H漫画

Wednesday, December 3
3鈥�4:20 p.m.
Mona Campbell, Room 1407 or Online
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Event description Join us for the last of the four-session book club to  discuss , by Tricia Bertram Gallant and David A. Rettinger (2025). This book 鈥溾��presents a positive, forward-looking, research-backed vision for what classroom integrity can look like in the GenAI era鈥︹�� (from back cover). It is chock-full of tips and useful, practical advice. Each hour-and-twenty-minute club session will focus on two chapters, with activities and prompts to guide discussion.

You are welcome to join no matter how much (or how little) of the reading you manage to get through in advance. Having attended the previous sessions is not required.

Sections covered in this session: Chapter 7 (鈥淚nfusing Ethics into Teaching and Learning鈥�) & Conclusion 

Facilitators

Georgia Klein, Senior Instructor and Associate Director of College of Sustainability
Kate Crane, Educational Developer, Centre for Learning and Teaching

Wednesday, December 3
2鈥�3 p.m.

Have questions about the Certificate in University Teaching and Learning (CUTL)? Join us for a virtual drop-in hosted by the Centre for Learning and Teaching. This informal space is an opportunity to connect with our CLT Educational Developer (Student Development) and ask about certificate requirements, registration, or upcoming sessions, or simply stop by to clarify details. Join us online and stay for as little or as much time as you would like! Registration is not required.

Intended Audience

• Graduate Students
• Teaching Assistants
• Markers/Grader

Monday, December 8
10鈥�11:20 a.m.
Online via Microsoft Teams

What does trust look like in a higher education classroom? (How) Can we trust GenAI tools? How does our pedagogical approach to GenAI impact the trust between instructors and students, or between students?

This session will begin with a summary of an international research collaboration on the topic of instructor-student trust in higher education. The Dal SoTL (Scholarship of Teaching and Learning) researchers that have been contributing to this project will briefly discuss the background of this trust research, including the trust framework that has emerged from it, and the results of the work that has been done here at Dal.

We will then have a group discussion about how the concept of trust in the university classroom might apply to, or intersect with discussions of GenAI in this setting.

Presenters

• Hoyeon Chang
• Kaelyn Collins
• Debra Grantham, University Teaching Fellow, Department of Biology, H漫画 University
• Subin (Ali) Kim
• Laurel Schut, Instructor, College of Sustainability
• Kate Thompson, PhD, Educational Developer (Scholarship of Teaching and Learning)

Wednesday, December 10
3鈥�4 p.m.
Online

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Tuesday, January 20, 2026
2鈥�3 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

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)