This webinar will provide an introduction to Indigenous pedagogies, and ways of knowing. It will provide an open forum for discussion on striking a balance between Western and Indigenous approaches to teaching and learning while offering participants a chance to gather practical ideas for implementation in the classroom environment.

Queen’s is becoming increasingly diverse with students from around the world joining the university community to pursue their education. To effectively respond to the cultural, linguistic, and educational diversity brought into the classroom, educators are in need of globalizing their curriculum to enrich the student learning experience and enhance student success.

In this workshop, participants will explore the ‘what, why and how’ of curriculum globalization, and start envisioning what a globalized curriculum might look like in their own specific discipline or academic context.

By the end of the workshop, participants will be able to incorporate at least one pedagogical element of curriculum globalization into their course (re)development.

Despite the critical role communication plays in academic interactions, communicating in a culturally diverse classroom often results in misunderstandings or even conflicts. To communicate effectively with students from diverse cultural and linguistic backgrounds, educators need to equip themselves with intercultural communication competence.

In this workshop, participants will explore intercultural communication in terms of identifying anticipated communication barriers and working collaboratively to navigate the cultural landscape in communication styles.

By the end of the workshop, participants will develop introductory-level competence that helps overcome communication barriers in a culturally diverse classroom.  

This webinar will explore what it can mean to weave Indigenous ways of knowing into STEM subjects. There will be a presentation around what decolonizing/Indigenizing STEM can look like, an opportunity to learn about best practices, and sharing of resources to help support further learning as you consider ways in which you can make changes to your existing curriculum and approaches to teaching and learning.

By the end of this session, participants will be equipped to consider the bi-directional connections between the academic program and course-based learning, and devise strategies for highlighting when, where, and how students progress on their learning.
 
Please note that this session repeats content from the December CPR Retreat hosted by the CTL. Those who attended the Retreat are welcome again, if desired