Dal Events

Teaching Tuesdays

Tue, 17 Feb 2026 15:00:00 GMT

We welcome instructors to CLT’s Teaching Tuesdays, a weekly, half-hour, virtual drop-in session. Join our educational developers online to ask questions, exchange ideas, or debrief about your teaching. Topics might include course design, assessments/feedback, genAI, accessibility/accommodations, universal design for learning, culturally responsive pedagogy, and more! Registration is not required.

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Teaching Tuesday

Tue, 24 Feb 2026 15:00:00 GMT

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Resilient Classroom Series: Unforgettable Teaching – Building Your Memory Strategies

Tue, 24 Feb 2026 17:00:00 GMT

Tuesday, February 24
1–2:30 p.m.
Killam Library, Room B400*
Link to register for the event (opens in new window)

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.

Decolonizing Syllabi in Practice

Thu, 26 Feb 2026 18:00:00 GMT

Thursday, February 26
2–3:30 p.m.
Online
Link to register for the event

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

Considering Course Projects

Tue, 03 Mar 2026 14:00:00 GMT

Tuesday, March 3
10–11:30 a.m.
Killam Library, room B400*
Link to register for the event

Course projects can be a memorable learning experience for students, giving them the opportunity to produce a unique piece of work that integrates and applies what they’re learning in the course while developing their individual expertise on a chosen topic. If you’re developing or considering a project for one of your courses, or if you already have a course project that you’re looking to improve upon or share with colleagues, join us for a conversation about some principles and examples of successful course projects. We’ll consider how to structure the work of a project, how to support students’ motivation to work independently on a challenging topic, and how we might evaluate the products of that work.

Presenter

Gillian Gass, University Teaching Fellow, Department of Biology

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.

Teaching Tuesdays

Tue, 03 Mar 2026 15:00:00 GMT

Join the drop-in

Mental Health 101 - Recognizing and Responding to Students in Distress

Fri, 06 Mar 2026 17:00:00 GMT

Friday, March 6
1–3 p.m.
Online
Register for the event

The MH101 session is limited to faculty, instructors, and staff at �� 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
Eshaa Amer, Stay Connected Peer Support worker

Additional Information

Peer Support Services

Teaching Tuesdays

Tue, 10 Mar 2026 14:00:00 GMT

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Exploring Authentic Learning Practices in Teaching

Tue, 10 Mar 2026 16:00:00 GMT

Tuesday, March 10
1–2:30 p.m.
Killam Library, Room B400*
Link to register for the event

Across disciplines, many instructors are finding ways to make learning experiences meaningful, practical, and connected to the places where students’ knowledge and skills will have impact. Herrington and Oliver (2000) describe “authentic learning” as learning activities that are carried out in real‑world contexts or that have high transfer to a real‑world setting. This workshop offers space to explore what authentic learning, can look like in your context and how approaches such as workplace‑inspired simulations and applied projects can deepen students’ engagement with course concepts.

We’ll begin with a brief overview of principles of authentic learning and assessment, including what makes a task workplace-relevant and how simulation‑based approaches can support student understanding and confidence. We’ll then take part in an interactive activity where you apply these ideas to one of your own courses or projects, exploring ways to strengthen real‑world alignment and potential impact.

We’ll close by discussing practical next steps for continuing to develop applied or simulation‑based learning experiences. You’ll leave with strategies you can begin using right away, along with ideas for building on the work you’re already doing.

Learning outcomes:

By the end of this workshop, participants will be able to:
Describe key principles of authentic and applied learning.
Evaluate the real-world relevance of an existing activity or assessment.
Begin developing a revised or new learning task that incorporates authentic or simulation‑based elements.

Facilitator

Shawn Komar, PhD (he/him)
Educational Developer (Program Development, Microcredentials, and Non-Credit)

*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.

CLT Virtual Graduate Students and TAs Drop-in

Wed, 11 Mar 2026 17:00:00 GMT

Wednesday, March 11
2–3 p.m.
Online
Link to join the drop-in

No registration is required. Drop in anytime during the session if you have questions about your role as a TA, CLT’s 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
Graduate students
Markers
Demonstrators

Teaching Tuesdays

Tue, 17 Mar 2026 14:00:00 GMT

Join the drop-in