激情伊人麻豆久久综合

Thursday, January 15
12鈥�1 p.m.
Online

This info session will provide attendees an overview of the Faculty Certificate in Teaching and Learning program and its required components (the Core Design Course, studio courses, peer observations and the teaching dossier workshop).

Friday, January 16, 2026
11 a.m.鈥�12 p.m.
锘縊苍濒颈苍别

Grades, rubrics, and tests often reflect Euro-Western notions of success. This workshop introduces alternative, relational, and culturally responsive approaches to evaluating learning, helping faculty critically examine whose knowledge is valued and how assessment can reinforce or challenge inequities.

Through attending this session, participants will learn to:

• Recognize how traditional assessment methods reflect colonial and cultural assumptions.
• Explore relational, inclusive, and culturally responsive assessment strategies.
• Design evaluation practices that honor diverse ways of knowing and learning, while supporting student growth and success.

This session builds on concepts from the previous workshops but can be attended independently by anyone interested in transforming assessment practices.

Facilitator

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

This session is limited to 激情伊人麻豆久久综合 and the University of King's College community.

Thursday, January 22
2鈥�3 p.m.
Killam Library, Room B400*

During an online lab, a student activates an A.I. assistant/bot that records the session and automatically shares meeting notes and transcripts with the entire class. This raises concerns about student privacy and safety, as well as the instructor's intellectual property. What should the TA do?

In this workshop, we will explore real-world scenarios like this one that teaching assistants and graduate students may encounter in their roles. We will look at three cases that mix gen A.I. with the policies, teaching practices, and course designs of a university classroom.

The workshop culminates in a collaborative activity where you'll work with others to create your own A.I.-related case scenarios and work with peers to develop practical solutions. This interactive, dynamic session is designed to equip you with concrete strategies directly applicable to your TA roles.

Learning Outcomes

By the end of this workshop, you will:

• Identify and access relevant resources for addressing generative A.I. challenges in your teaching contexts, including university policies, ethical guidelines, and practical tools.
• Develop strategies for navigating complex situations involving generative A.I. in teaching and learning environments, with attention to privacy, equity, and academic integrity.
• Build connections with a community of peers who are similarly navigating A.I.-related questions in their teaching practice, creating an ongoing network for support and shared learning.

Presenters

• Les T. Johnson, PhD (he/him), Educational Developer (Accessible Digital Learning)
  Ezgi Ozyonum, PhD (she/her), Educational Developer (Student Development)

Intended Audience

• Teaching Assistants
• Markers
• Demonstrators
• Graduate Students

*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.

If you have any questions please email clt@dal.ca.

Tuesday, January 27, 2026
11:30 a.m.鈥�1 p.m.
Online via Microsoft Teams

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In this workshop, facilitators will introduce the pedagogical competencies and frameworks of Intercultural Teaching Competence (ITC) and Universal Design for Learning (UDL), reflective tools that help guide instructors in designing courses and creating safe, interactive, flexible, and culturally responsive classroom environments.

The workshop will centre on a (virtual) 鈥渉ands-on鈥� activity where participants in small groups will arrange the 鈥渂uilding blocks鈥� of culturally responsive teaching by identifying the connections and overlaps of UDL and ITC. Then, together, we will reflect on, discuss, and strategize ways to incorporate these concepts into our course designs and teaching practices.

Outcomes

By the end of this workshop, we hope that you will be able to:

• articulate the main ideas of ITC and UDL, and how these intersect to form culturally responsive pedagogies (CRP)
• identify ways in which you are already using ITC, UDL, and/or CRP in your courses
• feel inspired and invested in continuing to embed CRP into your course designs and teaching

Facilitators

Dr. Shazia Nawaz Awan (she/her), Educational Developer (Culturally Responsive Pedagogy and Global Engagement)

Dr. Les T. Johnson (he/him), Educational Developer (Accessible Digital Learning)

Wednesday, January 28
1:30鈥�3 p.m.
Killam Library, Room B400*

Back by popular demand: the Navigating the Emotional Labour of Teaching workshop! 鈥淓motional labour鈥� 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 鈥渕ask鈥� 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, 鈥淐heck the syllabus!鈥� 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, MA (she/her)
Senior Educational Developer (Program Development)

Intended audience

• Instructors
• Graduate students
• Early career instructors

*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.

Wednesday, January 28
2鈥�3 p.m.
Online

No registration is required. Drop in anytime during the session if you have questions about your role as a TA, CLT鈥檚 workshops for graduate students, or the Certificate in University Teaching and Learning (CUTL) program. Whether you are navigating your first teaching assignment or looking to deepen your professional development, this informal space is an opportunity to connect, ask questions, and learn more about the supports available to you.

Facilitator

Ezgi Ozyonum, PhD (she/her)
Educational Developer (Student Development)

Intended audience

• Graduate Students
• TAs
• Markers
• Demonstrators

Wednesday, February 11
2-3 p.m.
Online

No registration is required. Drop in anytime during the session if you have questions about your role as a TA, CLT鈥檚 workshops for graduate students, or the Certificate in University Teaching and Learning (CUTL) program. Whether you are navigating your teaching assignment or looking to deepen your professional development, this informal space is an opportunity to connect, ask questions, and learn more about the supports available to you.

Facilitator

Ezgi Ozyonum, PhD (she/her)
Educational Developer (Student Development)

Intended audience

• Teaching Assistants
• Markers
• Demonstrators
• Graduate Students

Tuesday, February 24
1鈥�2:30 p.m.
Killam Library, Room B400*
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When we think of enhancing memory in the university context, the focus usually is on helping our students learn course content. In this in-person session, we flip the script and focus on how memory impacts the experience of teaching. You will learn the basics of how memory works and how different types of memory are used in teaching. We will then explore factors and conditions that may contribute to memory challenges and may impact your teaching, such as age; lack of sleep; medical conditions (e.g., head injuries, menopause, long COVID); mental health challenges (e.g., chronic stress/burnout, depression, anxiety); and medication side effects.

The session co-facilitators will share their own lived experiences with memory and teaching. Sharing your experiences is welcomed, but not required. We will end with collectively brainstorming and sharing strategies for improving memory in the context of your teaching responsibilities. You will use these ideas to begin developing a memory plan of personalized strategies.

Presenters

Daniella Sieukaran, MA (she/her), Senior Educational Developer (Program Development)
Suzanne Le-May Sheffield, PhD (she/her), Director, Centre for Learning and Teaching

Intended Audience

• Graduate students
• Instructors
• TAs/markers/demonstrators

*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.

Thursday, February 26
2鈥�3:30 p.m.
Online

This interactive workshop invites graduate students/TAs to take a fresh look at the syllabus as a living document rather than a fixed contract. Colonial legacies are often embedded in course design and curriculum structures, shaping what counts as valid knowledge, whose voices are prioritized, and how learning is evaluated. Together, we will critically examine how choices about readings, course guidelines, assignments, and grading structures can reproduce coloniality.

Through a collaborative Decolonizing Syllabi in Practice, we will reimagine how a syllabus can:

• Be seen as a living document.
• Create space for diverse voices and epistemologies.
• Encourage decolonizing learning environments.
• Examine dominant norms embedded in course design and evaluation.

The session emphasizes a co-creative approach where participants explore the syllabus together with others, sharing strategies, and reflecting on what it means to approach the syllabus through a decolonial lens.

Presenters

Ezgi Ozyonum, PhD (she/her)
Educational Developer (Student Development)

Rachelle McKay, MA (she/her)
Educational Developer (Indigenous Knowledges and Ways of Knowing)

Intended audience

• Teaching Assistants
• Graduate students
• Markers
• Demonstrators

Wednesday, March 11
2-3 p.m.
Online

No registration is required. Drop in anytime during the session if you have questions about your role as a TA, CLT鈥檚 workshops for graduate students, or the Certificate in University Teaching and Learning (CUTL) program. Whether you are navigating your teaching assignment or looking to deepen your professional development, this informal space is an opportunity to connect, ask questions, and learn more about the supports available to you.

Facilitator

Ezgi Ozyonum, PhD (she/her)
Educational Developer (Student Development)

Intended audience

• Teaching Assistants
• Markers
• Demonstrators
• Graduate Students

Wednesday, March 25
10:30 a.m.鈥�12 p.m.
Killam Library, Room B400

鈥淏urnout is what happens when you try to avoid being human for too long.鈥� 鈥� Michael Gungor, American songwriter

Along with healthcare workers, social workers, and corporate executives, university instructors are in the top ten professions most likely to experience burnout (Schaffner, 2023). In this in-person session, you will learn how to:

• Define burnout and describe how it manifests amongst instructors
• Identify the signs and symptoms of burnout in yourself and others
• Explain the factors that contribute to burnout in academia (e.g., career stage, systemic conditions)
• Use the four pillars of burnout resilience 鈥� purpose, compassion, connection, and balance (Pope-Ruark, 2022) 鈥� to better manage burnout
• Describe how an equity-minded lens can help address burnout in academia

We will collectively brainstorm actions that can be taken immediately to better prevent and mitigate the impacts of burnout, as well as first steps to chip away at systemic conditions that drive burnout in a university setting. You will use these ideas to begin developing a personalized care plan for addressing burnout.

Presenter

Daniella Sieukaran, MA (she/her)
Senior Educational Developer (Program Development)

Thursday, March 26
2鈥�3 p.m.
Killam Library, Room B400*

This workshop introduces teaching assistants (TAs) to everyday equity, diversity, inclusion, and accessibility (EDIA) practices that are practical, grounded, and doable. Rather than viewing EDIA as an add-on, participants will explore how small, intentional choices in communication, facilitation, and assessment can meaningfully shape students鈥� learning experiences. Through brief case-based scenarios drawn from real teaching contexts, TAs will discuss how to respond to common challenges such as classroom dynamics. We will conclude with concrete pedagogical strategies that TAs can immediately apply in their tutorials, labs, and grading, including inclusive facilitation moves, accessible lesson planning tips, and approaches to fostering welcoming and supportive learning environments.

Students who are not currently TAs are also welcome to attend, as the workshop offers valuable preparation for future teaching roles and careers in academia.

Presenter

Ezgi Ozyonum, PhD (she/her)
Educational Developer (Student Development)

Intended audience

• Teaching assistants
• Markers
• Demonstrators
• Graduate 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.

Wednesday, April 8
2-3 p.m.
Online

No registration is required. Drop in anytime during the session if you have questions about your role as a TA, CLT鈥檚 workshops for graduate students, or the Certificate in University Teaching and Learning (CUTL) program. Whether you are navigating your teaching assignment or looking to deepen your professional development, this informal space is an opportunity to connect, ask questions, and learn more about the supports available to you.

Facilitator

Ezgi Ozyonum, PhD (she/her)
Educational Developer (Student Development)

Intended audience

• Teaching Assistants
• Markers
• Demonstrators
• Graduate Students