Location: 10:00 am - 10:45 am, MURRAY GMCTL Classroom
Facilitator: Jennie Green

What you’ll learn: A clear overview of the Certificate in University Teaching and Learning (CUTL), including its structure, core competencies, and how it supports effective teaching.

What you’ll take away: Practical next steps to begin the certificate, plus immediately usable strategies to enhance student engagement and learning in your own courses.

See more information about Certificate in University Teaching and Learning (CUTL).

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Location: 11:00 am - 12:00 pm, MURRAY Library G3
Facilitator: Jade Hupé

This session invites participants to develop a personal land acknowledgement and positionality statement that authentically reflects who they are and the relationships they bring to their teaching. Participants will explore how these elements can be woven together to begin their teaching in a good way.

Certificate in University Teaching and Learning (CUTL) connections:

• 1.2.2 - I value perspectives and worldviews different than my own

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Location: 1:00 pm - 2:30 pm, Online/Zoom
Facilitator: Susan Bens, Kurt Bergsma, and Kendra Hart

In this hands-on session, you'll, 

1. clarify the expectations you have for your assessments,
2. draft clear, student-friendly expectation statements with supporting rationale, and
3. identify at least one strategy (beyond the syllabus) to help students understand and act on those expectations.

Certificate in University Teaching and Learning (CUTL) connections:

• 1.1.2 - I model and explain academic integrity
• 1.3.2 - I purposefully select and use strategies to communicate inclusively and responsively with my students

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Location: 2:30 pm - 3:30 pm, MURRAY GMCTL Classroom
Facilitator: David Greaves

How do I continue improving my teaching?

In USask's 2024 Teaching Practices Survey, 96% of respondents agreed or strongly agreed that ongoing improvement in teaching is a part of their job, but as our careers progress and we get more comfortable in the classroom, it is easy to settle into a rut. This simple question can be surprisingly tough to answer.

Attend this session to use existing tools at USask to uncover new challenges to reengage differently in teaching enhancement. Student course feedback, peer reviews of teaching, self-assessments, learning data, and research-informed teaching will all be presented in fresh new ways as tools in your teaching enhancement toolbelt.

Certificate in University Teaching and Learning (CUTL) connections:

• 4.1.2 - I set measurable goals for developing teaching practice guided by evidence
• 4.2 - I make appropriate changes based on feedback

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Location: 9:00 am - 10:30 am, Online/Zoom
Facilitator: Ryan Banow

In a world where AI can write and generate content with ease, oral assessments offer a powerful way to hear what students actually know.

This workshop is for educators interested in redesigning assessments, whether exams or other learning activities, to include oral components. We'll explore practical strategies for creating meaningful, more manageable oral assessments that reveal student understanding, deepen engagement, and encourage authentic learning. We'll also examine approaches for incorporating oral assessment into both face-to-face and online courses.

Certificate in University Teaching and Learning (CUTL) connections:

• 3.1.1 - I select assessment strategies, both formative and summative, aligned to an outcome
• 3.2.3 - I design assessment tasks that require students to apply disciplinary learning under authentic, or as close to authentic as possible, circumstances

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Location: 11:00 am - 12:00 pm, MURRAY GMCTL Classroom
Facilitator: Roberta Campbell-Chudoba

We'll discuss simple, high-impact ways to make your classroom more welcoming for all students, without sacrificing academic rigour. This session focuses on small shifts in language, structure, and environment to improve student engagement and sense of belonging.

Certificate in University Teaching and Learning (CUTL) connections:

• 1.2.2 - I value perspectives and worldviews different than my own
• 1.3.2 - I purposefully select and use strategies to communicate inclusively and responsively with my students
• 2.2.2 - I design to engage a diverse group of learners

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Location: 12:00 pm - 12:45 pm, Online/Zoom
Facilitator: Susan Bens

Did you know you cannot give a grade penalty for academic misconduct unless you enact the USask procedures? Join this informational session to learn about:

1. educator responsibilities,
2. constructive ways to approach and question students' processes, and
3. important steps for following the official procedures for alleging and resolving academic misconduct.

• 1.1.2 - I model and explain academic integrity

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Location: 1:30 pm - 2:30 pm, MURRAY GMCTL Classroom
Facilitator: Michel Gravel - USask Assessment Champion

Learn how to enhance Canvas quizzes by adding simple web apps such as simulations, videos, and interactive activities. This session will introduce easy ways to embed or link tools into quiz questions and show how they can support engagement and learning outcomes. Participants will leave with one updated quiz question idea that uses a web app.

Certificate in University Teaching and Learning (CUTL) connections:

• 3.1.1 - I select assessment strategies, both formative and summative, aligned to an outcome
• 3.1.2 - I design formative and summative tools (rubrics, checklists, rating scales, etc.) that make learning outcomes and success criteria manageable and explicit

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Location: 3:00 pm - 4:00 pm, MURRAY GMCTL Classroom
Facilitator: Elaina Guilmette - USask Assessment Champion

Graduate education is evolving and so must the ways we assess learning. This interactive session explores how assessment can move beyond traditional approaches to better reflect the complex knowledge, skills, and professional competencies expected of today's graduates.

Using a course-based master's program as a case study, participants will examine the role of portfolios in supporting meaningful learning, discuss principles of competency-based assessment, and explore how a Two-Eyed Seeing approach can enrich assessment practices by thoughtfully integrating Indigenous and Western ways of knowing.

Certificate in University Teaching and Learning (CUTL) connections:

• 3.2.1 - I give students multiple opportunities to learn through practice and feedback, so they have sufficient time and support to reflect and improve (assessment for learning)
• 3.2.2 - I generate assessment tasks that are inclusive and transparent measures of student learning, so students have equitable opportunities to demonstrate their learning
• 3.2.3 - I design assessment tasks that require students to apply disciplinary learning under authentic, or as close to authentic as possible, circumstances

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Location: 9:00 am - 10:15 am, MURRAY Library G3
Facilitator: Roberta Campbell-Chudoba and Jade Hupé

You'll be creating a course syllabus that includes elements required under the Academic Courses Policy, reflects your teaching style, and sets the tone for your class.

Participants should have a copy of an existing syllabus available for use during the workshop. Please bring a laptop.

Certificate in University Teaching and Learning (CUTL) connections:

• 4.1.1 - I articulate personal beliefs and assumptions about “good teaching”

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Location: 10:30 am - 12:00 pm, MURRAY GMCTL Classroom
Facilitator: Wendy James and Rachel Regier

What simple strategic moves can instructors make to turn passive students into active participants in their own learning? You don't need to overhaul your entire course; small, intentional shifts in how you teach, assess, and give feedback can make a real difference in student engagement, even in large classes. Join this session to gain practical strategies you can try in your next class.

In this workshop you will:

1. Experience simple ways to increase student ownership of learning using innovative instructional approaches.
2. Select new strategies for assessment, feedback, and reflection that help students solidify new learning.
3. Consider how to apply these strategies in large classes.

Certificate in University Teaching and Learning (CUTL) connections:

• 2.1.3 - I select active & engaging instructional strategies aligned to an outcome and intended assessment
• 3.3.2 - I embed opportunities for reflection on learning in student assessments

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Location: 1:30 pm - 2:30 pm, MURRAY GMCTL Classroom
Facilitator: Michelle Bussière-Prytula - USask Assessment Champion

This workshop introduces faculty to the purpose and practical design of dual gradebooks as a tool for supporting competency-based assessment. Participants will explore how to separate formative learning evidence from final competency decisions, improve transparency for students, and create a clearer link between course activities, feedback, and progression. The session will highlight practical strategies for setting up and using dual gradebooks in ways that support consistency, fairness, and manageable grading practices.

Certificate in University Teaching and Learning (CUTL) connections:

• 3.2.1 - I give students multiple opportunities to learn through practice and feedback, so they have sufficient time and support to reflect and improve (assessment for learning)
• 3.3.2 - I embed opportunities for reflection on learning in student assessments

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Location: 3:00 pm - 4:00 pm, MURRAY GMCTL Classroom
Facilitator: Taylor Raiche - USask Assessment Champion

This workshop will help participants rethink assessment through a professional identity formation lens. Well-designed assessments can help students move beyond demonstrating what they know to demonstrating who they are becoming by helping them internalize the values, beliefs, and norms of their field.

Participants will draft a short professional identity narrative for their course or program and leave with one small, concrete change to try in an existing assessment.

Certificate in University Teaching and Learning (CUTL) connections:

• 3.2.1 - I give students multiple opportunities to learn through practice and feedback, so they have sufficient time and support to reflect and improve (assessment for learning)
• 3.3.2 - I embed opportunities for reflection on learning in student assessments

• Click once to register
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Location: 9:00 am - 10:15 am, MURRAY GMCTL Classroom
Facilitator: Rachel Regier

Do you want to build students' ability to apply concepts, wrestle with ambiguity, and think like professionals in your field? Case-based learning can help! In this interactive session, we will explore the core principles of effective case-based learning and unpack why cases are an ideal way to engage your students in experiential learning. You'll leave with clear frameworks for bringing case-based learning into your own courses.

In this workshop you will:

• Examine how to select or adapt cases that fit your course content.
• Practice facilitation techniques that encourage productive discussion and critical thinking, even with reluctant participants.
• Consider how to design outcomes and assessments around developing student competency.

Certificate in University Teaching and Learning (CUTL) connections:

• 2.1.3 - I select active & engaging instructional strategies aligned to an outcome and intended assessment

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Location: 10:30 am - 12:00 pm, Online/Zoom
Facilitator: Kendra Hart and Kristin Moskalyk

In this interactive session, we will explore innovative ways to engage learners inside of Canvas using a flexible online tool called H5P. Each participant will be set up with the tools and skills necessary to create dynamic learning experiences that foster deeper understanding.

Whether you are new to online teaching, or seeking to revitalize your existing courses, this workshop will equip you with the skills to harness the potential of H5P.

Certificate in University Teaching and Learning (CUTL) connections:

• 3.2.1 - I give students multiple opportunities to learn through practice and feedback, so they have sufficient time and support to reflect and improve (assessment for learning)

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Location: 1:30 pm - 3:00 pm, MURRAY Library G3
Panelists include: Greg Malin, Harold Bull, Taylor Raiche, and Randi Strunk - USask Assessment Champions

Join this panel discussion showcasing innovative assessment ideas from across disciplines. Each panelist will share a practical example of assessment design, followed by a facilitated question-and-answer period where participants can explore the ideas in more depth and consider how they might apply them in their own teaching contexts. The session will highlight creative approaches, spark conversation, and offer inspiration for rethinking assessment practice.

Certificate in University Teaching and Learning (CUTL) connections:

• 3.1.1 - I select assessment strategies, both formative and summative, aligned to an outcome
• 3.2.1 - I give students multiple opportunities to learn through practice and feedback, so they have sufficient time and support to reflect and improve (assessment for learning)
• 3.2.2 - I generate assessment tasks that are inclusive and transparent measures of student learning, so students have equitable opportunities to demonstrate their learning

• Click once to register
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Location: 10:30 am - 12:00 pm, Online/Zoom
Facilitator: Kurt Bergsma and Anne-Marie Rollo

AI is already changing how students approach assessment. The question is no longer whether students can use AI—it is whether your assessment still measures what you intend it to measure. In this workshop, you will use a simple framework to determine what knowledge, skills, or competencies your assessment is designed to evaluate, assess whether AI can complete the task, and decide what changes, if any, are needed.

You will leave with a valid assessment plan and clear next steps to improve alignment, integrity, and student learning in an AI-enabled world. Please note, this session is online and you will need to bring 1 assessment activity to work with.

Certificate in University Teaching and Learning (CUTL) connections:

• 3.1.1 - I select assessment strategies, both formative and summative, aligned to an outcome
• 3.2.3 - I design assessment tasks that require students to apply disciplinary learning under authentic, or as close to authentic as possible, circumstances

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Location: 1:00 pm - 2:00 pm, MURRAY GMCTL Classroom
Facilitator: Kurt Bergsma and Ann Liang

How to evaluate AI tools and AI outputs - Join this session and you'll leave with a practical AI evaluation toolkit, including a checklist for evaluating AI tools and a rubric for assessing AI-generated outputs that you can use yourself or adapt for your students.

Come prepared - Bring one question, problem, or task from your discipline that you'd like to test using AI. Also, a laptop is required for this session.

Guest Faciliator: Ann Liang, University Library

Certificate in University Teaching and Learning (CUTL) connections:

• 1.1.2 - I model and explain academic integrity

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Location: 10:00 am - 11:00 am, MURRAY GMCTL Classroom
Facilitator: Jennie Green

What you’ll learn: How formative assessment (assessment for learning) supports student success, with examples of effective techniques across disciplines.

What you’ll take away: Ready-to-use strategies and activities you can immediately embed in your courses to improve student engagement, feedback, and learning outcomes.

Certificate in University Teaching and Learning (CUTL) connections:

• 3.1.1 - I select assessment strategies, both formative and summative, aligned to an outcome
• 3.2.1 - I give students multiple opportunities to learn through practice and feedback, so they have sufficient time and support to reflect and improve (assessment for learning)
• 3.3.1 - I demonstrate strategies for providing constructive feedback

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Location: 11:00 am - 12:00 pm, Online/Zoom
Facilitator: Serena Assie

Join us for a practical workshop on making online learning more accessible in post-secondary courses. We will review what accessibility means in an online learning context, introduce key accessibility guidelines, and explore why accessible design matters for student learning, engagement, and participation.

You will leave with practical strategies you can apply right away to improve the accessibility of your course materials and learning activities. Participants will also have an opportunity to apply accessibility principles to examples from online course design.

Certificate in University Teaching and Learning (CUTL) connections:

• 2.3.2 - I purposefully use a wide range of accessible communication strategies that make it easy for my students to understand what I am teaching

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Location: 1:00 pm - 2:00 pm, MURRAY GMCTL Classroom
Facilitator: Rachel Regier

Would you like to see your students apply course concepts to real problems right in your own community? Experiential learning turns abstract content into hands-on experience, and this workshop offers a quick, practical look at how to bring it into your course. You'll leave with fresh ideas, new connections, and a clearer sense of how to get started in any discipline.

In this workshop you will:

1. Hear stories of how instructors here at USask are using experiential learning to connect course content to local issues.
2. Learn about new local opportunities to engage your own students.
3. Consider how to build learning outcomes for students that allow you to assess student competency development through experiential learning projects.

• 3.1.1 - I select assessment strategies, both formative and summative, aligned to an outcome
• 3.1.2 - I design formative and summative tools (rubrics, checklists, rating scales, etc.) that make learning outcomes and success criteria manageable and explicit

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Location: 1:00 pm - 2:00 pm, Online/Zoom
Facilitator: Ryan Banow

Teaching hybrid courses, where some students are in the room and others are online (or even in other classrooms), comes with unique challenges. This 60-minute workshop will dive into practical strategies for making these class sessions active, engaging, and effective for all your students.

Certificate in University Teaching and Learning (CUTL) connections:

• 1.3.1 - I use strategies to encourage and foster open and healthy dialogue among my students
• 2.3.3 - I identify potential solutions to prevent and respond to classroom management problems

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Location: 2:00 pm - 2:45 pm, Online/Zoom
Facilitator: Susan Bens

Did you know you cannot give a grade penalty for academic misconduct unless you enact the USask procedures? Join this informational session to learn about:

1. educator responsibilities,
2. constructive ways to approach and question students' processes, and
3. important steps for following the official procedures for alleging and resolving academic misconduct.

• 1.1.2 - I model and explain academic integrity

• Click once to register
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Location: 9:30 am - 10:30 am, MURRAY GMCTL Classroom
Facilitator: Roberta Campbell-Chudoba

This interactive session emphasizes how small pedagogical adjustments can significantly enhance executive functioning for all students by fostering flexibility, clarity, and accessibility in course design and delivery. You’ll leave with practical, research-informed strategies to create more inclusive and supportive learning environments.

Certificate in University Teaching and Learning (CUTL) connections:

• 2.2.2 - I design to engage a diverse group of learners

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Location: 10:30 am - 12:00 pm, Online/Zoom
Facilitator: Kurt Bergsma

Unlock the power of Poll Everywhere to create daily opportunities for student practice and immediate feedback, even in your largest classes. This 90-minute interactive session will guide you through designing effective polling activities to foster student success. Learn to integrate this free-to-USask tool into your PowerPoint presentations and immediately observe student thinking and learning. 

Certificate in University Teaching and Learning (CUTL) connections:

• 2.3.1 - I use formative assessment to inform and adapt course/lesson design
• 3.2.1 - I give students multiple opportunities to learn through practice and feedback, so they have sufficient time and support to reflect and improve (assessment for learning)

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Location: 1:00 pm - 2:30 pm, Online/Zoom
Facilitator: Jamie Mayoh-Bauche

Explore strategies for supporting students in offering feedback that is thoughtful, actionable, and focused on improvement. Learn how to guide students in delivering feedback that promotes growth and enhances their own learning. By the end of this workshop, you will: 

1. Identify and evaluate strategies to help students give clear, constructive, and respectful feedback to their peers. 
2. Explore techniques for framing peer feedback in ways that foster a growth mindset and encourage collaboration. 
3. Design a progression of peer feedback activities that build student confidence and skill in giving and receiving feedback. 

Certificate in University Teaching and Learning (CUTL) connections:

• 2.2.1 - I chunk, sequence, and scaffold essential content & skills
• 3.3.1 - I demonstrate strategies for providing constructive feedback 

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Location: 9:30 am - 10:15 am, Online/Zoom
Facilitator: Susan Bens

Do you assign the Academic Integrity Tutorial, but aren't really sure what it includes? Join this overview session to understand what students do learn (and what they do not) from this Canvas self-enroll tutorial. You will come away with ideas for what topics your students should focus on in the tutorial and what skills or ways of doing academic work you likely need to teach your students in the context of your course.

See details on the Academic Integrity Tutorial

Certificate in University Teaching and Learning (CUTL) connections:

• 1.1.2 - I model and explain academic integrity

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Location: 10:30 am - 12:00 pm, MURRAY Library, Computer Lab 161
Facilitator: Kurt Bergsma

This extended, hands-on bootcamp is designed for instructors who want dedicated time to build out their assessment and grading setup in Canvas. Bring your syllabus and be prepared to work directly in your course.

Participants will create assignment groups and weighting, build assignments and rubrics, and practice grading with SpeedGrader. The session will also cover gradebook basics, including entering, importing, and posting grades, as well as keeping grades hidden until you are ready to release them. There will be time built in for questions and troubleshooting along the way.

By the end of this bootcamp, participants will have an assessment structure in Canvas that aligns with their syllabus and feel more confident managing grades efficiently and transparently.

Certificate in University Teaching and Learning (CUTL) connections:

• 2.2.2 - I design to engage a diverse group of learners

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Location: 10:30 am - 12:00 pm, MURRAY GMCTL Classroom
Facilitator: Rachel Regier

The UN Sustainable Development Goals are an excellent tool for connecting your course content to real-world issues that matter to students. Whatever you teach, the SDGs offer a framework for helping students see the relevance of what they're learning and how it can help contribute to a more resilient future. By the end of this session, you'll leave with concrete, ready-to-use strategies that help students engage in purpose-driven, real-world learning.

In this workshop you will:

1. Familiarize yourself with the SDGs and identify those that are most pertinent to your course.
2. Participate in activities that you could use with students to help connect student learning to local issues.
3. Develop learning outcomes that will help students work towards goal(s).

• 2.1.3 - I select active & engaging instructional strategies aligned to an outcome and intended assessment

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Location: 1:00 pm - 2:00 pm, MURRAY GMCTL Classroom
Facilitator: Jade Hupé

This session introduces participants to Indigenous teaching strategies they can implement in the classroom. Educators will explore Indigenous teaching strategies related to relationship building, instruction, and reflection. There will also be an opportunity to plan for meaningful integration of these strategies into teaching and learning.

Certificate in University Teaching and Learning (CUTL) connections:

• 1.3.1 - I use strategies to encourage and foster open and healthy dialogue among my students

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Location: 2:00 pm - 3:00 pm, Online/Zoom
Facilitator: Kate Langrell

This session will include key strategies and principles to help you avoid potential copyright issues in your course materials. The Copyright Coordinator will review the university copyright guidelines and discuss a variety of hardcopy and digital materials, including AI-generated materials. There will be a "question & answer" period at the end of the session.

Guest Faciliator: Kate Langrell, University Copyright Coordinator

Certificate in University Teaching and Learning (CUTL) connections:

• 1.1.1 - I model finding, evaluating, and using content that is current, valid, and relevant to my discipline, including Indigenous content and providing appropriate credit

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Location: 9:00 am - 11:00 am, MURRAY Library G3
Facilitator: Darryl Isbister

The Framework for Indigenization of Teaching and Learning was developed as a partnership between the Office of the Vice-Provost Indigenous Engagement and The Gwenna Moss Centre for Teaching and Learning, Indigenous Education Initiatives Team. The initiative grew out of thoughtful, strategic collaboration between key members of each office.

The primary goal of the framework is to extend an invitation to colleges, schools, and departments to reflect on the values embedded in the framework itself and examine the impact it can have on teaching and learning. This session will provide participants an opportunity to be introduced to the Framework and consider how it will suport Indigenization of teaching and learning on campus.

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Location: 11:00 am - 12:00 pm, MURRAY GMCTL Classroom
Facilitator: Jennie Green

What you’ll learn: How clear criteria and well-designed rubrics shape student understanding, guide performance, and streamline grading.

What you’ll take away: Practical tools and rubric strategies you can apply right away to communicate expectations and improve the quality of student work.

Certificate in University Teaching and Learning (CUTL) connections:

• 3.1.2 - I design formative and summative tools (rubrics, checklists, rating scales, etc.) that make learning outcomes and success criteria manageable and explicit
• 3.2.2 - I generate assessment tasks that are inclusive and transparent measures of student learning, so students have equitable opportunities to demonstrate their learning

• Click once to register
• Back to event calendar

Location: 1:00 pm - 2:30 pm, MURRAY GMCTL Classroom
Facilitator: Kurt Bergsma and Anne-Marie Rollo

AI is already changing how students approach assessment. The question is no longer whether students can use AI—it is whether your assessment still measures what you intend it to measure.

In this workshop, you will use a simple framework to determine what knowledge, skills, or competencies your assessment is designed to evaluate, assess whether AI can complete the task, and decide what changes, if any, are needed.

You will leave with a valid assessment plan and clear next steps to improve alignment, integrity, and student learning in an AI-enabled world. Please note, this session is in-person and you will need both a laptop and an assessment task to work with.

• 3.1.1 - I select assessment strategies, both formative and summative, aligned to an outcome
• 3.2.3 - I design assessment tasks that require students to apply disciplinary learning under authentic, or as close to authentic as possible, circumstances

• Click once to register
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Location: 3:00 pm - 4:00 pm, MURRAY GMCTL Classroom
Facilitator: Kurt Burgsma and Jade Hupé

AI kīyohkēwin is a lightly facilitated, informal gathering for USask faculty and staff to share ideas and experiences around Artificial Intelligence (AI).

kīyohkēwin, the Cree word for visiting, captures the idea that this meeting will be casual and a conversational sharing of ideas about AI in a relaxed setting.

This workshop aims to be scheduled regularly each month throughout the year, with the discussion's theme changing each month.

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