Facilitated by Yasmine Djerbal, and Yunyi Chen, Centre for Teaching and Learning

Following our previous conversations on how to respond to microaggressions and/or harm as witness or as recipient, this session will talk about ways instructors can respond to being called out for harm. Centering accountability and ongoing learning, we will devise strategies and process for receiving feedback and being accountable to those who we may have harmed. This conversation will be discussion based and will centre transformative justice frameworks.

Registration: QTBIPOC Instructors only (Queer, Trans, Black, Indigenous and Persons of Colour)

Facilitated by Yasmine Djerbal, Centre for Teaching and Learning and Jermaine Marshall, Human Rights and Equity Office
 
Many articles have been published in the last two years about microaggressions. From experience, we know they happen in a variety of spaces and places, including our departments and classrooms. In this workshop, we will discuss and co-develop strategies for prevention and resolution of subtle (and not so subtle) aggressions within learning spaces when they come from students in discussions, student papers, and more. Please note that this space is open to self-identified queer, trans, Black, Indigenous, and persons of colour (QTBIPOC) only.

A session on March 10, from 1:30 to 2:30pm, will be open to all, and will discuss accountability processes when we are ourselves called out for racial harm/microaggressions.

The syllabus is a requisite document in higher education. While often viewed as a form of contract, a syllabus reflects, implicitly or explicitly, an instructor’s pedagogical approach to teaching and learning. How do we understand the role of this powerful tool within a classroom? What are the basics of building a syllabus and how might we move beyond contractual approaches to conceptualizing and crafting a syllabus that reflects our own pedagogy and objectives in teaching and learning? This workshop is designed for current and aspiring Teaching Fellows, Assistants, and Post-Doctoral Fellows. Participants will collaboratively review example syllabi and are invited to bring their own. Topics covered will include core syllabus elements, various conceptual approaches, and the promises and pitfalls of innovating syllabi. Attending the Introduction to Concepts in University Teaching and Learning and/or Assessment Practices for University Teaching and Learning workshops is recommended but not required.