Pull up a chair. No agenda, no slides, just good coffee, good people and the kind of organic conversations that only happen with a mug in your hand! Come connect with other folks who are passionate about experiential learning over a relaxed coffee on campus. No prep required, come as you are and let's see where the conversation takes us. 

Note: This informal gathering takes place at Degrees on campus. Participants are expected to cover their own food and/or beverages.

Location: Degrees Diner, UMSU University Centre, 65 Chancellors Cir

Open to: UM Faculty, Sessional Instructors, and Staff

Join us for the 3rd annual Faculty Symposium bringing together academic leaders from across UM to celebrate entrepreneurial impact among faculty. Be inspired, build connections and access supports at this free luncheon! 

Location: Marshall McLuhan Hall (Rm 204), UMSU University Centre, 65 Chancellors Circle

Open to: UM Faculty, Sessional Instructors, and Staff

Please register by Thursday, November 19, 2026.

Use the special link to register now

This 30-minute online presentation introduces Stop-Start-Continue, a simple course assessment technique that invites students to provide brief, actionable feedback on what would help their learning: what the instructor should stop doing, start doing, and continue doing. I will demonstrate how I have used this technique in my online courses through a UM Learn survey and discuss how the responses can be used to make small mid-course adjustments. Participants will also receive a downloadable zip file with a ready-to-upload UMLearn survey that they can adapt for their own courses.

Location: UM Zoom

Open to: UM Faculty, Sessional Instructors, Staff, and Graduate Students

This 90-minute online demonstration introduces faculty and instructors to a ready-to-use UM Learn course template designed to support a professionally presented, organized, and accessible online course. Participants will see examples of how the template was applied in online courses, including how the template supports clear navigation, consistent page structure, student orientation, and alignment among learning outcomes, activities, and assessments. The session will include a guided walkthrough of the template features and a brief discussion of how faculty can adapt the template to their own teaching contexts. Participants will receive a downloadable zip file of the UM Learn course template for immediate use in their own UM courses.

Location: UM Zoom

Open to: UM Faculty, Sessional Instructors, Staff, and Graduate Students

Discover and explore different facilities and spaces at UM that faculty and instructors can use for experiential teaching and learning! 

Organized by the The Centre's Experiential Learning Community of Practice, these interactive tours will inspire you to create innovative learning experiences outside of the classroom!

Fall 2026 Tour: Sustainability-in-action facility

The Sustainability‑in‑Action Facility (SiAF) enhances undergraduate and graduate learning through hands‑on experiences in renewable energy, sustainable food systems, green building practices, and the use of waste biomass. SiAF also supports public education and outreach through workshops, open houses, and community engagement. 

Location: Sustainability-in-Action Facility, 20 Service 2 St SW

Open to: UM Faculty, Sessional Instructors, and Staff

What to expect:

Engaging students in large classes can be tricky. This online panel discussion explores strategies to engage students in large classes through a humanizing lens that emphasizes teaching choices to help students feel seen, heard, and develop a sense of belonging in the class.

Join us to learn how instructors in the faculties of Science, Arts, and Agriculture make course design and teaching choices aimed at humanizing the experiences of students in large classes.

This session is hosted by The Centre’s Experiential Learning Community of Practice.

Location: UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

Pull up a chair. No agenda, no slides, just good coffee, good people and the kind of organic conversations that only happen with a mug in your hand! Come connect with other folks who are passionate about experiential learning over a relaxed coffee on campus. No prep required, come as you are and let's see where the conversation takes us. 

Note: This informal gathering takes place at Degrees on campus. Participants are expected to cover their own food and/or beverages.

Location: Degrees Diner, UMSU University Centre, 65 Chancellors Cir

Open to: UM Faculty, Sessional Instructors, and Staff

Gamification has become a popular strategy in higher education to foster student engagement and learning. This strategy harnesses game elements and aspects to bring excitement into the classroom, deepen learning, and encourage collaboration. In this workshop, you will experience a gamified learning environment where practical strategies and principles of gamification are embedded. Be prepared to actively participate so we can all have meaningful reflection and discussion together. 

Location: Room 223, The Centre, 65 Dafoe Road

Open to: UM Faculty, Sessional Instructors, and Staff

What is project-based learning? Is it simply a class project or presentation? How is it set-up? What logistical considerations need to be made? Does it require an external partner? 

In this workshop we will explore the ins and outs of project-based learning from what it is to how to set it up. You will hear a first-hand account of an instructor who used this teaching method in their class, they will share how they prepared students, how they organized the project, and what the student feedback was like. As part of this workshop you will have a chance to apply what you have learned in your own context. 

Location: Room 223, The Centre, 65 Dafoe Road

Open to: UM Faculty, Sessional Instructors, Staff, and Graduate Students

Using art to teach is a powerful strategy to increase student engagement, explore complex ideas, and deepen reflection. At this session, Dr. Bruno De Oliveira Jamye, Associate Professor in the Faculty of Education and coordinator of the Masters in Art Education program, will be talking about his experience with art-based teaching and sharing advice for those interested in exploring this pedagogy in their teaching.

This session is hosted by The Centre’s Experiential Learning Community of Practice! Expect opportunities to meet other faculty and instructors passionate about experiential learning and share your perspective in break-out rooms and other interactive activities.

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

This session will examine the educational philosophy of Bell Hooks as a tool to incorporate emancipatory practices into your practice. Bell Hooks is one of the most influential pedagogical theorists of the last century. We will explore the application of her philosophy to the contemporary University. Through a combination of theory and embodied practice, participants will have the opportunity to explore Hooks' emancipatory frameworks and apply them to their own practice.   

Location: Room 223, The Centre, 65 Dafoe Road

Open to: UM Faculty, Sessional Instructors, Staff and Graduate Students

Note: This hybrid session is also available congruently online

This session will examine the educational philosophy of Bell Hooks as a tool to incorporate emancipatory practices into your practice. Bell Hooks is one of the most influential pedagogical theorists of the last century. We will explore the application of her philosophy to the contemporary University. Through a combination of theory and embodied practice, participants will have the opportunity to explore Hooks' emancipatory frameworks and apply them to their own practice.   

Location: UM Zoom

Open to: UM Faculty, Sessional Instructors, Staff and Graduate Students

Note: This hybrid session is also available congruently on-campus

As part of the Decolonizing Classrooms Series, “Decolonizing Classrooms: Start Here” is designed for those beginning their journey in decolonizing and reconciliatory learning. This workshop offers foundational knowledge about Indigenous Peoples, their Knowledges, and the important relationships we all maintain with the Land in what is now commonly known as Canada.

Participants will learn about colonization and processes of decolonization, and identify initial steps to engage in important decolonizing and reconciliatory processes. This workshop will equip you with the necessary information to meaningfully engage with Indigenous pedagogies and foster ongoing learning and action. Additionally, it provides the background necessary for full participation in other workshops in the Decolonizing Classrooms Series.

Location: Room 223, The Centre, 65 Dafoe Road

Open to: UM Faculty, Sessional Instructors, Staff and Graduate Students

Over the past several years, an important discussion of how we can Indigenize and decolonize the academy has been occurring. This workshop series aims to give participants the context and tools necessary to meaningfully engage with decolonizing processes as they relate to education. Part 1 of Barriers to Decolonizing considers Indigenous student perspectives and the barriers they encounter which prevent them from experiencing a decolonized education which fosters engagement and learning. Strategies for overcoming these barriers are shared. Participants consider how to utilize these strategies to support decolonizing processes in their classrooms.

Location: Room 223, The Centre, 65 Dafoe Road

Open to: UM Faculty, Sessional Instructors, Staff and Graduate Students

Science faculty engaged in the Scholarship of Teaching and Learning (SoTL) were initially working in isolation, often encountering similar challenges without realizing these experiences were shared. Some shared barriers included navigating the research ethics proposal process, hiring student researchers, balancing dual roles, studying our own students, and selecting appropriate incentives. Through informal conversations, it became clear that many of us were unnecessarily “reinventing the wheel” and re-solving problems that others had already figured out solutions for. Recognizing the need for greater collaboration and efficiency, we established a Community of Practice (CoP). This CoP has two major missions:

• To support those currently engaged in, or interested in pursing SoTL work, and
• To highlight the SoTL work taking place in the Faculty of Science.

In this roundtable, participants will brainstorm ideas using chart paper, allowing groups to learn from one another. The session aims to:

• Share the work we have already started with our Faculty of Science SoTL CoP at UM,
• Explore what a CoP could look like in participants' own departments or areas of practice, and 
• Identify barriers to conducting SoTL work while collaborating on ways that CoPs can address them. 

We believe that all SoTL practitioners can benefit from a CoP. We aim to demonstrate how straightforward it is to get one of these groups started and how impactful having one can be!

Location: Room 223, The Centre, 65 Dafoe Road

Open to: UM Faculty, Sessional Instructors, and Staff

An information session for those wishing to submit a proposal including scope and examples of past projects; opportunity to brainstorm ideas.

Location: Room 223, The Centre, 65 Dafoe Road

Open to: UM Faculty, Sessional Instructors, and Staff

An afternoon planning/writing session including facilitators from CoPs who have previously been awarded funding.

Location: Room 325, Education, 71 Curry Place

Open to: UM Faculty, Sessional Instructors, and Staff

An opportunity for CoPs to share highlights including presentations of SoTL work.

Location: Room 223, The Centre, 65 Dafoe Road

Open to: UM Faculty, Sessional Instructors, and Staff

Small Shifts is back, featuring your UM faculty colleagues sharing their favourite high impact teaching strategies for classroom activities, course design, effective communication, lesson planning, and more. Each workshop session features two lightning presentations, followed by time for questions, brainstorming, and collegial conversation. 

This workshop series is rooted in James Lang's premise of "small teaching.” Lang argues that positive change is possible through incremental and strategic small modifications to teaching practices and course design that boost student learning and engagement. Bring your lunch and join the conversation!

Lightning Presentations:

• Dayna Laviolette, College of Nursing
  • "From Stress to Strategy: Navigating Test Questions with a Simple ‘Think, Share, Apply Framework"
  • In this short presentation, I will be describing a useful, short, in-class active learning strategy that aims to help students move from 'stress to strategy' when test-taking. Using a simple framework to break test questions into manageable parts, clarify what is being asked, and develop an approach for selecting an answer. Through a collaborative, student-led approach, students explain their thinking and learn from one another. Originally developed for nursing students preparing for the NCLEX, this adaptable strategy can be applied across disciplines to support test-taking skills, critical thinking, and student success.
• Dr. Trisha Scribbans, Faculty of Kinesiology and Recreation Management
  • “Two-Stage Testing: Transforming Exams into Collaborative Learning”
  • Exams are traditionally solitary and high-stress events, but they don't have to be! What if we turned assessment into an opportunity for peer learning? In this lightning talk, I will share my experience with two-stage testing, a method where students complete an exam individually, then immediately (or shortly after) rewrite it as an open-book collaborative effort with their peers. I will discuss how this manageable adjustment reduces student anxiety, fosters cooperative learning, and rewards preparation through a structured grade incentive, offering a practical way to enhance the testing experience without a major course overhaul.

Location: UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

Note: This hybrid session is also available congruently on-campus

Small Shifts is back, featuring your UM faculty colleagues sharing their favourite high impact teaching strategies for classroom activities, course design, effective communication, lesson planning, and more. Each workshop session features two lightning presentations, followed by time for questions, brainstorming, and collegial conversation. 

This workshop series is rooted in James Lang's premise of "small teaching.” Lang argues that positive change is possible through incremental and strategic small modifications to teaching practices and course design that boost student learning and engagement. Bring your lunch and join the conversation!

Lightning Presentations:

• Dayna Laviolette, College of Nursing
  • "From Stress to Strategy: Navigating Test Questions with a Simple ‘Think, Share, Apply Framework"
  • In this short presentation, I will be describing a useful, short, in-class active learning strategy that aims to help students move from 'stress to strategy' when test-taking. Using a simple framework to break test questions into manageable parts, clarify what is being asked, and develop an approach for selecting an answer. Through a collaborative, student-led approach, students explain their thinking and learn from one another. Originally developed for nursing students preparing for the NCLEX, this adaptable strategy can be applied across disciplines to support test-taking skills, critical thinking, and student success.
• Dr. Trisha Scribbans, Faculty of Kinesiology and Recreation Management
  • “Two-Stage Testing: Transforming Exams into Collaborative Learning”
  • Exams are traditionally solitary and high-stress events, but they don't have to be! What if we turned assessment into an opportunity for peer learning? In this lightning talk, I will share my experience with two-stage testing, a method where students complete an exam individually, then immediately (or shortly after) rewrite it as an open-book collaborative effort with their peers. I will discuss how this manageable adjustment reduces student anxiety, fosters cooperative learning, and rewards preparation through a structured grade incentive, offering a practical way to enhance the testing experience without a major course overhaul.

Location: Room 223, The Centre, 65 Dafoe Road

Open to: UM Faculty, Sessional Instructors, and Staff

Note: This hybrid session is also available congruently online

This session will examine the educational philosophy of Bell Hooks as a tool to incorporate emancipatory practices into your practice. Bell Hooks is one of the most influential pedagogical theorists of the last century. We will explore the application of her philosophy to the contemporary University. Through a combination of theory and embodied practice, participants will have the opportunity to explore Hooks' emancipatory frameworks and apply them to their own practice.   

Location: Room 223, The Centre, 65 Dafoe Road

Open to: UM Faculty, Sessional Instructors, Staff and Graduate Students

Note: This hybrid session is also available congruently online

This session will examine the educational philosophy of Bell Hooks as a tool to incorporate emancipatory practices into your practice. Bell Hooks is one of the most influential pedagogical theorists of the last century. We will explore the application of her philosophy to the contemporary University. Through a combination of theory and embodied practice, participants will have the opportunity to explore Hooks' emancipatory frameworks and apply them to their own practice.   

Location: UM Zoom

Open to: UM Faculty, Sessional Instructors, Staff and Graduate Students

Note: This hybrid session is also available congruently on-campus

Small Shifts is back, featuring your UM faculty colleagues sharing their favourite high impact teaching strategies for classroom activities, course design, effective communication, lesson planning, and more. Each workshop session features two lightning presentations, followed by time for questions, brainstorming, and collegial conversation. 

This workshop series is rooted in James Lang's premise of "small teaching.” Lang argues that positive change is possible through incremental and strategic small modifications to teaching practices and course design that boost student learning and engagement.  Bring your lunch and join the conversation! 

Lightning Presentations:

• Dr. Shaylene Nancekivell, Faculty of Arts
  • "Beyond the Lecture: Enhancing Learning in Large Classes Through Interactive Learning"
  • When you recall a memorable lecture in university, what do you remember about it? Well, you likely remember more than the content of the lecture itself. This is because memorable learning experiences are not solely about the content, but also about the broader context in which they were encoded (i.e., related activities, speaker characteristics, emotionality, even the lecture hall smell and lighting). In this short talk, I will discuss the science of memory and the value of interactive learning experiences for undergraduate teaching. Larger introductory classes will be focused on as they  often present the greatest practical challenges to creating interactive learning experiences. The talk will highlight classroom approaches that go beyond "videos" and other "screen-based" teaching methods.
• Dr. Juliana Marson, Clayton H. Riddell Faculty of Environment, Earth, and Resources
  • "Permission to Cheat: Making Exams About Thinking"
  • Most introductory courses involve “unloading” an impressive amount of new information on students. Ultimately, we want students to leave our courses understanding how and why things happen, and able to transfer that understanding to new situations—not simply regurgitate enough names and terms to make Linnaeus blush. In my introductory Physical Geography course, I make one small change to the traditional final exam: students can bring a one-page cheat sheet. With less pressure to memorize facts, they can focus instead on interpreting situations, making connections, and applying what they have learned. As a bonus, creating the cheat sheet itself becomes part of the learning process.

Location: Room 223, The Centre, 65 Dafoe Road

Open to: UM Faculty, Sessional Instructors, and Staff

Note: This hybrid session is also available congruently on-campus

Small Shifts is back, featuring your UM faculty colleagues sharing their favourite high impact teaching strategies for classroom activities, course design, effective communication, lesson planning, and more. Each workshop session features two lightning presentations, followed by time for questions, brainstorming, and collegial conversation. 

This workshop series is rooted in James Lang's premise of "small teaching.” Lang argues that positive change is possible through incremental and strategic small modifications to teaching practices and course design that boost student learning and engagement.  Bring your lunch and join the conversation! 

Lightning Presentations:

• Dr. Shaylene Nancekivell, Faculty of Arts
  • "Beyond the Lecture: Enhancing Learning in Large Classes Through Interactive Learning"
  • When you recall a memorable lecture in university, what do you remember about it? Well, you likely remember more than the content of the lecture itself. This is because memorable learning experiences are not solely about the content, but also about the broader context in which they were encoded (i.e., related activities, speaker characteristics, emotionality, even the lecture hall smell and lighting). In this short talk, I will discuss the science of memory and the value of interactive learning experiences for undergraduate teaching. Larger introductory classes will be focused on as they  often present the greatest practical challenges to creating interactive learning experiences. The talk will highlight classroom approaches that go beyond "videos" and other "screen-based" teaching methods.
• Dr. Juliana Marson, Clayton H. Riddell Faculty of Environment, Earth, and Resources
  • "Permission to Cheat: Making Exams About Thinking"
  • Most introductory courses involve “unloading” an impressive amount of new information on students. Ultimately, we want students to leave our courses understanding how and why things happen, and able to transfer that understanding to new situations—not simply regurgitate enough names and terms to make Linnaeus blush. In my introductory Physical Geography course, I make one small change to the traditional final exam: students can bring a one-page cheat sheet. With less pressure to memorize facts, they can focus instead on interpreting situations, making connections, and applying what they have learned. As a bonus, creating the cheat sheet itself becomes part of the learning process.

Location: Room 223, The Centre, 65 Dafoe Road

Open to: UM Faculty, Sessional Instructors, and Staff

Note: This hybrid session is also available congruently online

Gamification has become a popular strategy in higher education to foster student engagement and learning. This strategy harnesses game elements and aspects to bring excitement into the classroom, deepen learning, and encourage collaboration. In this workshop, you will experience a gamified learning environment where practical strategies and principles of gamification are embedded. Be prepared to actively participate so we can all have meaningful reflection and discussion together. 

Location: Room 223, The Centre, 65 Dafoe Road

Open to: UM Faculty, Sessional Instructors, and Staff

Small Shifts is back, featuring your UM faculty colleagues sharing their favourite high impact teaching strategies for classroom activities, course design, effective communication, lesson planning, and more. Each workshop session features two lightning presentations, followed by time for questions, brainstorming, and collegial conversation. 

This workshop series is rooted in James Lang's premise of "small teaching.” Lang argues that positive change is possible through incremental and strategic small modifications to teaching practices and course design that boost student learning and engagement. Bring your lunch and join the conversation!

Lightning Presentations:

• Dr. Andrea Charron, Faculty of Arts
• Dr. Adele Perry, Faculty of Arts

Location: Room 223, The Centre, 65 Dafoe Road

Open to: UM Faculty, Sessional Instructors, and Staff

Note: This hybrid session is also available congruently online

Small Shifts is back, featuring your UM faculty colleagues sharing their favourite high impact teaching strategies for classroom activities, course design, effective communication, lesson planning, and more. Each workshop session features two lightning presentations, followed by time for questions, brainstorming, and collegial conversation. 

This workshop series is rooted in James Lang's premise of "small teaching.” Lang argues that positive change is possible through incremental and strategic small modifications to teaching practices and course design that boost student learning and engagement. Bring your lunch and join the conversation!

Lightning Presentations:

• Dr. Andrea Charron, Faculty of Arts
• Dr. Adele Perry, Faculty of Arts

Location: UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

Note: This hybrid session is also available congruently on-campus

As instructors, you may have experienced behaviour by your students that you felt was disrespectful, rude, or disruptive. These can be challenging situations to deal with. Staff from Student Advocacy and Case Management and the Office of Human Rights and Conflict Management will provide an overview of pertinent University policies and procedures to help you understand your rights and responsibilities as an instructor. This interactive workshop will provide you with strategies and tips for preventing and responding to these behaviours.

Location: Room 223, The Centre (65 Dafoe Road)

Open to: UM Faculty, Sessional Instructors, and Staff

Young adults are highly susceptible to mental health problems. We know that most instructors encounter many students who are struggling with mental health issues that affect their academic performance, behaviour in the classroom, and interactions with teaching staff.  Research also indicates that the incident rate and intensity of mental health problems experienced by students is increasing. These situations can be stressful, time-consuming, and potentially can involve risks to personal safety for the students and others. David Ness, the Director of the Student Counselling Centre at the University of Manitoba, will provide you with information about how to identify and respond effectively to student mental health issues, how to understand the factors that contribute to student distress, and how to access resources.  This interactive workshop will involve case study material to apply your knowledge of risk assessment, response alternatives, and on- and off-campus resources.

Location: Room 223, The Centre (65 Dafoe Road)

Open to: UM Faculty, Sessional Instructors, and Staff

Do you want to promote academic integrity in your course but don’t know how?  In this workshop, we will discuss the meaning of academic integrity at the University of Manitoba, and how it relates to your teaching and learning environment (whether that be face-to-face, remote/online). We will discuss ways to implement teaching and assessment strategies that promote integrity that will allow you to focus on students’ learning and community building. Resources for academic integrity education (e.g., syllabus statements, learning activities) that you can modify and incorporate into your courses will be shared.

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

Feedback and evaluation of teaching are part of every teacher’s life. How do you make sense of the evaluative feedback you receive from SRI scores, daily classroom experiences and student grades? This workshop examines the theory and practice of evaluation and suggests practical strategies for integrating effective evaluative practices into your teaching. Please note that this workshop does not cover the design and creation of student assessments. 

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

John Dewey observed that, “We do not learn from experience. We learn from reflecting on experience.” In order to become a better teacher, it is necessary to reflect on what we do and why we do it – to ask ourselves, is what we do effective? In this workshop we will explore several models of self-reflection, including the Gibbs’ Model, as methods for engaging in a reflective practice. Participants will also have the opportunity to share their own successes and struggles as they strive to become a better teacher.

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

In this workshop, we will explore a framework for using technology in teaching and learning. Rather than a technology ‘how-to’ session, the focus will be on providing a method for evaluating technology that supports the goals of teaching and learning. We will also discuss the benefits and challenges of using technology in the classroom.

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

Universal Design for Learning (UDL) is an orientation to teaching and learning that promotes greater student choice and agency in learning experiences, with the aim of reducing barriers to learning by providing multiple means of representation, engagement, and expression. In this workshop, participants will explore how UDL values intersect with their own teaching philosophies, identify barriers to learning for students with a range of needs, and (re)design course elements to adopt UDL guidelines in a way that is practical for instructors yet beneficial to learners.

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

Every student and instructor brings their own culture into the teaching and learning contexts in which they inhabit. Similarly, every teaching and learning context is informed by and situated in institutional, regional, and national cultures. In this workshop, you’ll explore your own cultural attitudes, knowledge, and skills, and those of your learners and the environments you all find yourselves in. Then, you’ll apply this to your own teaching practices through elements of course design.

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

Increasingly, university promotion and tenure committees are requiring a teaching dossier to document your development and achievements as an educator. This workshop looks at the requirements at the University of Manitoba for teaching dossiers and covers the basics of writing a Teaching Philosophy statement and creating a teaching dossier.

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

This workshop introduces participants to Indigenous pedagogies by contextualizing Indigenous knowledges, discussing the importance of making space for Indigenous content and knowledge transmission in the academy, and providing participants with resources about the pedagogical significance of Indigenous knowledges.

Location: Room 223, The Centre (65 Dafoe Road)

Open to: UM Faculty, Sessional Instructors, and Staff

As instructors, you may have experienced behaviour by your students that you felt was disrespectful, rude, or disruptive. These can be challenging situations to deal with. Staff from Student Advocacy and Case Management and the Office of Human Rights and Conflict Management will provide an overview of pertinent University policies and procedures to help you understand your rights and responsibilities as an instructor. This interactive workshop will provide you with strategies and tips for preventing and responding to these behaviours.

Location: Room 223, The Centre (65 Dafoe Road)

Open to: UM Faculty, Sessional Instructors, and Staff

Young adults are highly susceptible to mental health problems. We know that most instructors encounter many students who are struggling with mental health issues that affect their academic performance, behaviour in the classroom, and interactions with teaching staff.  Research also indicates that the incident rate and intensity of mental health problems experienced by students is increasing. These situations can be stressful, time-consuming, and potentially can involve risks to personal safety for the students and others. David Ness, the Director of the Student Counselling Centre at the University of Manitoba, will provide you with information about how to identify and respond effectively to student mental health issues, how to understand the factors that contribute to student distress, and how to access resources.  This interactive workshop will involve case study material to apply your knowledge of risk assessment, response alternatives, and on- and off-campus resources.

Location: Room 223, The Centre (65 Dafoe Road)

Open to: UM Faculty, Sessional Instructors, and Staff

Do you want to promote academic integrity in your course but don’t know how?  In this workshop, we will discuss the meaning of academic integrity at the University of Manitoba, and how it relates to your teaching and learning environment (whether that be face-to-face, remote/online). We will discuss ways to implement teaching and assessment strategies that promote integrity that will allow you to focus on students’ learning and community building. Resources for academic integrity education (e.g., syllabus statements, learning activities) that you can modify and incorporate into your courses will be shared.

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

Feedback and evaluation of teaching are part of every teacher’s life. How do you make sense of the evaluative feedback you receive from SRI scores, daily classroom experiences and student grades? This workshop examines the theory and practice of evaluation and suggests practical strategies for integrating effective evaluative practices into your teaching. Please note that this workshop does not cover the design and creation of student assessments. 

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

John Dewey observed that, “We do not learn from experience. We learn from reflecting on experience.” In order to become a better teacher, it is necessary to reflect on what we do and why we do it – to ask ourselves, is what we do effective? In this workshop we will explore several models of self-reflection, including the Gibbs’ Model, as methods for engaging in a reflective practice. Participants will also have the opportunity to share their own successes and struggles as they strive to become a better teacher.

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

In this workshop, we will explore a framework for using technology in teaching and learning. Rather than a technology ‘how-to’ session, the focus will be on providing a method for evaluating technology that supports the goals of teaching and learning. We will also discuss the benefits and challenges of using technology in the classroom.

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

Universal Design for Learning (UDL) is an orientation to teaching and learning that promotes greater student choice and agency in learning experiences, with the aim of reducing barriers to learning by providing multiple means of representation, engagement, and expression. In this workshop, participants will explore how UDL values intersect with their own teaching philosophies, identify barriers to learning for students with a range of needs, and (re)design course elements to adopt UDL guidelines in a way that is practical for instructors yet beneficial to learners.

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

Every student and instructor brings their own culture into the teaching and learning contexts in which they inhabit. Similarly, every teaching and learning context is informed by and situated in institutional, regional, and national cultures. In this workshop, you’ll explore your own cultural attitudes, knowledge, and skills, and those of your learners and the environments you all find yourselves in. Then, you’ll apply this to your own teaching practices through elements of course design.

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

Increasingly, university promotion and tenure committees are requiring a teaching dossier to document your development and achievements as an educator. This workshop looks at the requirements at the University of Manitoba for teaching dossiers and covers the basics of writing a Teaching Philosophy statement and creating a teaching dossier.

Location: Online - UM Zoom

Open to: UM Faculty, Sessional Instructors, and Staff

This workshop introduces participants to Indigenous pedagogies by contextualizing Indigenous knowledges, discussing the importance of making space for Indigenous content and knowledge transmission in the academy, and providing participants with resources about the pedagogical significance of Indigenous knowledges.

Location: Room 223, The Centre (65 Dafoe Road)

Open to: UM Faculty, Sessional Instructors, and Staff