AV俱乐部

Tuesday, January 27, 2026
10 a.m.鈥�12 p.m.
Online

The MH101 session is limited to faculty, instructors, and staff at AV俱乐部 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
• Amelia MacEachen, Stay Connected Peer Support worker and 3rd year psychology major with a minor in history

Additional Information

Peer Support Services

We welcome instructors to CLT鈥檚 Teaching Tuesdays, a weekly, half-hour, virtual drop-in session. Join us online every Tuesday from 11鈥�11:30 a.m., starting January 20 and running until March 31.

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. 

Wednesday, January 28
1:30鈥�3 p.m.
Killam Library, Room B400*

Back by popular demand: the Navigating the Emotional Labour of Teaching workshop! 鈥淓motional labour鈥� is a term that was first coined by sociologist Arlie Russell Hochschild in 1983 to describe the process of managing outward expressions of feelings to fulfill the emotional requirements of a job. It involves wearing a 鈥渕ask鈥� that requires the suppression of negative emotions and the display of only positive emotions, regardless of how you actually feel. Consider a time when you received negative news and then had to teach ten minutes later or when you had to hide your frustration while telling the tenth student, 鈥淐heck the syllabus!鈥� Performing emotional labour can lead to lower job satisfaction and burnout (Humphrey, 2021). In this in-person workshop, you will:

• Learn what emotional labour looks like in the context of teaching and its associated impacts.
• Be introduced to a set of strategies to redirect the energy and efforts used for emotional labour toward effective pedagogy and instructor self-care.
• Reflect upon your own experiences with emotional labour in your teaching. Group sharing is welcomed, but not required.

Facilitator

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

Intended audience

• Instructors
• Graduate students
• Early career instructors

*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, January 28
2鈥�3 p.m.
Online

No registration is required. Drop in anytime during the session if you have questions about your role as a TA, CLT鈥檚 workshops for graduate students, or the Certificate in University Teaching and Learning (CUTL) program. Whether you are navigating your first 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

• Graduate Students
• TAs
• Markers
• Demonstrators

We welcome instructors to CLT鈥檚 Teaching Tuesdays, a weekly, half-hour, virtual drop-in session. Join us online every Tuesday from 11鈥�11:30 a.m., starting January 20 and running until March 31.

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. 

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

. 

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)

We welcome instructors to CLT鈥檚 Teaching Tuesdays, a weekly, half-hour, virtual drop-in session. Join us online every Tuesday from 11鈥�11:30 a.m., starting January 20 and running until March 31.

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. 

Wednesday, February 11
10鈥�11 a.m.
Online

This workshop explores learning the Mi鈥檏maq 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鈥檏maq dance. He recently graduated from Cape Breton University with a Bachelor of Arts degree, concentrating in music, and is now enrolled in the Mi鈥檏maw Cohort Bachelor of Education program at St. Francis Xavier University. This part-time program emphasizes Mi鈥檏maw educational perspectives and approaches to learning, aligning with Leim鈥檚 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鈥檏maw-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鈥檏maw chants with the community drum group, and playing guitar. Through his multifaceted roles, Leim embodies a deep commitment to his culture, education, and community.

Wednesday, February 11
2-3 p.m.
Online

No registration is required. Drop in anytime during the session if you have questions about your role as a TA, CLT鈥檚 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

We welcome instructors to CLT鈥檚 Teaching Tuesdays, a weekly, half-hour, virtual drop-in session. Join us online every Tuesday from 11鈥�11:30 a.m., starting January 20 and running until March 31.

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. 

We welcome instructors to CLT鈥檚 Teaching Tuesdays, a weekly, half-hour, virtual drop-in session. Join us online every Tuesday from 11鈥�11:30 a.m., starting January 20 and running until March 31.

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. 

Tuesday, February 24
1鈥�2:30 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.

Thursday, February 26
2鈥�3:30 p.m.
Online

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

Tuesday, March 3
10鈥�11:30 a.m.
Killam Library, room B400*

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.

We welcome instructors to CLT鈥檚 Teaching Tuesdays, a weekly, half-hour, virtual drop-in session. Join us online every Tuesday from 11鈥�11:30 a.m., starting January 20 and running until March 31.

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. 

Friday, March 6
1鈥�3 p.m.
Online

The MH101 session is limited to faculty, instructors, and staff at AV俱乐部 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

We welcome instructors to CLT鈥檚 Teaching Tuesdays, a weekly, half-hour, virtual drop-in session. Join us online every Tuesday from 11鈥�11:30 a.m., starting January 20 and running until March 31.

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. 

Wednesday, March 11
2-3 p.m.
Online

No registration is required. Drop in anytime during the session if you have questions about your role as a TA, CLT鈥檚 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

We welcome instructors to CLT鈥檚 Teaching Tuesdays, a weekly, half-hour, virtual drop-in session. Join us online every Tuesday from 11鈥�11:30 a.m., starting January 20 and running until March 31.

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. 

We welcome instructors to CLT鈥檚 Teaching Tuesdays, a weekly, half-hour, virtual drop-in session. Join us online every Tuesday from 11鈥�11:30 a.m., starting January 20 and running until March 31.

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. 

Wednesday, March 25
10:30 a.m.鈥�12 p.m.
Killam Library, Room B400

鈥淏urnout is what happens when you try to avoid being human for too long.鈥� 鈥� Michael Gungor, American songwriter

Along with healthcare workers, social workers, and corporate executives, university instructors are in the top ten professions most likely to experience burnout (Schaffner, 2023). In this in-person session, you will learn how to:

• Define burnout and describe how it manifests amongst instructors
• Identify the signs and symptoms of burnout in yourself and others
• Explain the factors that contribute to burnout in academia (e.g., career stage, systemic conditions)
• Use the four pillars of burnout resilience 鈥� purpose, compassion, connection, and balance (Pope-Ruark, 2022) 鈥� to better manage burnout
• Describe how an equity-minded lens can help address burnout in academia

We will collectively brainstorm actions that can be taken immediately to better prevent and mitigate the impacts of burnout, as well as first steps to chip away at systemic conditions that drive burnout in a university setting. You will use these ideas to begin developing a personalized care plan for addressing burnout.

Presenter

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

Thursday, March 26
2鈥�3 p.m.
Killam Library, Room B400*

This workshop introduces teaching assistants (TAs) to everyday equity, diversity, inclusion, and accessibility (EDIA) practices that are practical, grounded, and doable. Rather than viewing EDIA as an add-on, participants will explore how small, intentional choices in communication, facilitation, and assessment can meaningfully shape students鈥� learning experiences. Through brief case-based scenarios drawn from real teaching contexts, TAs will discuss how to respond to common challenges such as classroom dynamics. We will conclude with concrete pedagogical strategies that TAs can immediately apply in their tutorials, labs, and grading, including inclusive facilitation moves, accessible lesson planning tips, and approaches to fostering welcoming and supportive learning environments.

Students who are not currently TAs are also welcome to attend, as the workshop offers valuable preparation for future teaching roles and careers in academia.

Presenter

Ezgi Ozyonum, PhD (she/her)
Educational Developer (Student Development)

Intended audience

• Teaching assistants
• Markers
• Demonstrators
• Graduate students

*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.

We welcome instructors to CLT鈥檚 Teaching Tuesdays, a weekly, half-hour, virtual drop-in session. Join us online every Tuesday from 11鈥�11:30 a.m., starting January 20 and running until March 31.

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. 

Wednesday, April 8
2-3 p.m.
Online

No registration is required. Drop in anytime during the session if you have questions about your role as a TA, CLT鈥檚 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