your assignments more creative and 鈥淕en-Z friendly鈥�!

Thursday, April 3
11 a.m.鈥�1 p.m.
Online via Microsoft Teams

• • Meeting ID: 250 204 667 67
  • Passcode: Zi7Kp9hS  

Instructor Self-Development: e.g., instructor self-care and emotional labour, teaching dossiers, using SLEQ data to enhance your teaching, and debrief on your teaching experiences.