Dal Events

“Grading for TAs” Series: Effective written feedback

Mon, 27 Jan 2025 17:00:00 GMT

Monday, January 27, 2025
1–2 p.m.
Online via Microsoft Teams
Link to register for the event (opens in new window)

Efficient feedback strategies TAs can use to help students improve the expression of their ideas, learn the conventions and expectations of their discipline, and empower them in their future academic work, while effectively managing the time devoted to commenting on each paper. This session will also include strategies for helping students with academic integrity concerns in their writing. 

Presenter

Janice MacDonald Eddington, Writing Centre

Intended Audience

Graduate Students
Teaching Assistants

Building Trust in University Classrooms

Wed, 29 Jan 2025 19:00:00 GMT

Wednesday, January 29
3–4 p.m.
Online via Microsoft Teams
Link to register for the event (opens in new window)

Have you ever thought about whether your students trust you? If they do trust you, why might that be, and why does trust matter? In this seminar, we’ll encourage you to think about these questions as we share research findings on how university instructors in four different countries talk about trust. Our conceptual model for building trust in university classrooms will serve as the basis for a conversation about the kinds of trust building moves that might resonate with your students and/or in your learning and teaching contexts.

Presenters

Peter Felten, Elon University
Rachel Forsyth, Lund University
Katherine Sutherland, Victoria University of Wellington

Application deadline: Science Case Studies Grant

Tue, 04 Feb 2025 03:59:00 GMT

Application deadline

Monday, February 3, 2025

Focus of Grant

The focus of this grant is to encourage the creation and use of case studies by educators in �鶹��ý science courses to support engaged learning and promote the application of fundamental science.

Amount of Award

One award of $1,000 is available.

Link to learn more about the grant and how to apply.

CLT Virtual Drop-in: Course Design

Tue, 04 Feb 2025 14:00:00 GMT

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

Come to our Course Design virtual drop-in session to create a personalized support experience. Your needs and interests guide the direction of the session! Ask questions about course design, bounce ideas off a sounding board, and hear what others are doing in the classroom. Ask a CLT Senior Educational Developer about topics such as: designing your PowerPoint slides for better student learning, engaging students, online teaching tips, and strategies for teaching large classes. Join us online anytime during the two-hour window, and stay for as little or as much time as you would like! Registration is NOT required.

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

Mon, 10 Feb 2025 17:00:00 GMT

Monday, February 10
1-3 p.m.
Killam Library, Room B400*
Link to register for the event

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 �鶹��ý and King's.

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

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

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

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.

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

Tue, 11 Feb 2025 18:00:00 GMT

Tuesday, February 11
2–3 p.m.
Online via Microsoft Teams
Link to register for the event

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

Presenters

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

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

Thu, 13 Feb 2025 16:30:00 GMT

Thursday, February 13
12:30-1:30 p.m.
Killam Library, Room B400*
Link to register for the event

This session is limited to the �鶹��ý 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.

Vocal Training and Care for Instructors

Tue, 18 Feb 2025 17:00:00 GMT

Tuesday, February 18
1–3 p.m.
Killam Library, B400 (basement)*
Link to register for the event (opens in new window)

“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

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.

Gathering Together: The �鶹��ý Anti-Colonial Course Design Forum

Wed, 19 Feb 2025 14:00:00 GMT

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

Link to register for the event (opens in new window)

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 �鶹��ý 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

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

Gathering Together: The �鶹��ý Anti-Colonial Course Design Forum

Thu, 20 Feb 2025 14:30:00 GMT

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

Link to register for the event (opens in new window)

Coffee, tea, and light refreshments will be provided.

Event Overview

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

Application deadline: Open Educational Resources (OER) Grant

Tue, 25 Feb 2025 03:59:00 GMT

Focus of Grant

This grant will provide support for �鶹��ý educators who are interested in adapting or creating an Open Educational Resource (OER).

Amount of Award

Grants up to $7,000 may be awarded. Projects must be completed, and funds expended in their entirety within one year of receiving the grant.

Learn more about the grant and how to apply.

Resilient Classroom Series: Fostering Academic Tenacity and Buoyancy in Students

Wed, 26 Feb 2025 17:00:00 GMT

Wednesday, February 26
1–2 p.m.
Killam Library, Room B400 (basement)*
Link to register for event (opens in new window)

“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

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.

Dal Events

“Grading for TAs” Series: Effective written feedback

Presenter

Intended Audience

Building Trust in University Classrooms

Presenters

Application deadline: Science Case Studies Grant

Application deadline

Focus of Grant

Amount of Award

CLT Virtual Drop-in: Course Design

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

Facilitators

﻿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.

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

Presenters

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

Vocal Training and Care for Instructors

Facilitator

Host

Gathering Together: The �鶹��ý 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

Gathering Together: The �鶹��ý 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

Application deadline: Open Educational Resources (OER) Grant

Focus of Grant

Amount of Award

Resilient Classroom Series: Fostering Academic Tenacity and Buoyancy in Students

Presenter

Intended Audience

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.