Dal Events

Teaching Tuesdays

Tue, 03 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.

Join the drop-in

Building a Culturally Responsive Pedagogy

Wed, 04 Feb 2026 17:00:00 GMT

Wednesday, February 4
1-2:30 p.m.
Online via Microsoft Teams

Link to register for the session.

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) “hands-on” activity where participants in small groups will arrange the “building blocks” 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)

Teaching Tuesdays

Tue, 10 Feb 2026 15:00:00 GMT

Join the drop-in

Learning Mi’kmaq Language through Music

Wed, 11 Feb 2026 14:00:00 GMT

Wednesday, February 11
10–11 a.m.
Online
Link to register for the event

This workshop explores learning the Mi’kmaq language through drumming and song. Participants will be introduced to several traditional songs, such as the Honour Song, Gathering Song, and Eagle Song, and will learn through shared singing and listening. Participation is encouraged; however, recognizing that virtual spaces can feel overwhelming, the presenter will provide clear prompts for when participants are invited to turn on their microphones and join in.

Presenter Biography

Leim Joe is a dedicated student, educator, and community member from Membertou with roots in Eskasoni First Nation communities. Coming from a strong family lineage of culture bearers, Leim is the Great-grandchild of the late Sarah Denny who was instrumental in the rejuvenation in the traditional Mi’kmaq dance. He recently graduated from Cape Breton University with a Bachelor of Arts degree, concentrating in music, and is now enrolled in the Mi’kmaw Cohort Bachelor of Education program at St. Francis Xavier University. This part-time program emphasizes Mi’kmaw educational perspectives and approaches to learning, aligning with Leim’s passion for integrating cultural values into education.

Leim also serves as a reservist in the Canadian Forces with the Cape Breton Highlanders. In this role, he has instructed numerous courses, including the Black Bear Program; a Basic Military training initiative designed for Indigenous youth in Atlantic Canada.

As a Research Assistant with the Centre for Sound Communities, Leim has been instrumental in supporting Mi’kmaw-focused initiatives at Cape Breton University. His contributions include recording footage, collaborating with team members for team projects, and as a presenter/performer in Mi'kmaq chants and dance.

Outside of his professional and academic pursuits, Leim is a proud husband and father of two children. He cherishes spending time with his family and actively participates in cultural and community events. This includes attending sweat lodge ceremonies, practicing Mi’kmaw chants with the community drum group, and playing guitar. Through his multifaceted roles, Leim embodies a deep commitment to his culture, education, and community.

CLT Virtual Graduate Students and TAs Drop-in

Wed, 11 Feb 2026 18:00:00 GMT

Wednesday, February 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
Markers
Demonstrators
Graduate Students

Teaching Tuesdays

Tue, 17 Feb 2026 15:00:00 GMT

Join the drop-in

Teaching Tuesday

Tue, 24 Feb 2026 15:00:00 GMT

Join the drop-in

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