Events

April 15 and 16, 2024

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.

Registration can be done at the following link. Information about the retreat and individual sessions is described below.

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:

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

Schedule with Descriptions

Monday, April 15, 2024

Tuesday, April 16, 2024

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. 

Tuesday, April 16, 2024
10:30 a.m.–12 p.m.
Killam Library, Room B400
Register for event

Some of us who teach are shy, or feel shy about teaching; and any classroom is likely to include some students who are more reserved and some who are more outgoing. In this workshop, we’ll consider some aspects of shyness in the classroom and how we might navigate course design, student activities, interactions with students, and our own approaches to teaching. This workshop isn’t about trying to “fix” shyness, our own or our students’, but rather about building a set of practices and ways of thinking that can shape teaching and learning in our classrooms.

Facilitator

Gillian Gass, PhD, University Teaching Fellow, Department of Biology, and CLT Faculty Associate (Science). She is also a part-time Instructor at University of King’s College (History of Science and Technology).

Friday, April 26, 2024
10 a.m.–12 p.m.
Hybrid (attend in-person in Killam Library Room B400, or virtually on Teams)
Register for the event

The Scholarship of Teaching and Learning (SoTL) is an interdisciplinary field that focuses on systematic and scholarly inquiry into our teaching practice and the student experience. The goal of SoTL is to identify, explore, and share advances in teaching and learning in order to enhance student learning.

This is the second working group in a series of sessions that walk participants through the process of a SoTL project. In this session we will go through the process of designing a research study to answer an existing research question about teaching and learning.

Participants will work alone or in groups to brainstorm the study design for a SoTL question they’d like to tackle with some structured prompts and guidance from the facilitator.

Notes

You do not need to commit to attending all events in this series in order to participate in this session!

If you did not attend the first session, and you don’t have a SoTL research question in mind, you can reach out to the session facilitator for a consultation to help you generate your own SoTL question. Alternatively, if you don’t have a SoTL question of your own, you can attend with the goal of helping others brainstorm their own study designs.

Facilitator

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

Intended Audience

Open to all

This session is part of the SoTL Scholars Program annual series of workshops on the topic of SoTL.

Tuesday, May 7, 2024
2–3 p.m.
Killam Library, Room B400 (In-person)
Register for the event

This workshop will explore practical, accessible pedagogical strategies educators can use in their seminars and lectures. This workshop aims to understand and accurately define disability, critical disability theory, and accessible pedagogy to open more extensive discussions about accessibility supports provided for students and educators' role in supporting an inclusive learning environment for disabled learners at Dalhousie. Case study round table discussions will be utilized to explore educators' role in developing and maintaining an accessible classroom and understand participatory restrictions for disabled students.

Facilitator

Emilee Fackelmann, PhD Student (she/her)
Graduate Teaching Associate
Centre for Learning and Teaching

The 2024 Creating a Teaching Dossier sessions are partly info-session, partly work with peers, and partly individual consultation. You'll think about your own approach to teaching and begin to organize your dossier to capture your teaching practice. 

Part I: Wednesday, May 8 from 1–3 p.m. 
Part II: Thursday, May 9 from 9–11 a.m.

Register for Creating a Teaching Dossier (Faculty).

Learn more about the Creating a Teaching Dossier workshop sessions.

Friday, May 24th, 2024
10–11:30 a.m.
Killam Library Room B400
Register for the event

Practicing the Scholarship of Teaching and Learning (SoTL) by conducting research in our classroom comes with a range of ethical considerations. These include those typical to research with human participants, but some additional and unique considerations apply when our own students are our research participants. Knowing how to appropriately apply an ethical lens to SoTL not only protects the learner, but also works to enhance the quality of your SoTL project. 

Join us for this workshop where we will cover: 

• What to expect during the Research Ethics Board (REB) application process, 
• Important ethical considerations during the SoTL Lifecycle, and 
• Tips to help you with conducting ethical SoTL. 

Facilitator

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

Intended Audience

Open to all

This session is part of the SoTL Scholars Program annual series of workshops on the topic of SoTL.

Wednesday, April 24
2-3 p.m.
Online via Microsoft Teams
Register for the session

Join us for the April meeting of Dalhousie’s Generative A.I. in Teaching and Learning Community of Practice. In this meeting, we will be hosting a presentation/workshop. 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.

This month’s topic: A.I. in Creative Writing Class

Facilitator

Becca Babcock, Faculty of Arts and Social Sciences

Wednesday, May 22
2-3 p.m.
Online via Microsoft Teams
Register for the session

Join us for the May meeting of Dalhousie’s Generative A.I. in Teaching and Learning Community of Practice. In this meeting, we will be hosting a facilitated discussion. 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.

This month’s topic: A.I. and Privacy

In this session we will discuss the privacy issues inherent in A.I., and, in particular, GenA.I. What do we need to know and what are we accountable for as academics and professionals?

Facilitator

Carla Heggie, Faculty of Computer Science

Wednesday, June 26
2-3 p.m.
Online via Microsoft Teams
Register for the session

Join us for the June meeting of Dalhousie’s Generative A.I. in Teaching and Learning Community of Practice. In this meeting, we will be hosting a presentation/workshop. 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.

This month’s topic: Recent Case Law for Generative Artificial Intelligence

The legal framework governing generative AI is still catching up to recent technological developments. As of yet, there is no definitive law directly addressing generative AI in Canada, but the Federal Government has begun moving in the direction of legislation to address this gap. This session will provide a high-level overview of recent cases, rulings, and possible legislation involving generative AI.

Facilitator

Lachlan MacLeod (he/him), Intellectual Property Officer, Legal Counsel Office