17吃瓜网在线

Tuesday, September 23
10鈥�11:30 a.m.
Killam Library, Room B400*
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鈥淚 have written eleven books, but each time I think, 鈥楿h oh, they鈥檙e going to find me out now. I鈥檝e run a game on everybody, and they鈥檙e going to find me out.鈥�" 鈥� Maya Angelou, American writer

As high as 82% of individuals experience imposter phenomenon throughout their careers (Bravata et al., 2019). The imposter phenomenon, a term coined by Clance & Imes (1978) is the 鈥渟ubjective experience of perceived self-doubt in one's abilities and accomplishments compared with others, despite evidence to suggest the contrary鈥� (Walker & Saklofske, 2023). More recent interpretations of this experience shift the focus from 鈥渇ix-the-individual鈥� to 鈥渇ix-the-institution鈥� with the concept of impostorization 鈥� policies, practices, and interactions that make individuals question their intelligence, competence, and sense of belonging (Guti茅rrez & Cole, 2023).
 
In this in-person session, you will learn how to:

• Identify the characteristics of the imposter phenomenon as experienced by instructors
• Describe how impostorization manifests in academia (e.g., microaggressions, grateful guest syndrome, invisibility and inclusion taxations)
• Explain the factors that contribute to the imposter phenomenon and imposterization in academia (e.g., systemic discrimination, gender)

This session will provide a safe space to share personal experiences if you wish. We will collectively brainstorm strategies to better prevent and mitigate the impacts of the imposter phenomenon, as well as first steps to chip away at the structural and systemic factors that perpetuate imposterization in academia.

Presenter

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

Intended Audience

• Graduate Students
• Instructors (all)
• 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.

Moving toward process-oriented assessment models

Tuesday, October 7
3鈥�4:20 p.m.
Killam Library, Room B400 or Online
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GenA.I. is troublesome for educators because its capabilities challenge our assessment鈥檚 鈥渃onstruct validity鈥濃�� the ability of the assessment task to provide evidence that students are meeting learning outcomes. Assessment that is designed to gather evidence of student learning from their 鈥渏ourneys鈥� (how they did it) rather than their 鈥渄estinations鈥� (what they submitted), provides the instructor with better evidence for how well outcomes are met. Additionally, process-oriented assignments augment students鈥� self-efficacy and metacognition, and can strengthen the relationship between instructor and student. This workshop will help participants test the construct validity of their current assessments and discover ways to design assessments that help students attend to, and evidence, their learning journeys.

Facilitator

Les T. Johnson, PhD (he/him)
Educational Developer (Accessible Digital Learning)

Capacity

• Online: 16
• In-person: 16

Intended Audience

• Instructors

Assessment Re-design, Part II: Nothing in Isolation鈥擬apping Assessment Ecologies for More Responsive Design

Tuesday, October 14
10鈥�11:20 a.m.
Killam Library, Room B400 and Online
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Assessment doesn鈥檛 happen in isolation鈥攊t unfolds within a complex web of tasks, tools, spaces, and relationships. This session helps participants step back and view their assessment practices and tasks as an 鈥渆cological鈥� system. How do different assessments relate to each other? What roles do digital platforms, classroom/campus spaces, and student practices play? Participants will map their own assessment ecologies and identify opportunities to create more coherent, inclusive, and responsive designs, considering GenA.I.鈥檚 influence on how students engage with tasks. The goal is to move from isolated assignments to intentional ecosystems that support learning across time and context.

Facilitator

Kate Crane, MA (she/her)
Coordinator for the Faculty Certificate in Teaching and Learning
(acting) Senior Educational Developer (Digital Learning)

Capacity

• In-person: 16
• Online: 16

Intended Audience

• 17吃瓜网在线 and King's instructors

Wednesday, October 22
10:30 a.m.鈥�12 p.m.
Killam Library, Room B400*
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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.

Wednesday, October 29
1鈥�2 p.m.
Killam Library, Room B400*
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鈥淭he value of a [university] education is not the learning of many facts, but the training of the mind to think.鈥� 鈥� Albert Einstein

The Teaching Critical Thinking workshop series is a set of four sessions across the Fall and Winter term, that offers a pedagogical focus on fostering critical thinking in your students.

Teaching Critical Thinking 101: Think Outside of the Box
In the first session of the four-part Teaching Critical Thinking series, this introductory in-person workshop covers the fundamentals of fostering critical thinking in your students. You will learn how to:

• Define critical thinking and explain the value of teaching critical thinking for our evolving workforce
• Describe the processes involved in critical thinking
• Identify the characteristics of a critical thinker
• Approach teaching and assessing critical thinking (e.g., Paul-Elder Critical Thinking Framework, problem-based learning, instructor modeling, reflective practice)
• Create a learning environment where students feel comfortable exploring difficult questions and having their beliefs challenged
• Critique and adapt critical thinking rubrics for use in your classroom

Presenters

Shazia Nawaz Awan, Ed.D., Educational Developer (Internationalization & Intercultural Competency)
Daniella Sieukaran, MA (she/her)
Senior Educational Developer (Program Development)

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.

Wednesday, November 5
1鈥�2 p.m.
Killam Library, Room B400*
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鈥淭he value of a [university] education is not the learning of many facts, but the training of the mind to think.鈥� 鈥� Albert Einstein

The Teaching Critical Thinking workshop series is a set of four sessions across the Fall and Winter term, that offers a pedagogical focus on fostering critical thinking in your students.

Teaching Critical Thinking 102: Think Beyond the Box - A critical look into teaching critical thinking

In the second session of the four-part Teaching Critical Thinking series, we鈥檒l have a discussion/quescussion to explore our understanding of critical thinking and the experiences that may have informed this understanding. We will mainly challenge the questions 'what is critical thinking' and 鈥�how we view it as an attribute that can be taught or learned鈥�, but also these:

1. Is there a form of thinking unique enough to be termed 鈥渃ritical鈥�?
2. What has informed your answer to this question: Your experiences, course design, teaching, or something else?
3. What is your own understanding of 'critical thinking' as a teachable/learnable attribute in your own discipline?
4. How do you teach and/or practice critical thinking in your teaching?

Come Prepared: This workshop will require interactive engagement amongst participants. Come prepared to brainstorm with colleagues. Bring an activity, an assignment, or your course syllabus you intend to incorporate critical thinking in.

Presenters

• Shazia Nawaz Awan, Ed.D., Educational Developer (Internationalization & Intercultural Competency)
• Daniella Sieukaran, MA (she/her), Senior Educational Developer (Program Development)

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.

Monday, November 10
9:30鈥�10:50 a.m.
Killam Library, Room B400 and Online
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To preserve the integrity of the classroom鈥攚hich includes, but goes beyond, academic integrity鈥攕tudents should be supported in evaluating the impact of A.I. on their learning; on their disciplines and disciplinary communities; and on their future work as disciplinary practitioners or civic participants. This workshop will explore relevant critical competencies we might incorporate into our courses, with the aim to build up a repertoire of ideas and techniques to draw on for the design of formative assignments, assessments, classroom activities, etc.  

Prepare

This workshop will require interactive engagement amongst participants. Come prepared to brainstorm with colleagues.

Facilitator

Kate Crane, MA (she/her)
Coordinator for the Faculty Certificate in Teaching and Learning
(acting) Senior Educational Developer (Digital Learning)

Capacity

• In-person: 16
• Online: 16

Intended Audience

• 17吃瓜网在线 and King's instructors

Wednesday, November 12
10鈥�11:20 am
Online via Microsoft Teams
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As artificial intelligence continues to shape education, work, and society, understanding how to critically engage with AI tools is becoming essential. This 90-minute online workshop introduces the concept of AI literacies鈥攖he skills and understandings needed to navigate, question, and co-create with AI technologies.

We鈥檒l begin with a brief overview of some existing AI literacy frameworks and explore why developing these literacies matters for both educators and students. Participants will be invited to complete suggested pre-readings ahead of time to help ground our discussion.

The core of the session will centre around , a practical and accessible workbook designed to foster AI literacy. Together, we鈥檒l alternate between hands-on activities from the guide and group discussions that reflect on the learning process. The workshop will conclude with a collaborative reflection on how to continue developing AI literacy in your own teaching practice.

Presenters

Kate Crane, MA (she/her)
Coordinator for the Faculty Certificate in Teaching and Learning
(acting) Senior Educational Developer (Digital Learning)

Kate Thompson, PhD (she/her) 
Educational Developer (Scholarship of Teaching and Learning) 

Pre-readings

Walter, Y. (2024). Embracing the future of Artificial Intelligence in the classroom: The relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, 21(1), 15.  []

Wednesday, November 19
1鈥�2:30 p.m.
Killam Library, room B400*
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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鈥檙e learning in the course while developing their individual expertise on a chosen topic. If you鈥檙e developing or considering a project for one of your courses, or if you already have a course project that you鈥檙e looking to improve upon or share with colleagues, join us for a conversation about some principles and examples of successful course projects. We鈥檒l consider how to structure the work of a project, how to support students鈥� 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

*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.

Thursday, November 20
2鈥�3 p.m.
Killam Library, Room B400*
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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

Back by popular demand: Gen Z in the Classroom! 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, MA (she/her)
Senior Educational Developer (Program Development)

Intended Audience

• Graduate Students
• Instructors (all)
• 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.

Tuesday, September 9
2鈥�3 p.m.
Online via Microsoft Teams
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Come to our Turning Over a New Leaf 鈥� Transitioning into the New School Year virtual drop-in to create a personalized support experience. Your needs and interests guide the direction of the drop-in! Ask our CLT Senior Educational Developer questions, bounce ideas off a sounding board, or debrief about topics such as: new year jitters, the imposter phenomenon and impostorization, finding your rhythm, and other new-year concerns. Join us online and stay for as little or as much time as you would like! Registration is NOT required.

Tuesday, October 7
10:30鈥�11:30 a.m.
Online via Microsoft Teams
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Come to our Establishing Roots 鈥� Keeping Students Engaged virtual drop-in to create a personalized support experience. Your needs and interests guide the direction of the drop-in! Ask our CLT Senior Educational Developer questions, bounce ideas off a sounding board, or debrief about topics such as: active learning, rapport-building, fostering critical thinking, and other student engagement methods. Join us online and stay for as little or as much time as you would like! Registration is NOT required.

Tuesday, November 4
10:30鈥�11:30 a.m.
Online via Microsoft Teams
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Come to our Preventing Deadwood 鈥� Instructor Self-Care virtual drop-in to create a personalized support experience. Your needs and interests guide the direction of the drop-in! Ask our CLT Senior Educational Developer questions, bounce ideas off a sounding board, or debrief about topics such as: emotional labour of teaching, preventing burnout, maintaining momentum through to the end of the semester, and teaching stressors. Join us online and stay for as little or as much time as you would like! Registration is NOT required.