The TA Workshop Series provides ongoing professional development opportunities for Brock Teaching Assistants, Lab Demonstrators, Course Coordinators, Marker-Graders, and Seminar Leaders. Each workshop offers an opportunity to explore topics related to teaching and learning as part of Brock’s TA community.
Participation in workshops earns TAs credits towards the available TA Certificates in Teaching and Learning in Higher Education.
Who can attend?
TA workshops are open to all Brock Teaching Assistants, Lab Demonstrators, Course Coordinators, Marker-Graders and Seminar/Tutorial Leaders
How can I register?
You can find workshop details and register to attend on ExperienceBU. If you have any questions please feel free to reach out to [email protected]
Where are workshops held?
CPI will continue to host TA workshops through a variety of mediums. On-campus workshops are hosted in CPI’s Active Learning classroom ST 103 (near the Market Eatery). Asynchronous workshops will be hosted in the CPI Teaching and Learning Brightspace site. Synchronous online workshops will be hosted in Microsoft Teams (invites are shared with registrants ahead of the workshop).
Asynchronous Workshop Information
All asynchronous workshops take place in the CPI Teaching and Learning Brightspace site.
Once you have registered for the workshop you will automatically be added to the Brightspace site ahead of the workshop start date. You can then work through the content and activities at your own pace.
If you have any questions please reach out to the Educational Development team at [email protected]
Ongoing Availability
Brightspace for TAs (Not Eligible for a TA Credit)
In this workshop, TAs will get to interact with and explore various tools in the Brightspace environment. The workshop explores the ways that tools within Brightspace support teaching and learning activities such as assessment and evaluation, discussion, and communications with students.
Generative AI for Teaching Assistants (Two Possible Credits)
This introductory session is designed to help Teaching Assistants build a foundational understanding of generative artificial intelligence (Gen AI) and its relevance to supporting student learning and instructional tasks at Brock. The workshop explores the basic concepts of Gen AI, its historical development and it highlights its capabilities and limitations in education. The workshop also discusses some basic features of Gen AI and accessibility and provides guidance on how TAs can use Gen AI responsibly within their roles at Brock.
Monthly Workshops
Available January 5 through January 30
Statement of Teaching Philosophy
Teaching dossiers or portfolios often begin with a statement of teaching philosophy that describes what the teacher believes and values about teaching and learning. In this session we will discuss the purpose of teaching philosophy statements and begin to draft an outline for a philosophy statement that can guide our teaching practice.
Introduction to Open Educational Resources
Open Educational Resources (OERs) can enhance student learning and engagement when incorporated into teaching. This workshop provides TAs with a baseline of understanding what OERs are, how to integrate them into their (future) teaching, and what supports are available at Brock University for OER adoption, adaptation, and creation. This workshop will consist of key learnings and resources to equip participants with the information they need to achieve their goals for teaching with OERs.
Available February 2 through February 27
Documenting your Teaching through a Teaching Dossier
The teaching dossier or portfolio is a collection of artifacts that documents your teaching expertise and growth. This workshop provides examples and suggestions for what to collect and why.
Trauma-Informed Teaching Practices
The physical, social, and emotional effects of trauma can impact the ability of our students to process information, stay focused, and engage within our classrooms. In this workshop, we will discuss how the principles of predictability, flexibility, connection, relationships and relationality, and empowerment can be used in the classroom to establish trauma-informed practices.
Available March 23 through March 31
Reflecting on a Semester of Teaching
After a semester of teaching, what questions do you still have? Have you answered some of the questions you began with? Have your questions changed? TAs will have opportunities to ask, share and reflect individually and with each other.
Grading and Feedback
Providing feedback and grading is an important part of end of term practices. This workshop will focus on providing effective feedback that supports learning and formative review for learners. It will provide options in terms of different types of feedback that can be provided for different types of assignments.
Saturday Workshop Information
All of our Saturday TA workshops will take place synchronously on Microsoft Teams.
Teams meeting links are available when you register on ExperienceBU and will be shared with registrants again ahead of the workshop.
If you have any questions please reach out to the Educational Development team at [email protected]
January 10, 2026
TA Identity: Capitalizing on the Educator Experience: The Self as an Educator (10:00-10:50am)
Join us as we discuss self-care, self-awareness, and well-being as a TA! In this workshop, we will explore how confidence, balance, and intentional self-care shape your classroom effectiveness. Learn practical approaches for setting healthy boundaries and maintaining motivation throughout the semester.
This is the first workshop in the TA Identity: Capitalizing on the Educator Experience series. Each session is standalone, and subsequent attendance is welcome but not required.
This workshop is eligible for a credit in the Teaching and Learning in Higher Education Certificate program.
TA Identity: Capitalizing on the Educator Experience: your work as an educator (11:00AM-11:50am)
In this workshop, we will examine strategies for balancing the multiple roles of a Teaching Assistant. Join us as we discuss managing teaching responsibilities alongside research, coursework, and other professional commitments. Develop skills for prioritizing tasks, setting realistic expectations, and communicating effectively with your Teaching Team!
This is the second workshop in the TA Identity: Capitalizing on the Educator Experience series. Each session is standalone, and prior attendance is not required. Key ideas from earlier workshops will be summarized for context.
TA Identity: Capitalizing on the Educator Experience: Growing as an Educator (12:00PM-12:50pm)
In this workshop, we will explore pathways for professional and instructional growth as a Teaching Assistant. Learn how to strengthen your teaching practice, pursue career advancement, and engage with opportunities offered through the Centre for Pedagogical Innovation. The session will also introduce the role of Professional Development in teaching and highlight strategies for ongoing pedagogical learning to enhance your classroom effectiveness.
This is the third workshop in the TA Identity: Capitalizing on the Educator Experience series. Each session is standalone, and prior attendance is not required. Key ideas from earlier workshops will be summarized for context.
February 7, 2026
supporting student growth: the classroom contract (10:00am-10:50am)
In this workshop, we will learn to build an inclusive classroom community through a shared “Ways of Being” contract. Join us to explore strategies for setting norms, gathering early feedback, and maintaining a productive learning environment.
This is the first workshop in the Supporting Student Growth – TA series. Each session is standalone, and subsequent attendance is welcome but not required.
supporting student growth: self-assessment and self-directed learning (11:00am-11:50am)
In this workshop, we will explore ways to help students take ownership of their learning. We will discuss ways to design activities that promote reflection, autonomy, and goal-setting while encouraging student development, a growth mindset, and accountability in education.
This is the second workshop in the Supporting Student Growth – TA series. Each session is standalone, and prior attendance is not required. Key ideas from earlier workshops will be summarized for context.
supporting student growth (group assessment) (12:00Pm-12:50pm)
In this workshop, we will learn practical strategies for evaluating group work, including processes and outcomes. We will also discuss tools for assessing collaboration, contributions, and group dynamics through both formative and summative approaches!
This is the third workshop in the Supporting Student Growth – TA series. Each session is standalone, and prior attendance is not required. Key ideas from earlier workshops will be summarized for context.
February 28, 2026
Enhancing the Classroom Experience: Delivering an Effective Seminar (10:00am-10:50am)
Join us as we explore the Active Learning Cycle as a framework for designing and delivering engaging seminars. In this workshop, we will learn how to guide students through the phases of Complex Concept Exploration. Develop methods to encourage curiosity, inquiry, and meaningful discussion while helping students clarify complex ideas and strengthen their problem-solving skills.
This is the first workshop in the Enhancing the Classroom Experience – TA series. Each session is standalone, and subsequent attendance is welcome but not required.
Enhancing the Classroom Experience: facilitating active participation (11:00am-11:50am)
In this workshop, we will examine evidence-based strategies for fostering active engagement and deeper learning. We will discuss Bloom’s Taxonomy, higher-order thinking, and Universal Design for Learning, applied to purposeful participation. We will also consider integrating active breaks and reflective pauses to sustain focus and energy throughout class sessions.
This is the second workshop in the Enhancing the Classroom Experience – TA series. Each session is standalone, and prior attendance is not required. Key ideas from earlier workshops will be summarized for context.
Enhancing the Classroom Experience: concept maps as a tool for learning (12:00Pm-12:50pm)
In this workshop, we will learn to use concept maps as tools for deepening understanding and assessing learning. Join us as we explore how visual mapping helps students break down complex concepts, identify relationships, and apply knowledge across topics. Discover how concept maps can serve as practical formative assessments, study aids, and exam preparation tools.
This is the third workshop in the Enhancing the Classroom Experience – TA series. Each session is standalone, and prior attendance is not required. Key ideas from earlier workshops will be summarized for context.
March 21, 2025
Scaffolding for Understanding: Scaffolding Complex Concepts (10:00am-10:50am)
In this workshop, we explore how scaffolding supports student comprehension of complex concepts and promotes long-term understanding. Join us as we learn to demonstrate the purpose of assignments and other academic work, model thinking processes, and make your instructional reasoning visible for students! This workshop will help you develop strategies to structure lessons that gradually build student confidence and mastery through guided practice and reflection.
This is the first workshop in the Scaffolding for Understanding – TA series. Each session is standalone, and subsequent attendance is welcome but not required.
Scaffolding for Understanding: Equitable Grading Practices (11:00am-11:50am)
In this workshop, we will discuss practical tools for implementing equitable grading practices that support fairness and consistency. Join us as we discuss applying (or designing) rubrics effectively, addressing situations where rubrics are unavailable, reducing grading bias, and providing meaningful, growth-oriented feedback that enhances student learning.
This is the second workshop in the Scaffolding for Understanding – TA series. Each session is standalone, and prior attendance is not required. Key ideas from earlier workshops will be summarized for context.
Scaffolding for Understanding: Checking for Student Understanding (12:00Pm-12:50Pm)
Join us as we discover techniques for assessing student comprehension beyond traditional exams and assignments. In this workshop, we consider ways to incorporate quick, informal checks for understanding, as well as pre- and post-assessments that guide instruction and measure growth.
This is the third workshop in the Scaffolding for Understanding – TA series. Each session is standalone, and prior attendance is not required. Key ideas from earlier workshops will be summarized for context.
Weekday Workshop Information
Weekday workshops will take place either in-person (in the CPI Active Learning classroom, ST103 – near the market eatery) or online via Microsoft Teams. The location of each workshop is listed below.
You can register for our weekday workshops by visiting the Centre for Pedagogical Innovation’s ExperienceBU page.
If you have any questions please reach out to the Educational Development team at [email protected]
January Workshops
Statement of Teaching Philosophy
Wednesday January 14th, 2026 at 11am-11:50am (ST103); Thursday January 15th, 2026 at 1-1:50pm (Teams)
Teaching dossiers or portfolios often begin with a statement of teaching philosophy that describes what the teacher believes and values about teaching and learning. In this session we will discuss the purpose of teaching philosophy statements and begin to draft an outline for a philosophy statement that can guide our teaching practice.
Documenting your Teaching in a Teaching Dossier
Wednesday, January 21, 2026 11am-11:50am (ST103); Thursday January 22nd, 2026 at 1-1:50PM (Teams)
The teaching dossier or portfolio is a collection of artifacts that documents your teaching expertise and growth. This workshop provides examples and suggestions for what to collect and why.
Introduction to Open Educational Resources
Tuesday, January 20, 2026 11-11:50am on TEAMS
Open Educational Resources (OERs) can enhance student learning and engagement when incorporated into teaching. This workshop provides TAs with a baseline of understanding what OERs are, how to integrate them into their (future) teaching, and what supports are available at Brock University for OER adoption, adaptation, and creation. This workshop will consist of key learnings and resources to equip participants with the information they need to achieve their goals for teaching with OERs.
February Workshops
Finding the Hidden Curriculum
Monday, February 2, 2026, 2-2:50pm (Teams)
This workshop will address how to bridge the gap of hidden curriculum for teaching assistants to support their own graduate career but also support their learner’s needs. It will speak to spaces that can help with professional development in relation to pedagogy and research, how to tell truth from lore that can impact your facilitation, and what external spaces may be supportive of your facilitation needs.
Performance and Pedagogy
Tuesday, February 24, 11-11:50am (Teams)
This workshop aims at providing a series of methods that can be used for teaching different disciplines based on practices of performance and improvisation. Performance helps learners synthesize their learning in a personalized way. Dramatic improvisation and performance as a way of embodying knowledge, simultaneously using storytelling and muscle memory as ways to enhance learning. Through internalization of knowledge and making a creative presentable performance, students would stay engaged with the course materials and see different interpretations.
Strength-based Approaches to Teaching and Learning
Wednesday February 25, 2026 11-11:50am (ST 103); Thursday February 26, 2026 1-1:50pm (Teams)
This student-centered method involves fostering learning experiences that help students of diverse backgrounds to identify and apply their unique knowledge and skill set along with promoting improved retention. We will look at this type of pedagogy in a theoretical, philosophical and practical perspective.
March Workshops
Scaffolding Strategies for First-Year Academic Writing: How to provide effective content-focused feedback
Wednesday March 4, 2026 11-11:50am (ST103)
Scaffolding strategies can help to reduce students’ cognitive load while allowing TAs to provide more content-focused feedback. This workshop will focus on providing TAs with practical ways to help first-year students build foundational skills for university-level writing.
Understanding Our Teaching: Reflecting on Bias, Beliefs, and Values
Wednesday March 18, 2026 11-11:50am (ST103)
This workshop invites participants to critically reflect on how personal beliefs, values, biases, and expectations shape their teaching practice. Through guided activities and discussion, participants will have an opportunity to explore the impact of teacher expectations on student engagement, revisit their teaching philosophy through an equity lens, and examine how positionality influences classroom dynamics.
Reflecting on a Semester of Teaching
Thursday March 26, 2026 at 11-11:50am (Teams)
Reflection can an important aspect of teaching practice. After a semester of teaching, what questions do you still have? Have you answered some of the questions you began with? Have your questions changed? TAs will have opportunities to ask, share and reflect individually and with each other.
Teaching Approaches to Reducing Feelings of Anxiety in the Classroom
Monday, March 16, 2026 1-1:50pm (Teams)
Many students experience feelings of overwhelming anxiety related to their courses. This workshop will share teaching and facilitation approaches and provide strategies that can be implemented in seminars, labs, as well as evaluation situations which can help reduce some of these feelings of anxiety to support students’ academic success.