麻豆传媒

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

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

Presenter

Nasim Tavassoli, Educational Developer

Tuesday, March 11
12:30鈥�2 p.m.
Killam Library, Room B400*
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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 麻豆传媒 and King's community.

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

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

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

Outcomes

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

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

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

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

Facilitators

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

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

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

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

Facilitators

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

The MH101 session is limited to faculty, instructors, and staff at 麻豆传媒 and King's.

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

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

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

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

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

Presenter

Daniella Sieukaran, Senior Educational Developer (Curriculum) 

Intended Audience

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

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

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

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

Tuesday, April 15, 2025
3鈥�4 p.m.
Hybrid: Microsoft Teams & Killam Library, Room B400
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Post-secondary education has been described as 鈥渁 central site of ongoing colonialism鈥� (Cote-Meek & Moeke-Pickering, 2020). SoTL is not immune to these colonial influences, as it often continues to perpetuate Eurocentric frameworks, methodologies, and ways of knowing. In this session, participants will be encouraged to critically consider the colonial connotations embedded in much of the language (e.g., expert, principal investigator, sample population) and conventional methods (e.g., interviews, surveys, and focus groups) commonly used in SoTL research. Decolonial research methods including Indigenous storywork, arts-based methods, and co-designed research processes will be discussed as possible alternative ways of doing SoTL research that can aid in creating space for marginalized voices, Indigenous ways of knowing, and community-based insights. 

Presenter

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

Intended Audience

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

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

鈥淚f we teach today鈥檚 students as we taught yesterday鈥檚, we rob them of tomorrow.鈥� 鈥� John Dewey, American education reformer 

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

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

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

Presenter

Daniella Sieukaran, Senior Educational Developer (Curriculum)

Details to be confirmed.

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

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

Please bring a laptop computer with you to this workshop.

Facilitator

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

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

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

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

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

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

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