Dal Events

Teaching Tuesday Virtual Drop-in: Establishing Roots – Keeping Students Engaged

Tue, 07 Oct 2025 13:30:00 GMT

Tuesday, October 7
10:30–11:30 a.m.
Online via Microsoft Teams
Link to join the session (opens in new window)

Come to our autumn-themed Teaching Tuesday Virtual Drop-ins this semester to create a personalized support experience. Your needs and interests guide the direction of the drop-ins! Ask our CLT Senior Educational Developer questions, bounce ideas off a sounding board, or debrief about your teaching. Join us online and stay for as little or as much time as you would like! Registration is NOT required. Each month has a broad theme:

October

Come to our Establishing Roots – Keeping Students Engaged virtual drop-in to create a personalized support experience. Your needs and interests guide the direction of the drop-in! Ask our CLT Senior Educational Developer questions, bounce ideas off a sounding board, or debrief about topics such as: active learning, rapport-building, fostering critical thinking, and other student engagement methods. Join us online and stay for as little or as much time as you would like!

November: Preventing Deadwood – Instructor Self-Care
Chat about emotional labour of teaching, preventing burnout, maintaining momentum through to the end of the semester, and teaching stressors.

(AI Pedagogy) Assessment Re-design, Part I: Moving toward process-oriented assessment models

Tue, 07 Oct 2025 18:00:00 GMT

Tuesday, October 7
3–4:20 p.m.
Killam Library, Room B400 or Online
Link to register for the event (opens in new tab)

GenA.I. is troublesome for educators because its capabilities challenge our assessment’s “construct validity”— the ability of the assessment task to provide evidence that students are meeting learning outcomes. Assessment that is designed to gather evidence of student learning from their “journeys” (how they did it) rather than their “destinations” (what they submitted), provides the instructor with better evidence for how well outcomes are met. Additionally, process-oriented assignments augment students’ self-efficacy and metacognition, and can strengthen the relationship between instructor and student. This workshop will help participants test the construct validity of their current assessments and discover ways to design assessments that help students attend to, and evidence, their learning journeys.

Facilitator

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

Capacity

Online: 16
In-person: 16

Intended Audience

Instructors

Decolonizing Classroom Participation

Wed, 08 Oct 2025 17:00:00 GMT

Wednesday, October 8
2–3 p.m.
Killam Library, Room B400*
Link to register for the event (opens in new window)

Classroom participation is often narrowly defined: speaking quickly, confidently, and frequently. These norms privilege certain voices — often male, extroverted, or Euro-Western — while silencing or penalizing others, particularly women, gender-diverse students, and those from non-dominant cultural backgrounds. In this workshop, faculty will examine how gendered, cultural, and colonial expectations shape our perceptions of “good participation” and how these assumptions influence teaching, feedback, and grading practices.

Drawing on Indigenous pedagogical principles that value listening, relationality, storytelling, and collective knowledge-building, participants will:

Reflect on their own biases in assessing participation.
Explore alternative ways of recognizing and valuing student engagement.
Co-create strategies for designing more inclusive, equitable, and relational learning environments.

This session invites instructors to critically reimagine participation, ensuring that all students have opportunities to contribute meaningfully and authentically, while also honoring diverse ways of knowing, being, and learning.

Facilitator

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

*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.

(AI Pedagogy) Assessment Re-design, Part II: Nothing in Isolation—Mapping Assessment Ecologies for More Responsive Design

Tue, 14 Oct 2025 13:00:00 GMT

Tuesday, October 14
10–11:20 a.m.
Killam Library, Room B400 and Online
Link to register for the event (opens in new window)

Assessment doesn’t happen in isolation—it unfolds within a complex web of tasks, tools, spaces, and relationships. This session helps participants step back and view their assessment practices and tasks as an “ecological” system. How do different assessments relate to each other? What roles do digital platforms, classroom/campus spaces, and student practices play? Participants will map their own assessment ecologies and identify opportunities to create more coherent, inclusive, and responsive designs, considering GenA.I.’s influence on how students engage with tasks. The goal is to move from isolated assignments to intentional ecosystems that support learning across time and context.

Facilitator

Kate Crane, MA (she/her)
Coordinator for the Faculty Certificate in Teaching and Learning
(acting) Senior Educational Developer (Digital Learning)

Capacity

In-person: 16
Online: 16

Intended Audience

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