Past CLT Professional Development

March 13: Mental Health 101 - Recognizing and Responding to Students in Distress (online)

March 11: Teaching for Inclusive Learning Experience: A Developing Story of Two Pedagogical Frameworks

Tuesday, March 11
12:30–2 p.m.
Killam Library, Room B400*

This session is being held in person because the workshop revolves around an activity that uses printed cards. We are looking into ways to hold this as an online or hybrid workshop in the future. The session is limited to the Dalhousie and King's community.

Pedagogical frameworks such as Culturally Responsive Pedagogy (CRP), Intercultural Teaching Competence (ITC), and Universal Design for Learning (UDL) support students’ 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.

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.

March 5: CLT Virtual Drop-in Series - Student Assessments

March 4: “Grading for TAs” Series: Equitable Grading Practices: Ensuring Fairness and Consistency

February 26: GenA.I. in Teaching and Learning Community of Practice meeting

February 26: Resilient Classroom Series: Fostering Academic Tenacity and Buoyancy in Students

Wednesday, February 26
1–2 p.m.
Killam Library, Room B400 (basement)*

“Our greatest glory is not in never failing, but in rising up every time we fail.” – 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 “[looking] beyond short-term concerns to longer-term or higher-order goals, and withstanding challenges and setbacks to persevere toward [those] goals” (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.

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.

February 26: Reclaiming Gifts: Designing Disability-Positive and Culturally Relevant Supports - Workshop

Wednesday, February 26, 2025
10:30 a.m.–12 p.m.
Hyflex: Online & In-Person (Ko’jua Okuom, Killam Library)

Building on Nicole Ineese-Nash’s keynote presentation at the University of King’s College on February 25, 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"—the unique strengths they carry and the support they benefit from—to 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’s in Early Childhood studies, she is passionate about supporting Indigenous self-determination and cultural resurgence, particularly in the context of childhood and youth. Nicole’s 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’s 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.

February 19 & 20: Gathering Together: The Dalhousie Anti-Colonial Course Design Forum

Wednesday, February 19 & Thursday, February 20
10 a.m.–3:30 p.m.
Hyflex: Online & In-Person (Killam Library, Ko’jua Okuom)

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 Dalhousie and Mount Saint Vincent University, workshops and presentations will engage with themes such as centering Mi’kmaw 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

Time	Session
10–11:15 a.m.	Forum Opening & Workshop 1 Ko’jua Okuom
11:15–11:30 a.m.	Break
11:30 a.m.–12:30 p.m.	Session 1 Ko’jua Okuom
12:30–1:30 p.m.	Lunch (food not provided)
1:30–2:30 p.m.	Concurrent Session A Ko’jua Okuom Concurrent Session B Killam Library, Room B400
2:30–2:45 p.m.	Break
2:45–3:30 p.m.	Curiosity & Connection Space

Thursday, February 20

Time	Session
10–11 a.m.	Session 1 Ko’jua Okuom
11–11:15 a.m.	Break
11:15 a.m.–12 p.m.	Session 2 Ko’jua Okuom
12:05–12:30 p.m.	Quick Share
12:30–1:30 p.m.	Lunch (food not provided)
1:30–2:30 p.m.	Concurrent Session A Workshop in Ko’jua Okuom Concurrent Session B Circle discussion in B400
2:30–2:45 p.m.	Break
2:45–3:30 p.m.	Curiosity & Connection Space

February 18: Vocal Training and Care for Instructors

Tuesday, February 18
1–3 p.m.
Killam Library, B400 (basement)*

“A voice is a human gift; it should be cherished and used to utter fully human speech as possible.” – 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.

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.

February 11: “Grading for TAs” Series: A grading guide for TAs in Science

February 4: CLT Virtual Drop-in Series - Course Design

January 30: Attendance, participation, engagement: What do they mean?

January 29: Building Trust in University Classrooms

January 27: “Grading for TAs” Series: Effective written feedback

January 15: CLT Teaching and Learning Grant Showcase

Wednesday, January 15
Online via Microsoft Teams

The Centre for Learning and Teaching has several Teaching and Learning Grants that are awarded annually. This event will showcase projects that have been supported by CLT Teaching and Learning Grants. Each presenter will take 10-15 minutes to discuss their grant project. There will be time for questions and discussion.

These chats with grant recipients will be a great opportunity to:

Learn about some amazing teaching and learning initiatives happening at Dal that you may be able to adapt or implement in your own courses
Get an idea for the kinds of projects that the CLTs grants support to inform your own grant applications
Network with Dal faculty, staff, and students who have a passion for teaching and learning

Session 1 – 10:30–11:30 a.m.

“Process evaluation of the implementation of an inaugural Advanced Pharmacy Practice Experience in a Collaborative Healthcare Setting focusing on student integration into hospital inpatient clinical pharmacy services”, Natalie Kennie-Kaulbach, Scholarship of Teaching and Learning Grant, 2022
“Collaborative development of anti-colonial occupational therapy pedagogy.” Kaarina Valavaara, Anne Marie Ryan Teaching and Learning Enhancement Grant Recipient, 2023
“Developing Microbial Observatory Science Outreach Modules (MOSOMs)”, Joseph Bielawski, Jessica Latimer, & Peyton O’Regan, Anne Marie Ryan Teaching and Learning Enhancement Grant Recipient, 2024

Session 2 – 12:30–1:30 p.m.

“Conceptual Transfer for Students Learning New Programming Languages”, Eric Poitras, Scholarship of Teaching and Learning Grant, 2022

Session 3 – 2–3 p.m.

“Eco-Hope: Developing Strategies to Counter Eco-Anxiety and Build Resilience in Students”, Amy Mui & Georgia Klein, Anne Marie Ryan Teaching and Learning Enhancement Grant Recipient, 2023
“Student perspectives on curricula diversification and the learning experience”, Neha Khanna & Lynette Reid, Scholarship of Teaching and Learning Grant, 2023

Host

Dr. Kate Thompson, Educational Developer (SoTL), Centre for Learning and Teaching

December 4: We Belong Together: End-of-year Gathering

Join us for a warm and welcoming end-of-year gathering to celebrate the rich diversity of our community and explore the theme of belonging in teaching and learning. This event is hosted by the Belong Cluster. This event is reflective, and if you’re feeling up to it, with hands-on, creative experience where attendees are encouraged to bring their culture, traditions, and art practices that foster a sense of identity and belonging.

Together, we’ll:

Learn, discuss, and reflect: Share stories and insights on how cultural practices shape belonging. Participate in facilitated conversations focusing on practical ways to foster belonging in teaching and learning environments. Whether you come to create, share, or simply listen and reflect, your presence is valued. Sometimes, just being together is enough. We belong together.
Create and Share: Craft items inspired by end-of-year traditions or personal cultural practices using provided templates or your imagination. Supplies will be available for everyone to express their creativity.
Collaborate and Reflect: Contribute to our Collaboration Wall, a shared space where we’ll celebrate belonging through art, and simple Post-it messages. The wall can also serve as a photo booth, offering a chance to capture memories.

Event details

December 4th, Wednesday, 2:30–4 p.m.
Location: Killam Library, Room B400*

Bring your creativity, curiosity, or simply your presence to share this meaningful moment. Let’s celebrate belonging through our unique identities and shared purpose!

Questions or ideas?

If you have any questions, or would like further details, or have ideas, please contact Raghav Sampangi (raghav@cs.dal.ca) or Jen Frail-Gauthier (jfrail@dal.ca), the Co-Leads of the Belong Cluster.

*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, email clt@dal.ca and we can we will assist with elevator access, using a key card. Please let us know in advance so that we can facilitate a smooth and timely transition to the basement.

November 27: GenA.I. Community of Practice

Wednesday, November 27
2-3 p.m.

Join us for the November meeting of Dalhousie’s Generative A.I. in Teaching and Learning Community of Practice.

This month’s topic

Technologies are not value neutral nor inert; they change us as much as we change them. Langdon Winner, one such philosopher, coined the term “reverse adaptation.” Here he posited that tools and technologies are created so that they can serve us; however, in many instances, it is we who serve even simple tools such as clocks or houses. Ivan Illich suggests there has been a watershed moment for Western cultures in which technology has ceased, in general, to improve human life and now rather detracts from it. He asks if there can be better ways to create and use tools to support human flourishing ("for conviviality"). In this presentation and discussion we will ask the question of whether AI can be a tool for conviviality, and if so, how this may be possible.

Facilitator

Dr. Scott Flemming, P.Eng.
Senior Instructor
Undergraduate Advisor
Department of Industrial Engineering

About the GenA.I. CoP

The aim of the GenA.I. in Teaching and Learning Community of Practice is to create a space for cautious, critical, and open discussion and sharing around using (or not using) generative artificial intelligence in the classroom or in teaching and learning work. We welcome presentations or other organized discussions that showcase use in classrooms; discuss ethical use; describe guiding students in its use/non-use; or brainstorm general implications or consequences for any aspect of teaching, learning or being part of the university.

Anyone is welcome to join the GenA.I. CoP, including instructors, graduate students, staff, and faculty. No expertise in generative A.I. is required. Reach out to eLearning@dal.ca with any questions. If not already a member of the CoP, register for the event to receive information on joining the Teams site. You can also search for “GenA.I. CoP” in Teams to join.

November 26-28, 2024: Universal Design for Learning (UDL) Showcase

Sept. 25, Oct. 30, Nov. 27: Indigenous AI Virtual Reading Group

Discussion Dates

September 25, 1–2 p.m. Sections 1-3 (pp. 1-42)
October 30, 1–2 p.m. Section 4 (pp. 43-90)
November 27, 11 a.m.–12 p.m. Section 5 (pp. 91-122)

While discussions about artificial intelligence (AI) have become increasingly commonplace within academia, seldomly are Indigenous perspectives included within these conversations apart from being gestured to as one of the many “equity issues” surrounding the use of AI.

Providing a dedicated space for Dalhousie community members to expand their understanding of the intersections of Indigenous knowledge systems and AI, this virtual reading group invites participants to question and consider how AI advancements compliment, challenge, resonate and/or contrast with various Indigenous worldviews, ethics, and epistemologies.

The chosen text for Fall 2024, the Indigenous Protocol (IP) and Artificial Intelligence (AI) Position Paper (2020), is the result of collaborative work between Māori, First Nations, Inuit, Métis, Pacific Islanders, and Aboriginal Australians, that recognizes and affirms the diversity of Indigenous views and approaches to generative AI. As described by the authors, “rather than being a single unified statement this position paper is a collection of heterogeneous texts that range from design guidelines to scholarly essays to artworks to descriptions of technology prototypes to poetry.” (2020) Regardless of the discipline your work is situated within, this series aims to offer meaningful opportunities to engage with the complexities of AI and Indigenous knowledge systems. Through a series of facilitated discussions, participants will delve into the diverse perspectives presented in the position paper, critically examining how Indigenous protocols can inform ethical AI development, challenge existing paradigms, and propose alternative approaches.

Facilitators

Rachelle McKay, Anishinaabe, MA Indigenous Governance – Educational Developer, Indigenous Knowledges & Ways of Knowing
Abdullah Al Mukaddim – Artificial Intelligence Analyst

November 5: CLT Virtual Drop-in Education Exchange

November 4: Mental Health 101 - Recognizing and Responding to Students in Distress (online)

October 29: The Resilient Classroom Series: Navigating the Emotional Labour of Teaching

October 17: Global Engagement and COIL- Teaching Experiences of Faculty from Dalhousie University and Meru University of Science and Technology, Kenya

Thursday, October 17
2-3:30 p.m.
Online via Microsoft Teams

COIL (Collaborative Online International Learning) is a teaching model that is primarily used for internationalization of teaching and learning experiences. It has been broadly used by instructors who are (i) interested in expanding students’ intercultural and global perspectives (ii) keen on offering inclusive and digitally accessible learning experiences, and (iii) seek innovative teaching and learning experiences through diverse perspectives of knowledges and ways of knowing.

As part of global engagement initiatives, at Dalhousie University, Faculty of Agriculture, instructors have been engaged in virtual exchange of educational programs through multiple ways. One of which is COIL, which was leveraged as a bilateral exchange and corresponding pedagogy, embedded into existing courses across international settings.

In this session, professors from Dalhousie University and MUST, Kenya will share their experiences as they developed, collaborated on and taught COIL courses and will share what worked, what lessons were learned, and how they see COIL in their future projects. Please join us to learn more about their COIL experiences and how that can inspire you for your courses.

Key words: international, intercultural, inclusive, global, collaborative

Panelists

Dr. Peter Wafula Masinde, Associate Professor of Horticulture, School of Agriculture and Food Science, Meru University of Science and Technology, Kenya
Dr. Lord Abbey, Associate Professor, Dalhousie University Faculty of Agriculture
Audrie-Jo McConkey, Senior Instructor, Department of Animal Sciences and Aquaculture.
Dr. Greg Cameron, Associate Professor of Political Science and Rural Studies, Department of Business & Social Science, Faculty of Agriculture, Dalhousie University

Moderator

Dr. Shazia Nawaz Awan, Educational Developer, Internationalization and Intercultural Competency, Centre for Learning and Teaching

Intended Audience

Faculty
Staff
Graduate Students
Open to external people

October 16: Introduction to Qualitative Research Methods in SoTL

October 11: Collaborative Grant Writing Session

October 1, 8, & 15: Graduate Teaching Dossier Retreat

September 25: COIL: A Collaborative Teaching Model-Leveraging Online Pedagogy for Global Engagement and Diverse Learning Experiences

Wednesday, September 25
11:30 am-12:30 pm
Online via Microsoft Teams

COIL (Collaborative Online International Learning) is a teaching model that is primarily used for internationalization of academics. It has been broadly used by instructors who are (i) interested in expanding students’ intercultural and global perspectives (ii) keen on offering inclusive and digitally accessible learning experiences, and (iii) seek innovative teaching and learning experiences through diverse perspectives of knowledges and ways of knowing. According to Jon Rubin who coined the term COIL in 2006 for virtual exchange educational programs, “in its most essential and typical form, COIL is a bilateral exchange and corresponding pedagogy, embedded into existing courses across two, or sometime more, institutions.”

A more holistic definition developed by Rubin (2021) is that “COIL utilizes the Internet to empower students and instructors around the world to develop curiosity, flexibility, and generosity in concert with their academic partners. This benefits two or more classrooms of collaborating students, usually located in different countries, who have had different life experiences. COIL is also a way for students and instructors to learn about their discipline from a new perspective and can be a method for engaging those with other experiences and perspectives about how this knowledge might be applied.”

In this 1-hour interactive introductory session, participants will be introduced to COIL as I respond to What, Why, and How questions you may have on your minds about COIL. Dr. Leanne Stevens (Faculty of Science) will be invited to share her initial thoughts on COIL as she plans to introduce the model for Faculty of Science as the Associate Dean Academic.

Keywords

international, intercultural, inclusive, global

Presenters

Dr. Leanne Stevens, University Teaching Fellow and Associate Dean Academic, Department of Psychology and Neuroscience, Faculty of Science

Dr. Shazia Nawaz Awan, Educational Developer, Internationalization and Intercultural Competency, Centre for Learning and Teaching

Intended Audience

Faculty, Staff and Graduate Students who are interested in international and intercultural teaching and learning experiences
Open to all

September 23: Constructing Effective Rubrics with Rubric Swap

September 20: Mental Health 101 - Recognizing and Responding to Students in Distress (in-person)

September 18: The SoTL Process

September 10: Faculty Certificate in Teaching and Learning Information Session

August 28: (GenA.I. Community of Practice) Indigenous Data Sovereignty & Data Justice

August 28: Examining EDIA in Your Course Syllabus: A Syllabus Swap

Wednesday, August 28
1:00 p.m.–2:30 p.m.
Killam Library, Room B400*

Regularly reviewing our course materials is an important step toward evaluating our process in meeting our instructional goals. It allows us to identify areas for improvement and actively work toward enhancing our teaching practices. As one of the first touch points we have with our students, the course syllabus is a foundational document for the course and establishes course expectations and objectives for students. As we work toward creating inclusive, equitable, and accessible learning environments, reviewing our syllabi is one way we can evaluate how we are meeting our goals and how our practice may impact students.

In this session, we will examine how the various ways our syllabi respond to equity, diversity, inclusion, and accessibility considerations. We aim to have an open-ended, good faith exchange about the application of EDIA principles to courses. This is an interactive session, and workshop participants will be split into small groups with each group carrying out a discussion-based review of sample course syllabi. Time will be provided to review your own syllabi.

Attendees are kindly asked to bring at least one paper copy of the syllabus they are looking to gather feedback on.

Intended Audience

This session is intended for those who have a syllabus for a course they have taught and/or will be teaching and are interested in evaluating and reflecting on their practice. We recognize that participants may have varying levels of expertise in topics related to EDIA – we welcome anyone interested in joining the conversation! This is meant to be a friendly exchange where we all (facilitators included!) learn from each other.

Facilitators

Laurel Schut (Associate Director, College of Sustainability and CLT Faculty Associate)
Elizabeth Gillis, Educational Developer

*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.

August 28: Starting with the Syllabus: Creating your course syllabus

August 27: Student Learning Experience Questionnaire (SLEQ) Information Session

August 14: Treaty-Informed Teaching: A Starting Point for Reciprocal Relations

August 7: How to write a CLT grant proposal

July 17: Navigating the Emotional Labour of Teaching

Wednesday July 17
1—2:30 p.m.
In-person workshop in Killam Library, room B400* (basement)
This session is limited to the Dalhousie and King's community

Registration for this session is now closed.

“Emotional labour” is a term that was first coined by sociologist Arlie Russell Hochschild in 1983 to describe the process of managing outward expressions of feelings to fulfill the emotional requirements of a job. It involves wearing a “mask” that requires the suppression of negative emotions and the display of only positive emotions, regardless of how you actually feel. Consider a time when you received negative news and then had to teach ten minutes later or when you had to hide your frustration while telling the tenth student, “Check your syllabus!” Performing emotional labour can lead to lower job satisfaction and burnout (Humphrey, 2021). In this in-person workshop, you will:

Learn what emotional labour looks like in the context of teaching and its associated impacts.
Be introduced to a set of strategies to redirect the energy and efforts used for emotional labour toward effective pedagogy and instructor self-care.
Reflect upon your own experiences with emotional labour in your teaching. Group sharing is welcomed, but not required.

Facilitator

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

Intended Audience

Faculty
Graduate Students

Open to external people

No

*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.

July 5: Transformative Pedagogies: Small Changes for Transformation 2024 Retreat

Friday, July 5

Online

Time	Details
10-11 a.m.	Foundations: Disability & Accessible Language in the Classroom Emilee Fackelman (she/her), Graduate Teaching Associate, Centre for Learning and Teaching What knowledge and tools can we develop to use language that promotes accessibility in the classroom? In this workshop, we'll explore how everyday communication can create barriers, analyze real-world teaching scenarios, and develop strategies to: craft clear and concise communication; utilize inclusive language that avoids assumptions and empowers all students; respectfully navigate sensitive disability-related topics; enhance accessibility in teaching materials and communication. Join us in building a valuable foundation for fostering an inclusive learning environment where all students can thrive.
11-11:45 a.m.	Curiosity Rooms Join CLT folks and peers to ask questions, share ideas, and experiment with what you've learned in the Retreat gatherings.
1-2 p.m.	I Get It, But How Do I Do It?: Applying Universal Design For Learning (UDL) Principles to Course Outcomes and Student Assessment Tereigh Ewert (she/her) Senior Educational Developer (Anti-oppressive and Transformative Education), Centre for Learning and Teaching Dr. Les T. Johnson (he/him), Senior Educational Developer (Online Pedagogies), Centre for Learning and Teaching You are invested in building accessible courses for all students’ success and it’s clear to you that applying UDL principles is one way in which you can accomplish this. The question you are asking of yourself is, “How do I put these principles into practice?” As awareness of, and appreciation for UDL grows across the university, increasingly, instructors are asking this question of the CLT. In this hands-on gathering, the facilitators will focus on the aspects of the UDL Guidelines that ask instructors to consider flexibility in how students demonstrate their learning, and practical ways to implement these guidelines. Participants are requested to bring one or more learning outcomes from their courses and collaboratively, we’ll imagine the different ways in which students can be assessed—assessed in ways that are rigorous and that also empower students to best demonstrate what they’ve learned.
2-2:45 p.m.	Curiosity Rooms Join CLT folks and peers to ask questions, share ideas, and experiment with what you've learned in the Retreat gatherings.

Intended audience

Faculty
Faculty and staff
Graduate Students
Open to all

July 4: Transformative Pedagogies: Small Changes for Transformation 2024 Retreat

Thursday, July 4

In-person (Killam Library, Room B400*)

Time	Description
10-11 a.m.	Designing "Anti-Colonial Science" Dr. Aaron Wright, History of Science and Technology This session invites participants to reflect on anti-colonial course design, using as a case study “Anti-Colonial Science” an upper-year undergraduate course at the University of King’s College History of Science and Technology Programme. Topics will include theoretical frameworks for “anti-colonial” work; course content, especially scientific content; and classroom dynamics. Participants will be encouraged to discuss examples or challenges from their own course design experience.
11-11:45 a.m.	Curiosity Rooms Join CLT folks and peers to ask questions, share ideas, and experiment with what you've learned in the Retreat gatherings.
1-2 p.m.	Transformative Pedagogies: Experiences and Reflections from the Faculty of Management Moderator: Dr. Jenny Baechler, Management Dr. Frederick D. King, Assistant Professor, Department of Leadership and Organizations Drawing from the COMM 1711: Personal and Professional Development undergraduate course, Dr. King presents on a group case study assignment that asks students to help a student facing both academic and personal crises. These cases consider intersectional issues of racialization, mental health struggles, and personal trauma, combined with academic struggles surviving first-year university. The goal is for students to develop, empathy for those who are different from themselves, learn about the societies and services available to support students in crisis and learn how those same services may be able to help them as well. The message is that community, both personal and professional, is what we need to develop resilience, not just to survive, but thrive in the Commerce Co-op program. Dr. Oksana Shkurska, Assistant Dean, Undergraduate Student Success and Engagement Dr. Shkurska describes the amazing experience she had through a COIL (Collaborative Online International Education) project. This successful collaboration was with a professor from the National Malaysian University and students in the COMM 4315 International and Intercultural Management undergraduate course. One of the outcomes from this COIL engagement was a collaborative presentation at a recent conference in Japan. Dr. Stacy Allison-Cassin, Assistant Professor, Department of Information Science Dr. Stacy Allison-Cassin discusses a project assignment developed for a graduate-level course on Knowledge Equity and Justice. The assignment encourages students to apply learning on the topic of knowledge justice through the development of projects using alternate forms of communication such as podcasts, workshops, zines, video essay and more.
2-2:45 p.m.	Curiosity Rooms Join CLT folks and peers to ask questions, share ideas, and experiment with what you've learned in the Retreat gatherings.

Intended audience

Faculty
Faculty and staff
Graduate Students
Open to all

July 3: Transformative Pedagogies: Small Changes for Transformation 2024 Retreat

The Centre for Learning and Teaching invites you to join us in retreat gatherings focused on transformative teaching practices and that emphasize how to apply what you’ve learned from session facilitators.

Transforming our teaching practices for decolonization, Indigenization, intercultural competence and teaching, equity, and accessibility can seem like a daunting task. Our goal, through this retreat, is to support small changes we can each make that build on one another and move us toward our aspirational, wholly transformative learning spaces.

Wednesday, July 3

Online

Time	Details
10-11 a.m.	Breaking Barriers: Making Gen AI Accessible for Students Abdullah Al Mukaddim, Artificial Intelligence Analyst Discover how Generative AI is transforming the educational landscape by making learning more accessible for students with various disabilities. This session, designed to help professors and instructors, will explore practical applications of Generative AI tools to support students with different learning challenges, providing personalized resources and innovative solutions to enhance their academic experience.
11-11:45 a.m.	Curiosity Rooms Join CLT folks and peers to ask questions, share ideas, and experiment with what you've learned in the Retreat gatherings.
1-2 p.m.	Critical Making and Material Culture for STEM Students in the Humanities Classroom Dr. Patricia Cove, Faculty of Agriculture In 2023-24, students in the new Faculty of Agriculture course “English Studies in Science and Technology” were assigned an optional “Maker Project.” The assignment was intended to engage students with experiential learning and material objects in a writing-intensive, first-year literary studies course serving agricultural science and engineering students, among others. Inspired by the Crafting Communities project, the “Maker Project” assignment asked students to make a craft related to a technology of reading, writing, and communication and then write a reflection about that experience. This presentation will explore the uptake, successes, difficulties, and unforeseen complications of the first iterations of the “Maker Project.”
2-2:45 p.m.	Curiosity Rooms Join CLT folks and peers to ask questions, share ideas, and experiment with what you've learned in the Retreat gatherings.

Intended audience

Faculty
Faculty and staff
Graduate Students
Open to all

June 26: Recent Case Law for Generative Artificial Intelligence

May 22: A.I. and Privacy

May 24: Engaging in Ethical SoTL

May 8 & 9: Creating a Teaching Dossier (Faculty) 2024

May 7: Understanding Accessible Pedagogy & Applying Critical Disability Theory in the Classroom

April 26: Doing SoTL – Part 2: Designing Your Study

April 24: A.I. in Creative Writing Class

April 16: Teaching for Shy People

April 15 & 16: Peer Feedback and Teaching Retreat

Please join us for the CLT’s 2-day retreat dedicated to Peer Feedback and Teaching – a series examining topics and support in peer feedback! Each session invites you to consider a different aspect of giving and/or receiving supportive development-centered feedback. Morning sessions are online and afternoon workshops will be in-person.

Description

Welcome to the CLT’s Peer Feedback and Teaching Retreat. The two days of sessions are dedicated to topics and support in engaging in peer feedback! Each session invites you to consider a different aspect of giving and/or receiving supportive development-centered feedback.

Format

Depending on your availability and specific interests, you are welcome to attend individual sessions or the full suite of sessions. This dedicated time will allow you to think about the ways that you might engage in formative feedback from peers that can support and strengthen your teaching.

There are two types of sessions:

Building Sessions (online): Each morning will consist of shorter sessions that invite you to build on your understanding of the various forms that peer review can take and how these forms may be helpful in your own teaching and course(s).
Circle Workshops (in-person): The afternoon sessions are 2-hrs in length and provide an opportunity to engage in practices of formative peer feedback with fellow attendees. Attendees will be offered the opportunity to share their own teaching materials and/or teaching experiences with each other during the session.

Who should attend?

These sessions are intended to be a place of discussion and learning for those who are both new and familiar with peer feedback of teaching. This includes:

Individual instructors seeking professional development based in peer development and formative peer evaluation, and/or seeking to connect with peers from across Dalhousie interested in engaging in formative peer review
Individuals who are taking on the role of reviewer as part of procedures in their individual Faculty
Limited-term faculty who are seeking support in documenting their teaching effectiveness.

Goals

Participation may provide you with:

Experience within a formative peer review process that is based in equitable practices and grounded in principles of reflexivity, humility, relationality, and collaboration.
Familiarization with peer review practices and instruments to increase comfortability and proficiency in roles of both reviewer and reviewee.
An opportunity to engage with peers and offer critical feedback and friendly critique
Time, space and support for individual reflection on teaching practices and strategies

Schedule with Descriptions

Monday, April 15, 2024

Time and location	Title and Description
9–10 a.m.	Information session: Holistic Evaluation of Teaching at Dalhousie: An Overview In this information session, we will provide an overview of the new holistic evaluation of teaching policy at Dalhousie and describe how evidence from peers plays a part in outlining your teaching effectiveness. Included in the discussion, we will pose the question to attendees: “who is a peer when we talk about peer feedback on teaching and learning?”
1:30–3:30 p.m. Killam Library, Room B400	Circle Workshop This workshop is an opportunity to gain practice in formative peer review/feedback. Participants will engage in important preparatory & collaborative practices to develop collegial, humble and culturally responsive orientations to peer feedback/review within both roles of reviewee and reviewer. This session is informed by reflexive observational approaches to peer feedback/review. Participants will have the chance to engage with one another’s teaching or teaching artifacts. Prepare by bringing a teaching artifact with you (syllabus/assignment instructions, rubrics/lesson plan, etc.) OR with a teaching & learning story to share that contains a common challenge you face and how you’ve dealt with it.

Time and location

Title and Description

9–10 a.m.

Information session: Holistic Evaluation of Teaching at Dalhousie: An Overview

In this information session, we will provide an overview of the new holistic evaluation of teaching policy at Dalhousie and describe how evidence from peers plays a part in outlining your teaching effectiveness. Included in the discussion, we will pose the question to attendees: “who is a peer when we talk about peer feedback on teaching and learning?”

1:30–3:30 p.m.

Killam Library, Room B400

Circle Workshop

This workshop is an opportunity to gain practice in formative peer review/feedback. Participants will engage in important preparatory & collaborative practices to develop collegial, humble and culturally responsive orientations to peer feedback/review within both roles of reviewee and reviewer. This session is informed by reflexive observational approaches to peer feedback/review. Participants will have the chance to engage with one another’s teaching or teaching artifacts.

Prepare by bringing a teaching artifact with you (syllabus/assignment instructions, rubrics/lesson plan, etc.) OR with a teaching & learning story to share that contains a common challenge you face and how you’ve dealt with it.

Tuesday, April 16, 2024

Time and Location	Title and Description
10:30 a.m.–12 p.m. Online	Peer Observation: What to Consider and Available Tools for In-Person and Online Peer review of teaching may include in-class observations and/or providing feedback on a variety of teaching artifacts and practices. Within this, there are many aspects of teaching that may be of interest. It is important to discuss and decide what it is you want your peer to observe or review (as the instructor) and how you might go about collecting information (as an observer). In this session, we will look at various dimensions of teaching that you may seek feedback on and some tools and strategies already available that might help when it comes time to collect and present data on your teaching. During the session, we will also review some of these differences and the approaches you may take to engage in the peer review process for online teaching. We will also briefly touch on some options for remote observations of teaching for face-to-face teaching.

Time and Location

Title and Description

10:30 a.m.–12 p.m.

Online

Peer Observation: What to Consider and Available Tools for In-Person and Online

Peer review of teaching may include in-class observations and/or providing feedback on a variety of teaching artifacts and practices. Within this, there are many aspects of teaching that may be of interest. It is important to discuss and decide what it is you want your peer to observe or review (as the instructor) and how you might go about collecting information (as an observer). In this session, we will look at various dimensions of teaching that you may seek feedback on and some tools and strategies already available that might help when it comes time to collect and present data on your teaching.

During the session, we will also review some of these differences and the approaches you may take to engage in the peer review process for online teaching. We will also briefly touch on some options for remote observations of teaching for face-to-face teaching.

Facilitators

Kate Crane, Educational Developer (Online Pedagogy)
Elizabeth Gillis, PhD (she/her), Associate Director (Acting), Educational Developer (Curriculum)

Intended Audience

Faculty
Staff
Graduate Students (all except in-person workshops)

This event is open to those external to Dalhousie University.

April 5: (D-LITE Event) Psychological Safety & Belonging: Student Perspectives & Experiences

We Belong Together Workshop Series Brought to you by the D-LITE Belong Cluster.

Friday, April 5, 2024
11:30 a.m.-1 p.m.

This workshop is hybrid

Halifax campus (B400, Killam Library)
Online via Teams (link will be sent when you complete the registration form)

We invite faculty and staff to explore the principles of psychological safety and belonging in the classroom shared through the lens of student perspectives and experiences. As students, our presenters understand the important role educators play when it comes to the wellbeing of their students, and hope to bring attention to how educators can foster a safe and welcoming classroom environment. One important aspect of leadership is to create a shared vision, and advocating for a psychologically safe classroom environment can help professors and students reach a shared vision of an ideal classroom learning community. Our speakers:

Gloria Piazza is finishing up her fourth year of a BSc in medical sciences. She is interested in advocating for psychologically safe classrooms thanks to the information she learned in a leadership in science class she took last semester.
Youna McGowan is in her fourth year as a major in Neuroscience at Dalhousie. She is passionate about mental health awareness, and is currently working on an Honours project dedicated to developing a non-pharmaceutical intervention for anxiety disorders. She is also completing a certificate in Science Leadership and Communication, with the aim of advocating for mental health awareness in her community.
Katarzyna Farrell is a 2020 Loran Scholar, which is Canada’s largest and most comprehensive undergraduate merit award, granted based on the strength of character, academic excellence, commitment to service in the community and leadership potential. Katarzyna serves on committees that aim to enhance accessibility services for students with disabilities and break down barriers for students seeking accommodations at the university level.

We Belong Together Workshop Series

The We Belong Together workshop series are a collection of workshops around the diverse aspects that contribute to the feeling of belonging in general, and approaches to foster belonging in our courses and classrooms. The first three workshops focused on beginning the personal work essential to facilitate a culture of inclusion and belonging, on fostering a sense of belonging for students in our courses, and on reflecting on the process of decolonizing the curriculum. Links to the recordings from the first three workshops are included below, in case you are interested:

Workshop 1: Belonging – The comfort and discomfort
Workshop 2: Creating a sense of belonging for students
Workshop 3: Steeped in Belonging: Decolonizing the curriculum over tea and Luskinikn

About the Belong Cluster The D-LITE Belong Cluster is a teaching cluster that is part of the D-LITE collaborative community of teachers at Dal. Our cluster focuses on attributes of student and teacher experiences that contribute to a sense of belonging in our classrooms and in our daily work, including equity, inclusion, culture, celebration of diversity in learning and knowing, accessibility, and well-being. If you have any questions about these workshops, please email the leads of the Belong Cluster, Raghav Sampangi (raghav@cs.dal.ca) and Jen Frail-Gauthier (jfrail@dal.ca).

More information about D-LITE Clusters.

April 2: Supporting Multilingual TAs Navigating Academic Culture in Teaching and Learning

April 2: Panel Discussion on Hyflex

March 26: Understanding Red Reading

March 7: Supporting 2SLGBTQIA+ Students

March 5: TA Support for Multilingual Writers

February 28: Generative A.I. in Teaching and Learning Community of Practice (Presentation/Workshop)

February 22: Assistive Technologies for Student Learning: Removing the Mystery

February 21: Teaching and Learning Mini-Retreat (Truro)

Wednesday, February 21, 2024
9:30 a.m.–12:45 p.m.
Truro Campus, MacRae Library Rooms 218/219 – Student Learning Commons

CLT welcomes you to join us for an in-person mini-retreat on teaching and learning at the Truro campus on the morning of Feb 21^st. Workshops and information sessions on blended learning, the SLEQ, assessments, and videography services are planned. Coffee and light refreshments. Open to all Faculty, Staff, and Graduate Students at Dalhousie.

Coffee and light refreshments will be served.

9:40–10:40	Process over Product: Assessing the Journey, not the Destination Facilitator: Kate Crane, Educational Developer (Online Pedagogies) This workshop will explore an approach to assessment that seeks to evaluate (or merely emphasize) the quality of student work as they participate in the process of completing an assessed product (such as an essay, presentation, podcast, etc.). We will explore: the benefits of emphasizing practices and process over product, such as greater student ability to successfully self-assess, and transfer knowledge and skills across contexts; the ways in which process-focused assessments may be a helpful approach in addressing timely concerns, such as academic integrity and artificial intelligence Relevant frameworks from which to draw inspiration in the design of such assessments; and Lots of examples Participants are encouraged to bring specific assessments that they've used in the past to work with during this workshop, though it is not required.
10:40–10:55	Student Learning Experience Questionnaire (SLEQ) Overview and Updates with Student Feedback and Evaluation Coordinator Bruno Roy
Break
11:10–12:10	Workshop: Blended Learning Experiences: Designing Effective Flipped Courses Facilitator: Nasim Tavassoli (Educational Developer, Student Development) In this workshop, participants will delve into the concepts of blended teaching, including related terms such as "flipped" and "hybrid." The session will provide an understanding of the advantages associated with these teaching methods and offer insights into considerations for effectively implementing this approach in their courses. The presenter will showcase ongoing blended flipped courses at Dalhousie University to provide a practical understanding of blended teaching, encouraging participants to explore ways to incorporate blended design elements into their own courses.
12:10–12:25	Videography for Teaching and Learning: Overview of CLT Videography Services with Videographer Jake Nissen
12:25–12:45	Open Discussion/Consultation Time

February 21: Inclusive Classroom Climate: Sense of Belonging

February 13: Storytelling as Transformative Pedagogy

February 9: Doing SoTL – Part 1: Generating a Question

February 1: Rest As Resistance: A Book Club

What is your relationship with rest? What does rest look like in academia? What could a rested world look like?

In this monthly four-part book club, we will explore our individual and community rest practices through reading and discussing “Rest Is Resistance: A Manifesto” written by Tricia Hersey.

The book club will meet in person at the College of Sustainability, Meeting Room 1407*, in the Mona Campbell Building, on the following Thursdays from 2–3 p.m.

February 1 (Part 1 – Rest!)
February 29 (Part 2 – Dream!)
March 28 (Part 3 – Resist!)
April 25 (Part 4 – Imagine!)

*From the main floor atrium, enter the College of Sustainability Suite 1401 and Meeting Room 1407 will be on the left.

About the Book

Rest is Resistance is a call-to-action for anyone suffering from the toxic urgency of modern-day life. It centres around the systemic issues that cause us to overwork, and ultimately burn out, and offers us liberation through rest. In its simplest form, rest becomes an act of resistance and a reclaiming of power because it disrupts and pushes back against capitalism and white supremacy. Slowing down moves us away from trying to operate at machine levels of productivity, to make us all more human.

In this fierce and tender manifesto, Tricia Hersey elevates rest as a divine right, and paves the way towards a more well-rested life that empowers imagination, invention, and healing. Divided into four sections, Rest is Resistance explains Tricia's philosophy and methods, and includes both storytelling and practical advice. It will offer you the guidance and context to craft a rest practice for long-term health, both within yourself and society as a whole.

Rest is Resistance is not self-care: it is the urgent wake-up call you need to nap, rest and, most importantly, dream once more. (Hersey, 2022)

You can read more about Rest Is Resistance: A Manifesto here: https://thenapministry.com/

Book Access

Available to borrow

Dal Libraries (Book)
Halifax Public Libraries (Book, eBook, Audiobook)

Available for purchase

Facilitator(s)/Presenter(s): Laurel Schut, Associate Director (Acting) and Instructor, College of Sustainability and Faculty Associate, Centre for Learning and Teaching

Audience

Open to Dalhousie Faculty only

Seats available

There is a registration cap of 12 participants.

January 24: Generative A.I. in Teaching and Learning Community of Practice (Facilitated Discussion

January 24: Active Learning Implementation Support Workshop

January 17: Principles of SoTL

January 16: Generative A.I. and Assessment Design

December 11: Examining EDIA in Your Course Syllabus: A Syllabus Swap

November 21–December 1: Graduate Teaching Dossier Retreat

November 28: The SoTL Process

November 27: Self-Awareness: Building an Equitable Self (Graduate Workshop)

(CANCELLED) November 17: Assistive Technologies for Student Learning: Removing the Mystery

November 17: Creating a Sense of Belonging for Students (Workshop 2)

November 14: Belonging: The Comfort and Discomfort (Workshop 1)

November 9: Mental Health 101 - Recognizing and Responding to Students in Distress

October 26, 2023: The Courage to SoTL (SoTL Brownbag)

Oct 24, 2023: Engaging in Ethical SoTL

Oct 19, 2023: Searching the Teaching and Learning Literature

Oct 17, 2023: Implementing ‘Ungrading’ At the Graduate Level: An Instructor’s Perspective on Strategies to Reduce Students' Fear Of Failure, Encourage Risk Taking, And Prioritize Mental Health

Oct 17, 2023: Micro Teaching

Oct 16, 2023: Lunch and Learn: Assessments Across Campus

Sept 26, 2023: The Principles of SoTL

Sept 25: Mental Health 101 - Recognizing and Responding to Students in Distress

Sept 6-7 Teaching Assistant Professional Development Days (TA Days)

August 24, 2023: Starting with the Syllabus: Creating your course syllabus

August 14-18, 2023: New Academic Staff Orientation (NASO)

August 9, 2023: Teaching for Shy People

July 5-7, 2023: Transformative Education Retreat

June 20, 2023: Anti-Racism & Decolonization in the Health Professions: A Virtual Seminar for Faculty Members

June 15, 2023: Change One Thing Workshop: Embracing Progress not Perfection in Updating Teaching Practices

June 15: Indigenous Research: The Expanding Circle

June 13, 2023: Enhancing STEM Education with Case Studies

May 10 & 12, 2023: Creating a Teaching Dossier (Faculty)

April 28, 2023: [Truro Campus Session] Introduction to Culturally Responsive Teaching/Pedagogy: Getting to know the basics

April 5, 2023: Podcast Pedagogy - Hybrid

April 5, 2023: Language of Power- Reflecting on Power Dynamics in Classroom Interactions

March 24, 2023: 10:30 AM - 12:00 PM: Chat(with)CLT: What Artificial Intelligence (AI) Means for Your Teaching and Your Students’ Learning

March 21: Mental Health 101 - Recognizing and Responding to Students in Distress

March 14 - Flip your class! Designing a Blended Course

March 9: Creating Open Educational Resources (OER) Textbooks to Enhance Students’ Learning

March 8: Power of Language: Reviewing Discourse of Syllabi

March 7: Reviewing and Using Positive and Critical Student Feedback

February 22: The Value of Disaggregating your SoTL - Dr. Justin Bruner

February 21, Truro Campus: Teaching and Learning Mini-Retreat

Tips for increasing SLEQ response rates

Facilitator: Bruno Roy

Note: This is a 30 min in-person session with consultation time available after the session for anybody who has any questions about SLEQs.

Intended audience: Faculty member, instructors, department chairs, SLEQ liaisons.

In this session we will discuss some strategies that could be used toward increasing your SLEQ response rates. We will discuss ways to keep the students engaged in the process throughout the term and discuss some of the resources available to support your efforts.

Title: Reviewing and Using Positive and Critical Student Feedback
Facilitators: Elizabeth Gillis and Bruno Roy

Intended audience: Faculty members and those who receive student feedback as part of their teaching activities.

As course instructors, we receive formal student feedback via the Student Learning Experience Questionnaire (SLEQ) and may also get course feedback through other informal means. Reviewing and using that feedback to inform your teaching practice is not always straightforward. In this session, we will review some strategies that may help you look at positive and critical student feedback. Options for working with students to increase constructive feedback and approaches to including student feedback as part of a teaching dossier will also be discussed.

Please note: Additional time will be made available after the session for those who would like to review and discuss their own student feedback (see open consultation time).

Title: Designing Group Work in Your Course
Facilitator: Elizabeth Gillis and Kate Crane

Intended audience: Faculty members and graduate students who support students engaging in group work as part of their learning

In this session, we will be looking at implementing extended group work in undergraduate courses with particular emphasis on designing team-based activities. Participants will:

Compile a list of the characteristics of both effective and ineffective group work and review common student objections regarding teamwork
Review instructional goals and logistical challenges of group work and discuss solutions to those challenges
Consider how a group activity could be used or redesigned in a course you are working on

February 13 - Embracing Efficiency: Managing Time while providing effective feedback

Jan 27 - Mar 31 - Reconcili(action)

November 28-December 9th: Graduate Teaching Dossier

November 22: Introduction to Intercultural Competency & Culturally Inclusive Classroom Space

November 21: Using Videos as and for Assessment

November 18: Mental Health 101 - Recognizing and Responding to Students in Distress

November 9: The Principles of SoTL

October 14: Engaging Students with Videos

October 13: Intro to Culturally Responsive Pedagogy (CRP) and Universal Design for Learning (UDL)

October 12: Internationalization at Dalhousie: Showcase of Learning from a CLT Studio Course

Wednesday, October 12, 2022
10-11:30 a.m. Atlantic
Online via Microsoft Teams
Facilitator: Dr. Shazia Nawaz Awan Educational Developer (Internationalization & Intercultural Competency)

According to John Dewey’s pedagogical philosophy, we learn by doing, and our world is an ever-changing, practical world that we can only know through action. In this webinar session, participants of CLT studio course, ‘Teaching International Students (TIS): Making Learning Experience Relevant & Inclusive’ will showcase their learning as they are planning to set these learnings into action in their own work. During the 8-week course, participants worked on creating intentional and purposeful internationalized teaching and learning space for ALL students. In this 90-minute session, you will hear course participants share their plans ideas to internationalize their courses in different disciplines at Dalhousie University. We are hoping there will be take away if you are someone intends to work on internationalization related elements in your work, particularly in teaching and learning.

Presenters and Presentations

Internationalizing a graduate diploma program: Commitment to Excellence in Teaching through Inclusive Practices by Pamela Arenella, MD, Professor of Psychiatry, Faculty of Medicine

Teaching International Students: Commitment to Excellence in Teaching through Inclusion by Lexie Arnott, PhD., Department of Earth and Environmental Sciences

Building Graduate Attitudes Through Transformative Learning: Examples from Water Resources Course by Mahed Choudhury, Postdoctoral Fellow, School of Social Work

Teaching International Students: Internationalizing Basic Science Curriculum in Medical by Xianping Dong, Associate Professor, Department of Physiology, Faculty of Medicine

Culture, Language, and Internationalization: Dalhousie EAP Program by Laura Herrera Gonzalez, M.Ed., Faculty of Open Learning and Career Development (FOLCD)

How to respect cultural differences when interacting with patients/clients in healthcare by David McArthur, Instructor, Department of Kinesiology in the School of Health and Human Performance & Caitlin McArthur, Assistant Professor, Department of Physiotherapy

The International Experience: Enhancing the Classroom-Community for International and Local Students by Amy Mui, Senior Instructor & ENVS Undergraduate Advisor, Department of Earth and Environmental Sciences, Faculty of Science

October 4: Mental Health 101 - Recognizing and Responding to Students in Distress

September 29: Indigenous Topics and Decolonial Pedagogies

September 14: Finding, Creating, and Using Videos in Online Teaching

May 26: How to Make Cross-cultural Teamwork Actually Work

May 3: Engaging in Ethical SoTL (SoTL Series)

April 13: Rethinking Your Assessments

March 23: The Good, the Bad, and the Useful? Receiving and Using Feedback on Your Teaching

March 15: Preparing for End of Term Course Evaluations

March 14: Developing your SoTL Question (SoTL Series)

March 11: Mental Health 101 - Recognizing and Responding to Students in Distress

March 2: Holistic Evaluation of Teaching: Possibilities and Opportunities for Peer Review

February 22: Mental Health 101 - Recognizing and Responding to Students in Distress

February 22: Partnering with Students in our SoTL Work (SoTL Brownbag)

February 11: Introduction to Gamification and Game-Based Learning in Higher Education

February 2: Engaging Students in Providing Feedback on the Learning Experience

January 27: R-PEACE discusses Why Space Matters in active learning

**This event is sponsored with the support of the Centre for Learning and Teaching.

Thursday, January 27, 2022
11:30 a.m. - 1 p.m. Atlantic
Online

Drs Fox and Black will discuss the development of an Active Learning space and community engagement, and its influence on pedagogies. As part of the Research Partnerships for Education and Community Engagement (R-PEACE) group, they are interested in "blowing out the walls of the traditional classroom."

About R-PEACE

R-PEACE’s vision is for an integrated learning community. It researches and develops pedagogical initiatives for engaged learning through the creation of meaningful connections between Mount Allison University and the local communities of Sackville, Dorchester, Port Elgin, Memramcook, Amherst, and others. R-PEACE seeks to support students’ development of themselves as engaged citizens of their communities.

*Please note that this event will be hosted via Zoom.

Host

Lisa Binkley, PhD, Assistant Professor, History Department, Dalhousie University

Presenter Bios

Fiona Black is a distinguished professor of Religious Studies at Mount Allison University in Sackville, NB, whose research focuses on the reception of scriptural texts in western culture. She teaches courses in western religious texts and traditions, and in gender, sexuality, and the body. Her classroom practice focuses on understanding religious traditions from marginalized perspectives and includes a variety of collaborative, project-based and experiential opportunities.

Michael Fox is Professor Emeritus of Geography and Environment at Mount Allison University. His teaching and research have focused on place-based education, university-community relations, community planning and municipal affairs, including a wide range of consultation work and sustainability projects. He is the coordinator of the Regional Centre of Excellence for Education for Sustainable Development (RCE Tantramar). Mike is also the Director for the recently developed Institute for Transformational Learning.

January 25: The SoTL Process (SoTL Series)

January 12: Motivating Students to Learn: Important Factors and Strategies

December 6: How much does space matter? Using active learning pedagogy in traditional and active learning classrooms (SoTL Brownbag)

(November/December) Graduate Teaching Dossier Retreat

This year’s course will take place the weeks of November 29 and December 6.

Note: Registration is limited to 30 people. If the course is full, please email clt@dal.ca and you can be added to a waitlist.

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 facilitators will also be available to answer questions and offer guidance on the development of your dossier.

Over the two weeks, participants will be expected to engage asynchronously several times, attend 2 synchronous sessions, create a draft of your philosophy, as well as have the opportunity for two additional synchronous sessions. Anticipate spending around 5.5 hours engaging in synchronous and asynchronous activities. Those registered are expected to complete the scheduled tasks below and engage with their peers during the entire duration, this includes being prepared to turn on your microphone and, if you are comfortable, your camera. There are a limited number of seats, and given that this learning opportunity is based on the active exchange and collaboration between peers, please ensure you will be able to fully commit and participate for the entire duration of the retreat when you register.

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 as well as create and receive peer feedback on your teaching dossier.

Resources

This page contains links to resources that will help you to organize the material in your Teaching Dossier and provide you with ideas to help you to start writing your Dossier.

The Step-by-Step Creation of a Teaching Dossier
The Teaching Dossier Template [PDF - 102 kB]

November 26: Mental Health 101 - Recognizing and Responding to Students in Distress

(Cancelled - to be rescheduled in winter 2022) November 25: Build your intercultural repertoire: Stories about teaching & learning around the globe

Thursday, November 25, 2021
1-2:30 p.m. Atlantic
Online via Microsoft Teams Meeting

Presenters

Tereigh Ewert, Senior Educational Developer, (Anti-oppressive and Transformative Education), EDI Team Lead
Shazia Nawaz Awan, Ed.D., Educational Developer (Internationalization & Intercultural Competency)

At Dal, we put a lot of focus on acclimating international students (and faculty) to learning in a Canadian university, but our focus on acclimation creates lost opportunities! Imagine how much more rich our teaching and learning environments would be if we exchanged stories and understandings of what teaching and learning “look and feel like” in geographical and cultural contexts other than the one(s) with which we are currently familiar? How could we be more culturally-responsive and affirming and validating of diverse pedagogical approaches, practices, and relationships? And what global teaching strategies will expand our current notions of “good teaching”?

In this session, we will invite you to share stories of teaching and learning from across the globe that we hope will encourage a dialogue and help construct a shared space of collective learning.

If you are a faculty or instructor, who has taught globally, we invite you to come share your experiences; if you have not taught in a context other than that of Canada, we invite you to be part of the conversation and walk away with teaching techniques and strategies that are globalized and can help us move towards internationalization of pedagogy at Dalhousie.

After the sharing of stories by invited guests and participants, we will break into small-group discussions, based on the following topics:

Discussion group 1: Pedagogical Experiences
Discussion group 2: Classroom Environments
Discussion group 3: Student Relationships

The following three prompts/questions will guide the small-group conversations:

What do teaching and learning look like in your home country or a country you may have taught in previously?
What from that previously acquired experience do you bring to your teaching and your students’ learning that works in the Canadian teaching context?
What is it that (maybe a strategy) you would like to do but you feel you cannot use because of certain barriers in the education system here in the Canadian context, and you know it would work and enhance student learning?

Session Outcomes

After attending in this session, participants are expected to walk away with:

A shared understanding of how teaching and learning is viewed and practised in different global contexts
A set of strategies and techniques that could be used in their own teaching settings
Ideas about a shift in thinking about internationalizing pedagogy and making it inclusive for ALL students
Gauge interest in, and start making plans to create a related Community of Practice

November 17: Pushing back the boundaries: SoTL as Reflection, Refraction, and Review (SoTL Series)

November 15: Moving Forward: Critical Hope and Teaching Feedback

November 9: Developing your SoTL Question (SoTL Series)

October 26: Exploring the Teaching and Learning Literature (SoTL Series)

October 20: Working with and Supporting International TAs in Navigating Intercultural Differences

October 15: A Seat at the Table: Making Space for Indigenous Epistemologies in the Academy

October 14: Situating SoTL Strategically for Career Development (SoTL Brownbag)

September 29: The Principles of SoTL

September 24: Mental Health 101 - Recognizing and Responding to Students in Distress

September 13: SoTL Scholars Program Introduction and Questions (SoTL Brownbag)

August 23: Acknowledging Our COVID Experiences: What Do I Say in the First Weeks of Classes?

August 13: Building a Blended Course

August 9: Blended Teaching – Panel Presentation and Discussion

July 23: Understanding Blended Learning

July 9: Supporting Student Collaborative Learning Online

June 25: Supporting Student Self-regulated Learning Through Online-Assessment

June 11: Supporting Student Learning by Peer-assessment

April 22: Language is Power: A mechanism for either reinforcing or disrupting systemic institutional oppression and racism

April 21: How to Foster Creativity and Better Learning Experiences from Group Work

April 13: It’s the Final Feedback: Giving effective feedback on final exams and assignments

April 7: Brainstorming your SoTL Project

April 6: Planning for Successful Online Final Exams

March 24: Decolonizing Pedagogies and Syllabi

March 17: Intro to Universal Design for Learning (UDL) and Culturally Responsive Pedagogy (CRP)

March 17, 2021
Recording (Dal ID required)

Universal Design for Learning (UDL) is a learner-centred framework that guides course design and delivery. UDL considers that when a course is designed to support students with unique needs, this approach, in fact, supports all students in their learning. The core UDL principles of “multiple means of 1) engagement, 2) representation 3) and action and expression,” are each situated, for every learner, within their cultural framework. As such, many practitioners are co-implementing UDL and Culturally Responsive Pedagogy (CRP). Courses designed and taught through CRP apply decolonizing, anti-racist, and anti-oppressive theories and practices, and promote equity and inclusion through an intersectional lens. Both UDL and CRP are grounded in neurological science and when implemented, have a positive impact on student learning and wellness.

In this workshop, the facilitators will introduce the basics of UDL and CRP, guide participants in activities and discussions that get at the “why” of using UDL and CRP and give participants concrete ideas for incorporating these pedagogical frameworks in their course design.

Outcomes

By the end of this session, we aspire that participants will be able to:

Describe the 3 UDL Principles and 6 CRP ‘strands’
Articulate perceived value in adopting UDL and CRP
Consider, and work through, perceived challenges an instructor might face in implementing UDL/CRP
Identify at least two concrete action items to experiment with in current course design or revisions

Interactive Pieces

This session may involve opportunities to ask and answer questions; participate in large- and small-group (breakout rooms) discussions; and respond to prompts (via tools such as Padlet, chat, polls, etc.). Engaging in these activities is optional, meaning you can also attend the session and just sit back and listen. At the same time, we will also welcome you sharing your video and/or audio with the group during times of questions and discussion.

Facilitators

Tereigh Ewert, Senior Educational Developer (Diversity and Inclusivity)
Les T. Johnson, Educational Developer (eLearning)

March 10: CLT Videography Services Q&A

March 10: Add Your Voice, Influence Dal’s Academic Future

Wednesday March 10, 2021
Recording (Dal ID required)

Despite social distancing, COVID has bought us together in more ways than one to support each another in our teaching and learning. Are you interested in where we go from here? If so, please join us to explore the idea of the “Dalhousie Academic Landscape” (DAL) and to offer your input about our future directions. This session will begin with a short overview by former Provost Teri Balser and will highlight the many ways in which teaching and learning are supported and enhanced at Dalhousie. Participants will then have the opportunity to engage in two of five possible breakout sessions to discuss how we can best build community and support teachers and teaching at Dal. Join us to learn more about how DAL works and how you can get involved.

Breakout sessions will include:

Exploring ideas for a cross-Dalhousie teaching community: A Dalhousie Teaching Academy?

WHO: Anne Marie Ryan (Department of Earth and Environmental Sciences)

WHAT: Teaching Academies are common at top universities worldwide, and provide opportunity for cross-university peer-interaction and community focused on teaching and learning. If you have ever wished to connect with like-minded colleagues around teaching ideas, with whom you can share your teaching journey and develop a sense of belonging, join us for this session on building a Dalhousie Teaching Academy! Help define parameters for the Teaching Academy, and provide input into how such a community could best meet your hopes and needs, while providing a safe space to interact with faculty from within and beyond your own unit.

EXPECTED AUDIENCE: Faculty or instructors who are interested in helping define what a collective space for sharing ideas and providing advice by teachers, for teachers, and about teachers might look like. As a collective, we have many ideas, many questions, and many hopes for our students, and yet too few opportunities to share these with each other. When we do engage in conversations, we often discover new and energizing ways to be creative and resolve some of the teaching dilemmas we face from time to time. We invite you to come and share your thoughts and ideas with others interested in considering a community around teaching for faculty, by faculty.

Building connections beyond Dal: Explore the LEARN/CIRTL North American network!

WHO: Angela Siegel (Faculty of Computer Science) & Erin Careless (College of Continuing Education)

WHAT: CIRTL is a network of 38 universities across North America focused on the development of teaching and learning for grad students and faculty. Dalhousie is a new member of the network, and we are developing our programming as part of it. This session will provide an introduction to how CIRTL can help you advance teaching within your discipline, and how you can join a larger teaching and learning community across North American universities. You will also be invited to provide input about how a CIRTL “node” at Dal might best serve our faculty, staff, and students.

EXPECTED AUDIENCE: CIRTL is focused mainly on supporting graduate student development, but we also welcome faculty members that are looking for broader connections as well. Join us and we'll help you find out how!

Teaching with technology: Using the tools available through Brightspace

WHO: Les Tyler Johnson (Centre for Learning and Teaching) and Michelle McDonald (Academic Technology Services, and Dalhousie Libraries)

WHAT: The Brightspace LMS is a robust tool that supports teaching and learning, both through the platform itself and its integrated technologies, such as Panopto, Urkund, Collaborate, and more. In this session, facilitators will support you in your selection and use of the various tools available. Do you have a question about how to use a specific tool? Is there a specific activity or assessment you'd like to implement in your class and like to discuss what technology might help you bring it to life? Facilitators look forward to supporting these and related conversations on the suite of educational technology tools available at Dal.

EXPECTED AUDIENCE: Anyone who teaches.

A New Academic Web Portal: Building skills, careers, and community

WHO: Marlo MacKay (Dalhousie Libraries) and Suzanne Le-May Sheffield (Centre for Learning and Teaching)

WHAT: In an effort to bring related but often discrete elements of Dalhousie’s academic landscape together, we’re creating a web portal based on the pillars of skill building, career building, and community building. This portal is meant to be the virtual place where instructors and faculty will find professional development and skill building opportunities, as well as opportunities to connect with colleagues both within and beyond Dalhousie. Join this breakout room and help us develop the content you’d like to see featured on the portal.

EXPECTED AUDIENCE: Faculty and instructors who are interested in contributing to highlighting teaching and learning connections on the web across Dalhousie.

Elevating the Dalhousie graduate students and post-doctoral fellows experience: Your voice matters

WHO: Mabel Ho (Faculty of Graduate Studies) and Jill McSweeney-Flaherty (Centre for Learning and Teaching)

WHAT: How can you make the most of your experiences at Dalhousie? Join us in this session where we invite you to tell us about your experiences at Dalhousie, what would you like to see, and explore how we can work together to build community and opportunities across campus.

EXPECTED AUDIENCE: Graduate students, postdoctoral researchers, staff, and faculty members who are interested in supporting graduate students and post-doctoral fellows’ development and success at Dalhousie and beyond.

March 5: MH101 - Recognize and Responding to Students in Distress

February 26: Active Learning in Collaborate Ultra and Teams

February 16: Academic Integrity in Online Science Courses

February 9: MH101 - Recognize and Responding to Students in Distress

February 9: Test Tactics: How to Set up Online Tests in Science Courses

February 4: Gathering and Using Student Feedback – Midterm Course Evaluations

January 22: Creating an eLearning Community of Practice (Lunch & Learn)

January 14: Asking Better Questions for Student Learning

COURSE: What is anti-racist/anti-oppressive education? An introductory course for white faculty wanting to affect change (October 5–December 14)

This course is only open to Dalhousie Faculty and instructors

*Regististration is limited to 50 participants

Tragically, it took the murder of George Floyd, an unarmed Black man at the hands of a white Minneapolis police officer, to awaken many white people (especially within the United States and Canada), to anti-Black and anti-Indigenous violence and systemic racism.  Although Floyd’s murder was what finally drew the attention of many folks who had previously been unaware, there are countless individuals who have died or been brutalized, both before this event and afterward, and in both the United States and Canada. The news has erupted with those individuals’ stories, and once-silenced survivors are stepping forward at a time when it seems that the ‘dominant’ culture might actually be listening, and that there is the possibility of reform. And in all of this, social media is rife with many white people asking, “What can I do?”

Taking this course can be one small, first step, by assuming the responsibility of educating ourselves to address systemic racism within our own institution. As white teachers and academics, we will take on this work under Kayla Reed’s (Executive Director, Action St. Louis), “A.L.L.Y” framework*:

Always centre the impacted

Listen and learn from those who live in oppression

Leverage your privilege

Yield the floor

Through anti-racist and anti-oppressive theory and voices, we will learn how to position ourselves, our disciplines, and our institution in relation to the systemic racism and oppression in which they are embedded, and that they reinforce and reproduce. We will simultaneously determine how to put into practice what we have learned. Anti-racist and anti-oppressive education are relevant in every discipline, and folks from every Faculty are encouraged to engage in this critical work.

While open to anyone, this course is designed for those who are just beginning their anti-racist and anti-oppressive education learning journey.

Outcomes

By the end of this course, you will be able to:

Uncover and discuss how racism and oppression are replicated and reinforced in all institutional spaces

Identify and plan how you will apply each component of the ALLY framework in your teaching, research, and academic (and personal) lives

Embrace these first developmental steps as part of lifelong learning,

This course is primarily asynchronous (Brightspace, OneNote) with opportunities (but no requirement) to meet synchronously one-on-one with the instructor, and/or with your peers (via Teams). Course modules, assignments, and opportunities for engagement will be released every two weeks (five modules for 10 weeks, from October 5-December 14). Synchronous discussion opportunity dates and times will be determined by participants.

Facilitator

Tereigh Ewert
Senior Educational Developer (Diversity and Inclusivity)
Centre for Learning and Teaching

*@iKaylaReed. “A- always center the impacted L- listen & learn from those who live in the oppression L- leverage your privilege Y-yield the floor.” Twitter. June 13, 2016, 3:32 a.m.

*Regististration is limited to 50 participants

Graduate Teaching Dossier Retreat (November 23–December 4)

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 facilitators will also be available to answer questions and offer guidance on the development of your dossier.

Over the two weeks, participants will be expected to engage asynchronously several times, attend 2 synchronous sessions, create a draft of your philosophy, as well as have the opportunity for two additional synchronous sessions. Please see the schedule of activities below. Anticipate spending around 5.5 hours engaging in synchronous and asynchronous activities. Those registered are expected to complete the scheduled tasks below and engage with their peers during the entire duration, this includes being prepared to turn on your microphone and, if you are comfortable, your camera. There are a limited number of seats, and given that this learning opportunity is based on the active exchange and collaboration between peers, please ensure you will be able to fully commit and participate for the entire duration of the retreat when you register.

By participating in this two-week retreat, you will receive 5 professional development hours towards the completion of your CUTL as well as create and receive peer feedback on your teaching dossier.

Schedule

Module 1: Introduction to reflecting on teaching and learning

Date	Activity	Format	Anticipated Time Commitment
Monday, Nov 23	Introductions & Meeting your Peers	Asynchronous	10 – 20 minutes
Tuesday, Nov 24	Value Exercise & Reflection	Asynchronous	5 – 10 minutes
Tuesday, Nov 24	Dossier Overview Video	Asynchronous	5 minutes

Module 2: Creating a Teaching Philosophy

Date	Activity	Format	Anticipated Time Commitment
Wednesday, Nov 25	Teaching Philosophy discussion and activity	Synchronous (2-3pm AT)	1 hour
Thursday, Nov 26	Create philosophy draft	Asynchronous	1 hour
Friday, Nov 27	Write in session	Synchronous (2-3pm AT) (Optional)	(1 hour, Optional)
Friday, Nov 27	Post draft philosophy (11:59pm)	Asynchronous	5 minutes

Module 3: Dossier components

Date	Activity	Format	Anticipated Time Commitment
Monday, Nov. 30 – Thursday Dec. 3	Dossier Component Video	Asynchronous	5 minutes
Monday, Nov. 30 – Thursday Dec. 3	Individual activity sheets (biographical sketch, teaching responsibilities and activities)	Asynchronous	30 – 45 minutes
Tuesday, Dec 1	Peer-review of Philosophies due (11:59pm)	Asynchronous	30 – 45 minutes

Module 4: Evaluating your teaching effectiveness

Date	Activity	Format	Anticipated Time Commitment
Wednesday, Dec 2	Evidence of teaching effectiveness discussion & activity	Synchronous (2-3pm AT)	1 hour

Module 5: Looking Forward and Conclusion

Date	Activity	Format	Anticipated Time Commitment
Thursday, Dec 3	Draft Future goals	Asynchronous	10 – 20 minutes
Friday, Dec 4	Write in Session	Synchronous (2-3pm AT) (optional)	(1 hour, Optional)

December 14: Small Teaching Online: Practical Strategies for Teaching Online During Covid-19 and Beyond

December 3: Online Conduct: Responding to Student Behaviour in the Online Environment

November 24: Effective teaching/evaluation of remote physics labs (Lunch & Learn)

November 18: MH101: Recognize and Responding to Students in Distress

November 12: Feedback on your teaching: How to use and cope with the good and bad

November 3: MH101: Recognize and Responding to Students in Distress (TA Session)

October 26: Academic Integrity: Ask Away!

October 20: MH101: Recognize and Responding to Students in Distress

October 20: Supervising Graduate Students Remotely

October 15: Safer Spaces | Courageous Conversations: Support for TAs Navigating an Online Environment

September 21: Introverted Teaching

August 26: The Online Opportunity: A New Perspective in Student Engagement

August 14: My Online Teaching Experience: Maintaining Student Expectations and Engagement in a Virtual World

Friday, August 14, 2020
11-11:45 a.m.
Online via Collaborate

Dr. Srini Sampalli
Professor and National 3M Teaching Fellow
Faculty of Computer Science

In this session, I would like to share my recent experience in transitioning from face-to-face traditional teaching, which I love, to an online platform. Many of us had to quickly adapt to a major upheaval in the way we deliver lectures, assess student performance, and keep them engaged without our physical presence. To my surprise, I was able to retain close to 100% attendance and engagement in my online delivery to a class of 170 students. While I am used to getting excellent SRI ratings for my in-person teaching, I was pleasantly surprised to get an equally good rating for my online delivery with comments from students like: “… has done a terrific job … handled the transition to online delivery really well. … way of teaching is amazing”.

So, what did I do right? I believe there is no magic bullet for successful transitioning to online delivery, but it is a package that consists of our careful preparation, enthusiastic delivery and engagement, and showing a caring attitude towards our students even in a virtual world. I will share some simple strategies that have worked for me, including online assessment techniques that have not only maintained good integrity but also made it a pleasant experience for the students.

Speaker Bio

Dr. Srini Sampalli is a Professor and National 3M Teaching Fellow in the Faculty of Computer Science, Dalhousie University, and brings with him 25 years of teaching and research experience in computer science, with specialization in cyber security and wireless technologies. Deeply passionate about teaching and sharing knowledge, Srini’s primary joy is in inspiring and motivating students. Srini has received the Dalhousie Faculty of Science Teaching Excellence award, the Dalhousie Alumni Association Teaching award, and the Association of Atlantic Universities' Distinguished Teacher Award, a named teaching award instituted by the students of his Faculty, the Outstanding Educator Award by the IEEE Canada Atlantic Section, and the National 3M Teaching Fellowship. Since September 2016, he holds the honorary position of the Vice President (Canada), of the International Federation of National Teaching Fellows (IFNTF).

August 12: DIY Captions in Panopto: From Beginner to Advanced

Wednesday, August 12
11:00 a.m. - 12:00 p.m.
Online via Teams Live Events

In order to make audio and video media more accessible, including to students who are deaf or hard of hearing, instructors may choose to add captions to their audio and video materials. In this one-hour workshop, participants will learn how to add captions using Panopto, Dalhousie’s approved and supported audio/video creation and streaming platform.

In the first part of the workshop, workshop participants will see a short demonstration of (1) how to add automatic captions (machine-generated) to audio/videos created in or uploaded to Panopto and (2) how to edit those automatic captions in the Panopto interface in order to improve their accuracy. After each demonstration, workshop participants will have the opportunity to practice with their own videos.

The second half of the workshop will be interactive demonstrations on advanced editing processes, including:

Making edits directly to .srt caption files (may be easier when captioning longer audio/videos)
Captioning videos that have been edited in Panopto
Uploading and attaching caption files created outside of Panopto (such as with Microsoft Stream)

As the first part of this workshop is hands-on, participants are expected to come to the session with an audio or video file already uploaded to Panopto. Instructions on how to do that are available at the following links:

Accessing Panopto through Brightspace [0:46, no audio]

How to Upload Audio or Video to Panopto [1:54, CC]

How to Record Your Screen in Panopto [2:41, CC]

How to Record a PowerPoint in Panopto [2:14, CC]

Note: We will be using Teams to host this online workshop, as it allows for participants to use live captioning. There will be time for questions and answers throughout the workshop.

Presenters

Les T. Johnson is an Educational Developer with the Centre for Learning and Teaching with a focus on eLearning. His scholarly interests include online teaching, equity and accessibility, and intersections of identity. He captions every video he creates.

Michelle McDonald is a Learning Technologies Specialist with Academic Technology Services. She supports the use of Brightspace and other instructional technologies as a trainer. She is Dalhousie’s Panopto Administrator.

Moderator

Tereigh Ewert is a Senior Educational Developer (Diversity and Inclusivity) with the Centre for Learning and Teaching. She collaborates with faculty and instructional staff to create inclusive relationships, curricula, content, assessment, activities, and environments.

August 6: I Did It... And So Can You!

COURSE: Foundations in Online Course Design, May 19-July 17

Course Modality
Delivered online for Dalhousie faculty members and instructors. All course materials are available on demand, in an asynchronous format. Course available beginning May 19, 2020, with new modules opening every week for nine weeks.

Course Description
This course will allow you opportunities to learn, practice, and implement evidence-based online course design and teaching practices grounded in the principles of Universal Design for Learning. Our hope is that by the end of the course, you will be able to create and facilitate online courses that results in learners who are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed.

Through a UDL lens, the course will emphasize:

Alignment of learning outcomes, activities, and assessments,
Establishing and maintaining online presence and interaction, and
Creating an organized and accessible course space that takes advantage of the digital environment.

Other topics will include managing your workload when teaching online, active learning, inclusive assessment, instructional technologies, and evidence-based course revision.

Asynchronous delivery refers to the absence of live instructor-led events.

To Join This Course
To self-enrol in Foundations in Online Course Design, log into Brightspace. Once logged in, navigate to the Academic Support menu and choose Self Registration. The course is listed under "CLT.FOCD CLT - Foundations in Online Course Design.

INSTRUCTORS

Bianca D. Goree, BSc, BEd, MBA Candidate
Educational Developer (eLearning)
Bianca Goree is a technology education professional with over ten years of experience developing, supporting, and delivering online education within the corporate sector. She has developed numerous e-learning courses, online learning paths, hands-on virtual application training, online webinars/workshops, and interactive videos for on-demand consumption. Her expertise is in generating a full end-to-end curriculum consumed and delivered through online channels.

Les T. Johnson, PhD
Educational Developer (eLearning)
Les T. Johnson is an Educational Developer at CLT with a portfolio focused on online pedagogy, UDL and inclusivity, and quality course design. He teaches courses in accessibility in online learning, social foundations of education, and 2SLGBTQ+/gender studies.

July 29: Beyond Imagination: The Fierce Urgency to Reclaim the Heart of Education Using a Trauma-Informed Lens

July 16: Turning it Around: Taking Experiential Learning Online

July 14: Assessment Design and Integrity in Large Classes

Tuesday, July 14, 2020
3:00 - 4:00 p.m. AT
Online via Collaborate

The recent move to online delivery for university classes has posed many unique considerations for all instructors; but the shift has been especially challenging for those teaching large-enrolment courses, as is often the case in foundational and core courses in STEM. Often, a single instructor with little TA support, is expected to instruct and assess hundreds of students. The sheer volume of assessments means that many of these classes have traditionally relied on face-to-face, proctored, multiple-choice tests that could be automatically graded. The shift to online, non-proctored, open-book, forms of assessments means that instructors of these large classes have had to rethink their approach to testing.

In this session, panelists will discuss their experience teaching large, online courses and their approaches to assessments, with a focus on academic integrity, learning outcomes, and managing workload.

Panelists

Dr. Sarah Elaine Eaton, University of Calgary, Werklund School of Education, is a faculty member and researcher specializing in academic integrity and plagiarism prevention. Dr. Eaton’s research is strongly interdisciplinary and includes scholarly investigations and action research on topics relating to educational leadership, academic integrity, language learning and educational technology.

Dr. Jennifer Stamp, University Teaching Fellow at Dalhousie University is an instructor in Psychology and Neuroscience and is responsible for teaching several large classes (enrollments 150-1000 students). Jen is also the co-creator of the online versions of Introduction to Psychology & Neuroscience at Dalhousie (established in 2013, annually have enrollment of 150+).

Dr. Angela Crane, Senior Instructor, Dalhousie University is the coordinator of, and instructor for, Introduction to Chemistry (enrollment ~1400). Angela is working this summer to convert Introduction to Chemistry I & II to an online format for the upcoming fall term.

A link to join via Collaborate will be emailed to participants one hour prior to the start of the session.

Dalhousie University

Centre for Learning and Teaching

Past CLT Professional Development

CLT Webinars: Recordings and Resources

2025 Events

March 13: Mental Health 101 - Recognizing and Responding to Students in Distress (online)

Facilitators

March 11: Teaching for Inclusive Learning Experience: A Developing Story of Two Pedagogical Frameworks

Outcomes

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

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

Facilitators

March 5: CLT Virtual Drop-in Series - Student Assessments

March 4: “Grading for TAs” Series: Equitable Grading Practices: Ensuring Fairness and Consistency

Presenter

February 26: GenA.I. in Teaching and Learning Community of Practice meeting

February 2025 Meeting

About the GenA.I. in Teaching and Learning Community of Practice

Facilitator

February 26: Resilient Classroom Series: Fostering Academic Tenacity and Buoyancy in Students

Presenter

Intended Audience

February 26: Reclaiming Gifts: Designing Disability-Positive and Culturally Relevant Supports - Workshop

Facilitator

February 19 & 20: Gathering Together: The Dalhousie Anti-Colonial Course Design Forum

Event Overview

Wednesday, February 19

Forum Opening & Workshop 1

Break

Session 1

Lunch (food not provided)

Concurrent Session A

Concurrent Session B

Break

Curiosity & Connection Space

Thursday, February 20

Session 1

Session 2

Quick Share

Lunch (food not provided)

Concurrent Session A

Concurrent Session B

Break

Curiosity & Connection Space

February 18: Vocal Training and Care for Instructors

Facilitator

Host

February 11: “Grading for TAs” Series: A grading guide for TAs in Science

Presenters

February 4: CLT Virtual Drop-in Series - Course Design

January 30: Attendance, participation, engagement: What do they mean?

Facilitator

January 29: Building Trust in University Classrooms

Presenters

January 27: “Grading for TAs” Series: Effective written feedback

Presenter

Intended Audience

January 15: CLT Teaching and Learning Grant Showcase

Session 1 – 10:30–11:30 a.m.

Session 2 – 12:30–1:30 p.m.

Session 3 – 2–3 p.m.

Host

2024 Events

December 4: We Belong Together: End-of-year Gathering

Event details

Questions or ideas?

November 27: GenA.I. Community of Practice

This month’s topic

Facilitator

About the GenA.I. CoP

November 26-28, 2024: Universal Design for Learning (UDL) Showcase

Would you like to share your work at the Showcase?

Intended Audience

Sept. 25, Oct. 30, Nov. 27: Indigenous AI Virtual Reading Group

Discussion Dates

Facilitators

November 5: CLT Virtual Drop-in Education Exchange

Facilitator

Intended Audience

November 4: Mental Health 101 - Recognizing and Responding to Students in Distress (online)

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.

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.

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.

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.

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.

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.

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.