麻豆传媒

Wednesday, March 26
11 a.m.鈥�12 p.m.
Online via Microsoft Teams
(opens in new window)

Marsha Vicaire, Mount Allison University

Come to our Winter 2025 virtual drop-in sessions to create a personalized support experience. Your needs and interests guide the direction of the sessions! Ask a CLT Senior Educational Developer questions, bounce ideas off a sounding board, and hear what others are doing in the classroom. Join us online anytime during the two-hour window, and stay for as little or as much time as you would like! Registration is NOT required. 

Thursday, April 3
11 a.m.鈥�1 p.m.
Online via Microsoft Teams

• • Meeting ID: 250 204 667 67
  • Passcode: Zi7Kp9hS  

Instructor Self-Development: e.g., instructor self-care and emotional labour, teaching dossiers, using SLEQ data to enhance your teaching, and debrief on your teaching experiences.

Friday, April 11
10鈥�11:30 a.m.
Killam Library, Room 2622
(opens in new tab)

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.鈥�

Join us for this workshop where we will cover:鈥�

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

Facilitator

Kate Thompson, Educational Developer (SoTL), Centre for Learning and Teaching, 麻豆传媒

Tuesday, April 15, 2025
3鈥�4 p.m.
Hybrid: Microsoft Teams & Killam Library, Room B400
(opens in new window)

Post-secondary education has been described as 鈥渁 central site of ongoing colonialism鈥� (Cote-Meek & Moeke-Pickering, 2020). SoTL is not immune to these colonial influences, as it often continues to perpetuate Eurocentric frameworks, methodologies, and ways of knowing. In this session, participants will be encouraged to critically consider the colonial connotations embedded in much of the language (e.g., expert, principal investigator, sample population) and conventional methods (e.g., interviews, surveys, and focus groups) commonly used in SoTL research. Decolonial research methods including Indigenous storywork, arts-based methods, and co-designed research processes will be discussed as possible alternative ways of doing SoTL research that can aid in creating space for marginalized voices, Indigenous ways of knowing, and community-based insights. 

Presenter

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

Intended Audience

• Faculty
• Staff
• Graduate Students
• Teaching Assistants
• Open to all

Tuesday, April 22, 2025
10鈥�11 a.m.
Killam Library, B400 (basement)*

鈥淚f we teach today鈥檚 students as we taught yesterday鈥檚, we rob them of tomorrow.鈥� 鈥� John Dewey, American education reformer 

Have you recently found yourself saying 鈥淏ack in my day, students used to be like鈥︹�� or 鈥淚 just don鈥檛 understand students anymore!鈥�? Generation Z is the largest cohort demographic on university campuses today. More than any other generation, this group of students has faced lightning-speed changes in society and technology, and have been heavily 鈥渟haped by the advancement of technology, issues of violence, a volatile economy, and social justice movements鈥� (Seemiller & Grace, 2017). As a part of the Resilient Classroom Series, this session will help you adapt your teaching to better align with Gen Z鈥檚 unique motivations, goals, skillsets, and social concerns. In this in-person session, you will learn:

• Common characteristics and learning preferences of Gen Z students.
• Strategies to adapt your course design and assessments to better support and teach Gen Z students.

To help you take what you learn from this session to your classroom, we will collectively brainstorm strategies to use in the Gen Z classroom. In addition, you will develop a preliminary plan for how you can adapt one student assessment or course design aspect to better suit your Gen Z students.

Presenter

Daniella Sieukaran, Senior Educational Developer (Curriculum)

Tuesday, May 20
1鈥�3 p.m.
Killam Library, Ko鈥檍ua Okuom (in-person)
(opens in new window)

Building on the CLT session offered in Winter 2024 鈥淪torytelling as Transformative Pedagogy鈥�, this active-learning workshop engages Indigenous beadwork as a pedagogical tool and culturally relevant way of expressing knowledge in academia. 

As Anishinaabe scholar and beadwork artist Lana Ray (2016) explains, 鈥渂eading was never understood by Indigenous peoples within the parameters of arts and crafts鈥� (366), but rather as an integral form of knowledge. Beadwork embodies a worldview that challenges colonial and Western notions of knowledge production, while centering community and relationality within the learning process. 

Drawing on post-secondary examples of beadwork learning from mathematics, the social sciences, and law, the first 45 minutes of this session will take the form of a presentation that conceptualizes beadwork as relational pedagogy, illustrating its capacity to challenge traditional power structures in education and to offer an embodied, culturally relevant approach to teaching and learning. 

The remainder of the session will be devoted to hands-on learning, where attendees will participate in a beginner beading lesson led by Indigenous beadwork artist and 麻豆传媒 student Ella Parsons. This experiential component aims to engage participants in the act of creating while deepening their understanding of beadwork鈥檚 potential to shape knowledge, relationships, and transformative educational practices. 

All necessary supplies will be provided.

Facilitators

Ella Parsons (she/they) is an upper-year undergraduate student majoring in psychology with a double minor in Indigenous studies and gender and women's studies. She is mixed n墨hith膩w (Woodland Cree)/settler, and is an avid beadwork artist.鈥�

Rachelle McKay (she/her) is the Centre鈥檚 Educational Developer, Indigenous Knowledges and Ways of Knowing and uses beadwork as a pedagogical tool when teaching INDG 3050: Indigenous Research Methods. 

Details to be confirmed.

The aim of this hands-on, in-person workshop is to introduce key techniques in qualitative data coding and analysis using NVivo software and/or Excel. Participants will gain essential tools to organize, code, and draw meaningful insights from their qualitative data. During the session, you鈥檒l learn how to prepare your data and explore foundational coding techniques, such as in-vivo and thematic coding, to categorize and understand your data more deeply. Through interactive exercises, participants will identify themes and patterns and create a codebook that enhances clarity and consistency throughout the coding process. Additionally, we鈥檒l briefly discuss reliability coding principles in qualitative research.

Bring your own data, or use provided sample datasets for hands-on practice if you don鈥檛 have data prepared.鈥�

Please bring a laptop computer with you to this workshop.

Facilitator

Dr. Nasim Tavassoli 鈥� Educational Developer (Student Development) with the CLT鈥�