Events

Course Overview鈥�

This course focuses on understanding Mi鈥檏maw Treaty perspectives and the history of treaty making and implementation in Mi鈥檏ma鈥檏i, to assist faculty members in reflecting on what it means to 鈥渂e a treaty person鈥� within the context of their work at 鲍鱼tv. In recognition of 2025 as the 300th anniversary of the Peace and Friendship Treaties (1725鈥�1779), the course invites participants to consider the ongoing responsibilities and possibilities of treaty relationships today.

Through active, community-engaged and relational learning, participants will engage with Mi鈥檏maw knowledges and perspectives of Treaty, building deeper understandings of Mi鈥檏maw鈥搒ettler Treaty relations. Faculty members at all stages of their learning journey are welcome.

Learning Outcomes鈥�

By the end of this course, participants will be able to:

• Describe the historical and contemporary significance of the Peace and Friendship Treaties (1725鈥�1779) in Mi鈥檏ma鈥檏i, particularly in relation to Mi鈥檏maw understandings of treaty relationships.
• Reflect critically on their responsibilities as treaty people within the context of their roles at 鲍鱼tv.
• Identify pathways for integrating treaty-based understandings into their teaching, in ways that support Indigenous sovereignty and relational accountability.

Course Schedule

Wednesday Oct. 1 (Treaty Day), 1:30鈥�3 p.m. 鈥� Group meets at 1675 Lower Water Street to visit to the Maritime Museum of the Atlantic, Ta鈥檔 me鈥檍 Tel-keknuo鈥檒tiek (Da鈥檔 mej Del-geg-new-ol-tee-egg): How Unique We Still Are Exhibit.

Thursday Oct. 9, 1:30鈥�3 p.m. 鈥� Class held in B400, Killam Library. Guest Speaker TBA.

Thursday Oct. 16, 1:30鈥�3 p.m. 鈥� Circle Discussion Dept. of Biology Outdoor Learning Space (back-up indoor location Ko鈥檍ua Okuom, Killam Library.)  

Thursday Oct. 23, 1:30鈥�3 p.m. 鈥� Group meets at 1887 Granville St to visit the NSCAD Treaty Space Gallery and then walks <1km to visit Sipekne鈥檏atik Treaty Truckhouse (1599 Lower Water Street.)

Thursday Oct. 30, 1:30鈥�3 p.m. 鈥� Class held in B400, Killam Library. Guest Speaker TBA.

Thursday Nov. 6, 1:30鈥�3 p.m. 鈥� Circle Discussion Dept. of Biology Outdoor Learning Space (back-up indoor location Ko鈥檍ua Okuom, Killam Library.)  

Course Delivery Modes, & Attendance and Participation鈥�鈥�

This is an in-person course. Please do not register for this course if you cannot attend most of the in-person sessions listed above. The only sessions that can be attended virtually are the classes in B400 on Oct. 16 & Oct. 30. Participants in the Faculty Certificate in Teaching and Learning must attend at least 5 sessions listed in the Course Schedule and complete all course assignments for a pass.

BrightSpace will be used to share course materials and to submit assignments. 

Assignments

All assignment descriptions will be available on BrightSpace.

• Personal Introduction (post to BrightSpace discussion board before the course begins on Oct. 1) 
• Reflection 1 (due Oct. 22)
• Reflection 2 (due Nov. 14)
• Integrating Treaty Perspectives into Teaching & Learning Final Project (Due Nov. 28)

Registration Cap鈥�

20 with 10 spots being held for Faculty Certificate participants.

Please complete this to be considered for enrollment in the course. Enrollment is capped at 20 participants, with 10 spots being held for Faculty Certificate Program participants. If the class fills, you will be placed on a wait list, and possibly granted a seat if someone else declines theirs. Thank you for your interest!

Instructor Information鈥�

Rachelle McKay
Educational Developer, Indigenous Knowledges and Ways of Knowing
Instructor, Indigenous Studies
Rachelle.mckay@dal.ca

Course Overview

It no longer needs to be said that GenA.I. has caused significant upheaval. The presence of AI in our educational-technological landscape challenges how well our assignments and assessments can guide and measure student learning. Lack of transparency around use has created mistrust and suspicion in the classroom. The future of our disciplines and associated practices are fuzzier; we might be unclear about what exactly to teach, or what exactly students might face in their careers. While many of our perennial goals for our students (become critical thinkers, practice disciplinary knowledge ethically, be confident and competent members of social groups, etc.) are still very relevant, the presence of GenAI requires some creative re-tunings of our soundest pedagogical approaches, and the use of a variety of frameworks with which to think about learning, academic integrity, technology, and knowledge production.

However, the exact scope of our issues is unclear and the future is unwritten. The "-ing" in the title of this course points importantly to the fact that any answers or solutions we may discover on the path of "developing an 'AI pedagogy'" may be temporary or always a bit slippery. Hence, this studio course is comprised of workshops and sessions with different topics, facilitators, entry points, and conceptual framings. Participants can choose from the available offerings, according to their contexts and interests, picking out a path toward an AI pedagogy on ever-shifting terrain.

Lastly, developing an AI pedagogy does not require a certain orientation to, or engagement with, GenA.I. You don鈥檛 have to, categorically, agree with its use, like using it, or adopt it 鈥渨hole hog.鈥� Developing an AI pedagogy simply means to recognize the impact A.I. already has, and will continue to have, in our fields and in our educational-technological landscape, and to develop a responsiveness to this reality in our pedagogies and course designs. We hope this course serves you in this endeavour!

(Some) Learning Outcomes

Since participants will choose which workshops will make up their contact hours for this course, outcomes may differ from person to person. Here are three that everyone can expect to achieve:

• Identify teaching and learning issues posed by GenAI, especially concerning assessment, and explore intentional, design- and equity-based responses.
• Create teaching artifacts, such as assessment and activity designs, in-class dialogue facilitation, syllabi, or professional development reflections.
• Articulate an "AI pedagogy"鈥攈ow you are developing a pedagogical responsiveness to a GenAI-infused teaching and learning environment.

Course Delivery Modes

This studio course is unique in that participants will be able to choose which workshops or sessions will make up their contact hours for the course. Throughout Fall 2025, a variety of sessions will occur, at different dates, times, and in different modalities. It is possible to complete the course entirely asynchronously. Each session listed in the CLT Events page will include info on delivery modality.

When enrollment is confirmed, participants will have access to the course鈥檚 Brightspace site.

Course Schedule, Structure and Length

Workshops and sessions will run September through December, though there will be an opportunity to get a start on things in August. Participants will choose at least five (5) sessions to attend and complete the accompanying tasks (ie, a worksheet and readings). An optional closing session to collaborative with colleagues, and a short, reflective essay, will finalize the course experience.

The workshops are the same as those offered to the wider campus community; thus, you can see the workshop calendar on the CLT Events page, along with registration links (there are a few workshops not yet posted there鈥攕tay tuned!).

Registration Cap

18

Priority goes to participants in the Faculty Certificate in Teaching and Learning Program. Please to be considered for enrollment in the course. When the registration period closes, we will assess the list of interested individuals and follow up with you on whether we were able to accommodate your registration for this iteration of the course.

Instructor(s) Information

Kate Crane,
Coordinator of the Faculty Certificate in Teaching and Learning;
Educational Developer of Digital Pedagogies

kate.crane@dal.ca