Events
- Events
- Calendar of Events
- Studio Courses in Teaching and Learning
- Dalhousie Conference on University Teaching and Learning (DCUTL)
- Transformative Teaching and Learning Retreat
- New Academic Staff Orientation (NASO)
- Teaching Assistant Professional Development Days
- Creating a Teaching Dossier (Faculty)
- Graduate Teaching Dossier Retreat
- CIRTL
- D-LITE
- Gathering Together
- Truro Campus Mini Retreat of Teaching and Learning
The Virtual Maple League Teaching and Learning Centre
Connecting people from different disciplines and backgrounds — to create new communities and strengthen existing ones — is one of the foundational strengths of the Maple League.
2025
August 13: The Principles of SoTL
Wednesday, August 13
10–11 a.m.
Online
Link to register for the event (opens in new window)
The Scholarship of Teaching and Learning (SoTL) is an interdisciplinary field that focuses on systematic and scholarly inquiry into our teaching practice and the student experience. The goal of SoTL is to identify, explore, and share advances in teaching and learning in order to enhance student learning.
Join us for this introductory workshop where we will cover the foundations of the field of SoTL and the frameworks that guide SoTL as a scholarly practice.
Presenter
Kate Thompson, PhD (she/her)
Educational Developer (Scholarship of Teaching and Learning)
August 14: Constructing Effective Rubrics with Rubric Swap (online)
Thursday August 14
1–2:30 p.m.
Online via Microsoft Teams
Link to register for the session (opens in new tab)
Want to spend LESS time grading and providing feedback? Grading using rubrics has many benefits such as reducing grading time for instructors, and providing clear and consistent expectations to students. In this online workshop, you will:
- Learn the purpose and principles underlying grading using rubrics.
- Be introduced to different types of rubrics, the components that make up a rubric, appropriate language to use for rubrics, and the step-by-step process for constructing effective rubrics.
- Participate in a rubric swap! Exchange rubric feedback with a peer.
Workshop participants are kindly asked to bring one paper copy of a rubric that you are looking to gather feedback on. If you do not have one, a sample rubric will be provided by the workshop facilitator.
Facilitator
Daniella Sieukaran, Senior Educational Developer (Program Development), CLT
Intended Audience
- Instructors
- Graduate Students
- Teaching Assistants
September 24: Assessment Re-design, Part I
Moving toward process-oriented assessment models
Wednesday, September 24
3–4:20 p.m.
Killam Library, Room B400 or Online
Link to register for the event (opens in new tab)
GenA.I. is troublesome for educators because its capabilities challenge our assessment’s “construct validity”— the ability of the assessment task to provide evidence that students are meeting learning outcomes. Assessment that is designed to gather evidence of student learning from their “journeys” (how they did it) rather than their “destinations” (what they submitted), provides the instructor with better evidence for how well outcomes are met. Additionally, process-oriented assignments augment students’ self-efficacy and metacognition, and can strengthen the relationship between instructor and student. This workshop will help participants test the construct validity of their current assessments and discover ways to design assessments that help students attend to, and evidence, their learning journeys.
Facilitator
Kate Crane, MA (she/her)
Coordinator for the Faculty Certificate in Teaching and Learning
(acting) Senior Educational Developer (Digital Learning)
Capacity
- Online: 16
- In-person: 16
Intended Audience
- Instructors
October 14: Assessment Re-design, Part II
Assessment Re-design, Part II: Nothing in Isolation—Mapping Assessment Ecologies for More Responsive Design
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
November 10: Building Student's Critical Engagement with GenAI
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