Dal Events

Micro-teaching Short Course Fall 2026

Tue, 03 Nov 2026 13:30:00 GMT

The Micro-teaching Short Course is offered annually in the fall term, and is designed to give students the opportunity to plan, develop, and deliver a lesson in a mock classroom setting.

Registration deadline: Tuesday, October 27
Training session: Tuesday, November 3, 9:30 a.m.-12 p.m.
Location: Killam Library, Room B400

Micro-teaching sessions: Sessions will be held throughout November and early December. Microteaching sessions dates will be announced after the registration deadline and you can sign up for them during the training session. Each session accommodates four instructors and up to four students.

Learn more about the micro-teaching short course and how to register [login required].

Fall Teaching and Learning Workshops (Truro Campus)

Wed, 18 Nov 2026 13:00:00 GMT

Wednesday, November 18
9 a.m.– 3:30 p.m.
McCrae Library, Faculty of Agriculture, Truro Campus

Through interactive workshops, participants will explore strategies for providing meaningful feedback that supports student success formatively, insights from Student Learning Experience Questionnaire (SLEQ), the emotional labour of teaching, and evidence-informed approaches to teaching Gen Z learners. These workshops are intended to offer practical ideas, reflection, and opportunities to connect with each other.

Time	Session
9–10 a.m.	Resilient Classroom Series – The A’s to Z’s of Teaching Gen Z Daniella Sieukaran, Senior Educational Developer (Program Development) Have you recently found yourself saying “Back in my day, students used to be like…” or “I just don’t understand students anymore!”? This session will help you adapt your course design, assessments, and teaching approaches to better align with Gen Z’s unique motivations, skillsets, and learning preferences.
10:15–11:45 a.m.	Effective Feedback in Action: Supporting Student Success Bruno Roy, Student Feedback and Evaluation Coordinator Shazia Nawaz Awan, Educational Developer (Culturally Responsive Pedagogy and Global Engagement) This session explores how a strong feedback culture can enhance student learning and engagement. Participants will examine principles of effective feedback, discuss strategies for providing formative and progressive feedback throughout the learning process, and consider how timely, meaningful feedback can support student success and continuous improvement.
11:45 a.m.–12:45 p.m.	Lunch break
12:45–1:45 p.m.	Beyond the Scores: Making Student Feedback More Meaningful Bruno Roy, Student Feedback and Evaluation Coordinator Student feedback can offer much more than a set of scores. This session will explore practical ways to make feedback more useful, including adding personalized questions, encouraging constructive responses, identifying trends in student comments using AI, and considering when other approaches, such as 360 feedback, may be valuable. We will also discuss recent SLEQ policy changes, including the sharing of results with students.
2–3:30 p.m.	Resilient Classroom Series – Navigating the Emotional Labour of Teaching Daniella Sieukaran, Senior Educational Developer (Program Development) Emotional labour involves doing what is socially expected of you in your role, editing your emotions to accommodate the emotions (and sometimes egos!) of others, and taking on undesirable or unrewarding tasks that everyone benefits from, but no one wants to do. This session will explore what emotional labour looks like in the workplace and academia, and how individuals, teams, and supervisors can better support each other’s emotional labour demands.

Mental Health 101 - Recognizing and Responding to Students in Distress

Wed, 18 Nov 2026 19:00:00 GMT

Wednesday, November 18
3–5 p.m.
Online

The session is limited to faculty, instructors, and staff at Dalhousie 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.

Facilitators

Joanne Mills, Psychologist, Student Health & Wellness
Stay Connected Peer Support worker

Additional Information

Peer Support Services

Centring Well-Being in Assignment Design

Thu, 19 Nov 2026 17:00:00 GMT

Thursday, November 19
1–2 p.m. (UTC-04:00) Atlantic Time (Canada)
Dual delivery: Killam Library, Room B400* and online via Microsoft Teams

In this Resilient Classroom session, we will explore how thoughtful assessment design and practices can reduce unnecessary stress for you and your students while supporting students’ success and maintaining academic rigour. We will discuss practical strategies for creating fair, flexible, and inclusive assessments that foster student and instructor well-being and engagement. This is a dual-delivery session, allowing you to attend either in-person or online.

Presenters

Alysha Bulman, MEd (She/Her)
Educational Developer (Accessibility & Student Accommodations)

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

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.

Building Respectful Graduate Supervisor–Supervisee Relationships

Fri, 20 Nov 2026 17:30:00 GMT

This session is part of the Graduate Supervision Workshop Series and is limited to instructors in the Dalhousie and King's College community.

Friday, November 20, 2026
1:30 –2:30 p.m. (UTC-04:00) Atlantic Time (Canada)
Online

Link to regsiter for the session

How do graduate supervisors ensure supervisor-supervisee relationships thrive? Join three experienced graduate supervisors for a panel discussion on building supportive and productive supervisor–supervisee relationships. Panelists will share their insights, experiences, and practical strategies for fostering strong relationships through effective communication, managing expectations, and navigating challenges throughout the graduate journey.

Panelists

Christine Chambers, Professor, Canada Research Chair, Department of Psychology and Neuroscience and Department of Pediatrics
Jerry Bannister, Associate Professor, Department of History, and Director of the MacEachen Institute for Public Policy and Governance
Jan Rainey, Professor, Department of Biochemistry and Molecular Biology, Department of Chemistry and School of Biomedical Engineering

Principles and Expectations of Graduate Supervision

Fri, 27 Nov 2026 14:30:00 GMT

This session is part of the Graduate Supervision Workshop Series and is limited to instructors in the Dalhousie and King's College community.

Friday, November 27
10:30 a.m.–12 p.m. (UTC-04:00) Atlantic Time (Canada)
Online

Graduate supervision is both an academic responsibility and a professional relationship. Effective supervision depends on clear expectations, regular communication, shared accountability, and the ability to adjust support as students become increasingly independent.

This workshop introduces core principles of graduate supervision and provides practical approaches for translating those principles into clear, equitable, and constructive supervisory practices.

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

Describe the core principles underpinning effective graduate supervision.
Distinguish between supervisor, student, and shared responsibilities.
Identify expectations that should be discussed early and revisited regularly.
Recognize common areas of misalignment in supervisory relationships.
Apply practical strategies for communication, feedback, progress monitoring, and conflict prevention.
Identify one concrete change to strengthen their own supervisory practice.

Facilitator

Dr. Valerie Chappe, PhD, Associate Dean (Students & Postdocs), Faculty of Graduate Studies, Professor, Department of Physiology & Biophysics

Dal Events

Micro-teaching Short Course Fall 2026

Fall Teaching and Learning Workshops (Truro Campus)

9–10 a.m.

Resilient Classroom Series – The A’s to Z’s of Teaching Gen Z

10:15–11:45 a.m.

Effective Feedback in Action: Supporting Student Success

11:45 a.m.–12:45 p.m.

12:45–1:45 p.m.

Beyond the Scores: Making Student Feedback More Meaningful

2–3:30 p.m.

Resilient Classroom Series – Navigating the Emotional Labour of Teaching