Enhancement Grant Initiatives

Enhancing Preparation, Participation, and Access for Simulation-Based Learning in Occupational Therapy

Co-Leads:
Diane MacKenzie, PhD, MAEd, OT Reg(NS) (she/her) Associate Professor, Occupational Therapy, Faculty of Health, Interprofessional Education (IPE) Coordinator, Faculty of Health, Nova Scotia Health Scientific Affiliate
Kaitlin Sibbald, PhD, OT Reg(NS) (she/her), Post-Doctoral Fellow - Navigating Change: Elevating community interprofessional stroke care for women through menopause and beyond, Instructor, Occupational Therapy, Faculty of Health, Nova Scotia Health Scientific Affiliate

Co-applicants:
Karen Landry, BScOT, MSc (she/her) Senior Instructor, Occupational Therapy, Faculty of Health
Karen Joudrey OT Reg (NS) (she/her), Instructor Academic Coordinator: Certificate in Disability Management and @WORK Project Manager, Occupational Therapy, Faculty of Health
Kaarina Valavaara, MScOT, OT Reg (NS) (she/her) Part time Instructor, PhD Student, Occupational Therapy, Faculty of Health

Brief abstract of project
Preparing learners for fieldwork and entry-level practice in a time-delimited curriculum is a complex process. As simulation is increasingly used to develop practice skills, there is a need to better prepare learners and instructors for engagement. This project will involve the development of video-based resources to augment practice- and simulationbased learning in the occupational therapy curriculum. Resources will include: those to help prepare learners for participation in simulation-based learning experiences and Objective Simulated Clinical Encounters (OSCEs), a video library of resources that demonstrates a variety of methods for modelling clinical skill competencies, and virtual simulations that scaffold preparation for participation in a range of simulations required for entry-to-practice occupational therapy. The development of these resources will help promote accessibility and inclusivity in courses across the occupational therapy curriculum by allowing learners to engage with material in multiple formats and develop the confidence and competence to safely participate in simulation-based learning.

Real-time video enhancement of veterinary technology instruction in endotracheal intubation and dentistry techniques

Alyssa Eslinger and Amy Birchall, Department of Animal Science and Aquaculture, Faculty of Agriculture

Brief abstract of project
Veterinary technology students are trained and evaluated on a variety of technically challenging clinical skills, including endotracheal intubation and small animal dental scaling and examination. The use of real-time video from point-of-view (POV) cameras and video laryngoscopy allows more effective instruction that engages more students in learning from procedures performed on a single patient. Video enhanced teaching allows instructors to see what the student is seeing in real-time and offer more specific, directed guidance on intubation and dentistry techniques. Both video laryngoscopy and POV cameras in dentistry would allow other students the ability to see and learn from procedures where they would not otherwise be actively engaged.

Immunology in Action: Developing an Immunology-Based Experiment for the Undergraduate MICI2400 Laboratory Course

Lois Murray, PhD. Department of Microbiology and Immunology, Faculty of Medicine
Kayle Dickson, PhD. Faculty of Medicine

Brief abstract of project
Immunology is an important component of the undergraduate Microbiology and Immunology Major and Honours degree programs at Dalhousie University. We introduce students to the basics of the immune system in our second-year MICI2100 course and follow that with one third year and a few fourth-year lecture-based courses in immunology. Exploration of immunology concepts is currently underrepresented in the required laboratory course, MICI2400, where students perform only one minor immunology experiment. We propose to develop a new experimental procedure for use within MICI2400 that will train students to investigate important innate immune cells (called macrophages) in action, as these cells work to eliminate invading bacteria. Addition of this experiment will broaden the scope of the laboratory course and provide students with valuable active learning experiences to enhance their understanding of key concepts in immunology.

INFO (6760): Connecting the Classroom to Museums through Evaluating Exhibits & Visitor Experiences

Dr. Sandra Toze (Project Lead), Faculty of Management
Sandi Stewart (co-applicant), Faculty of Management

Brief abstract of project
INFO 6760 (Museums) has recently been added as a permanent elective in the Master of Information program at Dalhousie. The course offers an ongoing partnership with the Nova Scotia Museum. Students have the unique opportunity to complete an exhibit evaluation project with one of the Nova Scotia Museum sites. In 2022, this was the Mastodon exhibit at the Museum of Natural History and, in 2024, the permanent exhibits at the Maritime Museum of the Atlantic in Halifax, Nova Scotia. This grant will provide access to rural museums in efforts to heighten student learning and engagement with course concepts where museums are actively changing to better serve the community.

Developing Microbial Observatory Science Outreach Modules (MOSOMs)

Project Leads
Dr. Joseph Bielawski, Ms. Jessica Latimer, Mr. Yuri Kulish, Mr. Paul Bjorndahl, Dr. Katherine Dunn, Dr. John Archibald
Department of Biology, Faculty of Science

Project Abstract
The preservation of Earth’s biodiversity will be impossible without (i) understanding the microbial processes essential to every ecosystem and (ii) training the next generation of biodiversity scientists. The Microbial Observatory Science Outreach Module (MOSOM) program will meet this challenge through inclusive and collaborative science education based on active exploration of the microbial world that surrounds us. Dalhousie undergraduate students will co-produce the educational content of the MOSOMs alongside practicing scientists (graduate students and professors) while they are analyzing real biodiversity data. Those undergraduate students will then work with our outreach partners (Diversity of Nature or MAP Mentorship) to contribute to a program of inquiry-based learning in local high schools. They will develop workshops to train and lead citizen-science done by high school students from underrepresented communities. CTL funding will support the first generation of Dalhousie teachers-as-learners in this program and thereby support science outreach to youth from historically marginalized communities.

Building graduate student competencies in academic publishing through the Healthy Populations Journal (HPJ): Special Issue on Inter-Professional Health Education (IPHE) and Collaborative Practice.

Lead
Dr. Sara Kirk (Project Lead; Professor, Health Promotion, School of Health and Human Performance, Faculty of Health; Scientific Director Healthy Populations Institute)

Co-Applicants
Dr. Diane MacKenzie, OT Reg. (NS) (Associate Professor, Occupational Therapy, Cross-Appointment, Physiotherapy, Faculty of Health; Cross-listed, Vision Science Affiliate Scientist, Nova Scotia Health)
Julia Kontak (Co-applicant, PhD in Health Candidate, Faculty of Health)
Stephanie Zubriski (Co-applicant, PhD in Health Candidate, Faculty of Health)
Christie Stilwell (Co-applicant, PhD in Health Candidate, Faculty of Health)
Brittany O’Shea (Co-applicant, MA Health Promotion, School of Health and Human Performance, Faculty of Health)
Dr. Cecilia Carrea (Interim Managing Director, Healthy Populations Institute)
Dr. Hilary Caldwell (Post-Doctoral Scholar, Healthy Populations Institute)

Project Abstract
The Healthy Populations Journal (HPJ) is a student-led, open-access, multi-disciplinary journal housed at the Healthy Populations Institute (HPI) at Dalhousie University. HPI is an interdisciplinary and multi-faculty institute focused on improving population health and healthy equity. With a focus on student publishing, the HPJ editorial team has identified a gap in engaging and educating students in the peer review process. Thus, HPJ has established a peer mentorship model that guides our peerreview and editorial processes to provide interdisciplinary training in academic publishing for students. Nested within HPI and the Faculty of Health, HPI has access to the most dynamic and multidepartment health faculty in the country, where there is a strong commitment for interprofessional health education (IPHE) and collaborative practice across the university. Pairing HPJ’s pedagogical practice with Dalhousie’s dedication to IPHE, we aim to further our peer review mentorship model through a Special Issue on IPHE.

Eco-Hope: Developing Strategies to Counter Eco-Anxiety and Build Resilience in Students

Recipients	Amy Mui (Project Lead), Senior Instructor, Department of Earth and Environmental Sciences Susan Gass, University Teaching Fellow, Department of Earth and Environmental Sciences Laurel Schut, Instructor, College of Sustainability Georgia Klein, Instructor, College of Sustainability Melanie Zurba, Assistant Professor, School for Resources and Environmental Studies / College of Sustainability
Amount	$3,000
Abstract	Feelings of anxiety, hopelessness and grief are increasing among students within environmental and sustainability related programs. These students are confronted with the realities of complex problems of a world facing multiple crises through their lived experiences and their academic curriculum. Literature suggests that by acknowledging these feelings within a social construct and taking part in action-oriented activities, regardless of scale, can have positive effects on relieving feelings of helplessness. Ultimately, the goal of this project is to form a student Eco-Hope group that will initially be supported by faculty (project investigators), but eventually become self-governing. Funds from this grant would be allocated to an RA to garner input from student groups and explore literature for potential activities, solicit feedback at the end of the project, organize, and advertise events. Further funds will be allocated to supplies, travel costs, workshops, and invited guests.

 

Exploring Sensory Friendly Laboratory Environments

Recipients	Dr. Jennifer L. MacDonald, University Teaching Fellow and First-Year Chemistry Laboratory Coordinator, Department of Chemistry, Faculty of Science Dr. Joshua Bates, Instructor, First-Year Chemistry, Department of Chemistry, Faculty of Science
Amount	$3,000
Abstract	The First-Year Chemistry laboratory provides active learning environments where theory meets practice. While this environment can be exciting and fun for some, it can also present significant challenges for individuals who experience sensory sensitivities. Approximately 33% of the world's population may experience sensory overload, triggered by physical inputs from the environment with no informational content. This equates to ~500 individuals experiencing some form of sensory sensitivity in our laboratory. The laboratory can present sensitivities to light, sound, smell, and movement. The laboratory is lit with florescent lighting (which sometimes flickers), and it is made noisy by fume hoods, conversations, and clinking glassware. Movement of 25-50 experiments occurring can be overwhelming and working with chemicals, gas, electricity, flame while surrounded by emergency eyewash stations/showers may increase anxiety. This project aims to explore modes of reducing sensory overload in the laboratory to create more sensory friendly laboratory experiences for students and staff.

Collaborative development of anti-colonial occupational therapy pedagogy

Recipients	Kaarina Valavaara, Instructor (Project Lead) Dr. Brenda Beagan, Professor Dr. Niki Kiepek, Associate Professor Dr. Heidi Lauckner, Assistant Professor
Amount	$3,000
Abstract	The Dalhousie School of Occupational Therapy is working to decolonize it’s MScOT entry-to-practice program, including developing a course on Resisting Colonialism in OT, mandatory for all students in the MScOT entry-to-practice program. This is the first course of its kind nationally. This proposal presents an engagement plan to collaborate with members of relevant communities to inform course content, pedagogy, and evaluation of learning. Over 4 months we will meet with a selected group of key Indigenous collaborators, including: health professionals, educational experts, and Mi'kmaw Elders/Knowledge Keepers. Through these meetings we will seek input and feedback, generate ideas on directions and opportunities, along with beginning to build relationships. Since 2022, national competencies require therapists to promote equity in practice, including addressing ongoing effects of colonization. These results with inform curriculum development across the MScOT program and will be shared with other occupational therapy programs nationally and health professions programs at Dalhousie.

Embracing the Connection of Water and Life through Experiential Learning

Recipient	Audrie-Jo McConkey, Senior Instructor Canadian Network of Ocean Education (CaNOE); CaNOE co-chairs, Audrie-Jo McConkey and Kiley Best
Amount	$3,000
Abstract	Aquaponics is the application of aquaculture and hydroponic technology; integrating plants and fish for production. This system has the capacity to play an essential role in food security, with a key role in supplying both protein and vital nutrients. When aquaponic systems are integrated into the classroom they have the capacity to connect core STEM skills but also socio-economic aspects. The interdisciplinary application of aquaponics within the classroom meets several aspects of Canadian school curriculum while connecting students through experiential learning. This project will include a larger Aquaponic system set-up that will be utilized for students in Aquacultural Systems Technology (APSC3013) class to gain key learning skills. Small-scale aquaponic systems will be distributed throughout Canada to grade 7 high schools. APSC3013 students will virtually present techniques for operation of aquaponic systems to high school classes. This connective approach of disseminating knowledge aims to build competencies in systems technology.

Enhancing accessibility of online learning resources for Introductory Organic Chemistry CHEM2401

Recipients	Project Lead Alison Thompson Faculty of Chemistry
Amount	$2984.00
Abstract	Over the course of the pandemic, CHEM2401 Introductory Organic Chemistry has grown from 300+ students to now having seats for 450 students (Halifax, fall term). To support students developing skills and applying knowledge, CHEM2401 has an extensive online database of questions, answers and feedback (CLT funded in 2005). Students use these resources to earn up to 10% of overall grade-points via extensive opportunities to work with the chemistry content, challenging individual assumptions, sketching, discussing, collaborating and identifying progressive achievement en route to class mastery. This database contains thousands of images (chemical structures, spectra), thereby supporting students with non- identical learning opportunities, practice sets and assignments. This proposal describes a project to overhaul those images through a Universal Design lens, as well as tweak to ensure modernization of content. In addition to creating high quality images, this project involves linking those images back into the coding that ensures smooth accessibility for students.

Students as Partners: Designing and Implementing Learning Assistant (LA) Program to Enhance Undergraduate Biochemistry Education

Recipients	Project Lead Shawn Xiong, Ph.D, Department of Biochemistry & Molecular Biology, Faculty of Medicine Co-Applicants: David Langelaan, Ph.D, Department of Biochemistry & Molecular Biology, Faculty of Medicine Jan Rainey, Ph.D, Departments of Chemistry and Biochemistry & Molecular Biology, Faculty of Medicine Matthew Pelletier, Senior Biochemistry & Molecular Biology Undergraduate Student, Maegan Burke, Senior Biochemistry & Molecular Biology Undergraduate Student Jack Wuotila, Senior Biochemistry & Molecular Biology Undergraduate Student
Amount	$3000.00
Abstract	Large enrollment undergraduate courses are often seen as “gatekeepers” and tend to support less-than-ideal pedagogical approaches. Teaching effectiveness and students’ learning gains in these courses are often limited. Learning Assistant (LA) programs have thus been developed to address the shortcoming in teaching large classrooms. LA program invites students who have recently and successfully completed the courses to return to the class as partners, in which they facilitate, support, and reinforce active learning strategies in large classrooms by enhancing social and pedagogical interactions among students and between students and instructors. Over the years of implementation and research, the LA program has demonstrated a stellar record of improving student affective, cognitive, and psychomotor learning gains. However, such excellent learning and teaching modality provided by the LA program has been largely restricted in the American institutions. The goal of this project is to pilot the first LA program in the Department of Biochemistry & Molecular Biology as a means to promote active and inclusive learning in large introductory courses.

Colour Chemistry: Development and implementation of colour filter cards to reduce barriers individuals with colour vision deficiency experience when interpreting colour based experimental results

Recipients	Project Lead Dr. Jennifer L. MacDonald, University Teaching Fellow and First-Year Chemistry Laboratory Coordinator, Department of Chemistry, Faculty of Science Co-Applicants Dr. Roderick Chisholm, Instructor, Analytical Chemistry Division, Department of Chemistry, Faculty of Science Dr. Mark Wall, Instructor and Concepts in Chemistry Program Coordinator, Department of Chemistry, Faculty of Science Nicholas Roberts, Undergraduate Chemistry Student and First-Year Chemistry Senior Teaching Assistant, Department of Chemistry, Faculty of Science
Amount	$2,948
Abstract	Over the past 5 years, we have noticed an increase in the number of students taking part in our chemistry laboratory programs who disclose their experiences with colour vision deficiency (CVD). World-wide approximately 8% of males and 0.11% females have a form of CVD. It is estimated that there could be ~105 individuals having a form of CVD within the First-Year Chemistry Program every academic year. How do we re-design experiments and/or implement supports that put the experimenter in control of the interpretation of colour based data in the in-person or online laboratory regardless of how they view colour? The goal of this project is to explore the use of commercially available colour corrective glasses (EnChroma and VINO) in interpreting colour based data and to develop a low-cost more accessible alternative in the form of colour filter cards to assist in visualizing the colour based experimental results in the laboratory.

Creation of a learning module for educators and simulated participants to create and maintain psychological safety of students engaged in simulation-based education

Recipients	Project Lead Dr. Kelly Lackie PhD RN CCSNE, Associate Director, Simulation-based Education and Interprofessional Education, Assistant Professor, School of Nursing Co-Applicants Noel Pendergast RRT BPEd CRE MPH, Director, Centre for Collaborative Clinical Learning and Research (C3LR); IPE Coordinator, Faculty of Health Kathryn Hayward MN RN IBCLC, Assistant Professor and IPE Coordinator, School of Nursing Leanne Picketts MEd, Simulated Patient Educator, Centre for Collaborative Clinical Learning and Research (C3LR) Carol Ritchie MEd RN, Senior Instructor, Clinical Learning and Simulation Centre (CLSC), School of Nursing Kim Hebert MN NP, Coordinator, Clinical Learning and Simulation Centre (CLSC), School of Nursing Dr. Stephen Miller MD CCFP(EM) FCFP MEd, Associate Dean, Continuing Professional Development and Medical Education, Director of Simulation, Faculty of Medicine, Associate Professor, Dalhousie University Department of Emergency Medicine
Amount	$2,810
Abstract	Psychological safety (PS) is the sense that it is safe to voice one's opinions or ask for help without fear of repercussion. Without it, students may feel vulnerable, limiting their ability to speak up and ask questions. This silence may have far-reaching ramifications on learning and negatively impact the way students deliver health care. Health education programs are using simulation-based education (SBE) to help students practice and perform requisite skills and behaviours, maintain competency, and improve their performance. SBE is endorsed as a safe learning environment, and to be so, educators and simulated participants (SPs) must be skilled at creating and sustaining PS so that students feel safe to challenge, question, and explore what they see, hear, and experience. The goal of this project is to design and deliver an asynchronous online learning module that teaches educators and SPs how to create and maintain PS thereby facilitating student learning experiences.

Development of a Virtual Escape Room to Enhance Undergraduate Psychiatry Education

Recipients	Project Lead Cheryl Murphy, MD, MEd, FRCPC, Associate Professor and Undergraduate & Clerkship Director, Department of Psychiatry Co-Applicants Mandy Esliger, MMed, Evaluation & Curriculum Specialist, Department of Psychiatry Mark Bosma, MD, FRCPC, Assistant Professor and Postgraduate Program Director, Department of Psychiatry
Amount	$3,000
Abstract	Imparting psychiatry knowledge to medical students is a fundamental requirement of the undergraduate teaching program. Annually, more than 100 third year medical students participate in a didactic seminar series during their six-week clinical rotation in psychiatry. Students have expressed a wish for more self-directed learning, and opportunities to receive more formative feedback. In the context of the COVID-19 pandemic and a need to deliver more virtual teaching, we propose the development of a virtual escape room as an innovative and unique content review experience for medical students during their psychiatry rotation. Funding will be used to seek consultation in virtual escape room design. We plan to use the experience to further develop content for postgraduate and continuing professional development education in psychiatry.

Learning module to build capacity in culturally responsive pedagogy and universal design among preceptor in health education

Recipients	Project Lead Dr. Marion Brown, Associate Dean Academic, Faculty of Health Co-Applicants Cyndi Hall, Field Education Coordinator, School of Social Work & Co chair, Faculty of Health Practice Education Committee Joelle Badman Field Education Coordinator, School of Social Work & Co chair, Faculty of Health Practice Education Committee
Amount	$2,977
Abstract	All students in the Faculty of Health are required to complete clinical education or internships as part of their degree, working closely with a preceptor in a range of health and social welfare settings. Ongoing preceptor education is a priority for the Faculty in order to support our students and our colleague practitioners. Placements rely on external agencies and individuals to teach, supervise, and evaluate our students within these agencies. A variety of skills are required of preceptors - some unique to a specific profession and others applicable to all. An example of the latter is a knowledge base ensuring preceptors understand and integrate an Equity, Diversity and Inclusion lens to their role and facilitation of student learning. Drawing upon principles of culturally responsive pedagogies and universal design, we propose developing a learning module that integrates these approaches specifically within practice education across the programs in the Faculty of Health.

Prevention of Student Plagiarism in Computing Education: A Narrative-Centered Web-Based Learning Environment

Recipients	Project Lead Dr. Alex Brodsky, University Teaching Fellow, Faculty of Computer Science Co-Applicants (Faculty of Computer Science) Corey DeGange, Instructor Eric Poitras, Assistant Professor Stephanie Bernier, Educational Developer Cathy Schroeder, Educational Developer
Amount	$2,936
Abstract	Academic dishonesty is a growing concern in computing education. For this reason, there has been a concerted effort within the community to gain insights into the prevalence of plagiarism, the antecedents that lead to such behaviors, and measures that can be taken to reduce its likelihood. The proposed teaching and learning enhancement will build on pre-existing instructional narrative scenarios to make them interactive and personalized to learner choice. Learner agency is enabled through narratives that exemplify common pressures, opportunities, and rationalizations in plagiarizing code. The development efforts will include animated videos that illustrate outcomes of decisions taken by learners in each step of guiding their character, enabling unique journeys where instructional content is tailored to the specific needs of different learners. The resulting module will be implemented as Brightspace module and Teams app to facilitate deployment in courses within the Faculty of Computer Science. The evaluation of the module will be facilitated by capturing and modeling learner interactions while surveying academic integrity officers to support narrative creation.

Colour Chemistry: Development and implementation of colour filter cards to reduce barriers individuals with colour vision deficiency experience when interpreting colour based experimental results

Recipients	Project Lead Dr. Jennifer L. MacDonald, University Teaching Fellow and First-Year Chemistry Laboratory Coordinator, Department of Chemistry, Faculty of Science Co-Applicants Dr. Roderick Chisholm, Instructor, Analytical Chemistry Division, Department of Chemistry, Faculty of Science Dr. Mark Wall, Instructor and Concepts in Chemistry Program Coordinator, Department of Chemistry, Faculty of Science Nicholas Roberts, Undergraduate Chemistry Student and First-Year Chemistry Senior Teaching Assistant, Department of Chemistry, Faculty of Science
Amount	$2,948
Abstract	Over the past 5 years, we have noticed an increase in the number of students taking part in our chemistry laboratory programs who disclose their experiences with colour vision deficiency (CVD). World-wide approximately 8% of males and 0.11% females have a form of CVD. It is estimated that there could be ~105 individuals having a form of CVD within the First-Year Chemistry Program every academic year. How do we re-design experiments and/or implement supports that put the experimenter in control of the interpretation of colour based data in the in-person or online laboratory regardless of how they view colour? The goal of this project is to explore the use of commercially available colour corrective glasses (EnChroma and VINO) in interpreting colour based data and to develop a low-cost more accessible alternative in the form of colour filter cards to assist in visualizing the colour based experimental results in the laboratory.

Creation of a learning module for educators and simulated participants to create and maintain psychological safety of students engaged in simulation-based education

Recipients	Project Lead Dr. Kelly Lackie PhD RN CCSNE, Associate Director, Simulation-based Education and Interprofessional Education, Assistant Professor, School of Nursing Co-Applicants Noel Pendergast RRT BPEd CRE MPH, Director, Centre for Collaborative Clinical Learning and Research (C3LR); IPE Coordinator, Faculty of Health Kathryn Hayward MN RN IBCLC, Assistant Professor and IPE Coordinator, School of Nursing Leanne Picketts MEd, Simulated Patient Educator, Centre for Collaborative Clinical Learning and Research (C3LR) Carol Ritchie MEd RN, Senior Instructor, Clinical Learning and Simulation Centre (CLSC), School of Nursing Kim Hebert MN NP, Coordinator, Clinical Learning and Simulation Centre (CLSC), School of Nursing Dr. Stephen Miller MD CCFP(EM) FCFP MEd, Associate Dean, Continuing Professional Development and Medical Education, Director of Simulation, Faculty of Medicine, Associate Professor, Dalhousie University Department of Emergency Medicine
Amount	$2,810
Abstract	Psychological safety (PS) is the sense that it is safe to voice one's opinions or ask for help without fear of repercussion. Without it, students may feel vulnerable, limiting their ability to speak up and ask questions. This silence may have far-reaching ramifications on learning and negatively impact the way students deliver health care. Health education programs are using simulation-based education (SBE) to help students practice and perform requisite skills and behaviours, maintain competency, and improve their performance. SBE is endorsed as a safe learning environment, and to be so, educators and simulated participants (SPs) must be skilled at creating and sustaining PS so that students feel safe to challenge, question, and explore what they see, hear, and experience. The goal of this project is to design and deliver an asynchronous online learning module that teaches educators and SPs how to create and maintain PS thereby facilitating student learning experiences.

Development of a Virtual Escape Room to Enhance Undergraduate Psychiatry Education

Recipients	Project Lead Cheryl Murphy, MD, MEd, FRCPC, Associate Professor and Undergraduate & Clerkship Director, Department of Psychiatry Co-Applicants Mandy Esliger, MMed, Evaluation & Curriculum Specialist, Department of Psychiatry Mark Bosma, MD, FRCPC, Assistant Professor and Postgraduate Program Director, Department of Psychiatry
Amount	$3,000
Abstract	Imparting psychiatry knowledge to medical students is a fundamental requirement of the undergraduate teaching program. Annually, more than 100 third year medical students participate in a didactic seminar series during their six-week clinical rotation in psychiatry. Students have expressed a wish for more self-directed learning, and opportunities to receive more formative feedback. In the context of the COVID-19 pandemic and a need to deliver more virtual teaching, we propose the development of a virtual escape room as an innovative and unique content review experience for medical students during their psychiatry rotation. Funding will be used to seek consultation in virtual escape room design. We plan to use the experience to further develop content for postgraduate and continuing professional development education in psychiatry.

Learning module to build capacity in culturally responsive pedagogy and universal design among preceptor in health education

Recipients	Project Lead Dr. Marion Brown, Associate Dean Academic, Faculty of Health Co-Applicants Cyndi Hall, Field Education Coordinator, School of Social Work & Co chair, Faculty of Health Practice Education Committee Joelle Badman Field Education Coordinator, School of Social Work & Co chair, Faculty of Health Practice Education Committee
Amount	$2,977
Abstract	All students in the Faculty of Health are required to complete clinical education or internships as part of their degree, working closely with a preceptor in a range of health and social welfare settings. Ongoing preceptor education is a priority for the Faculty in order to support our students and our colleague practitioners. Placements rely on external agencies and individuals to teach, supervise, and evaluate our students within these agencies. A variety of skills are required of preceptors - some unique to a specific profession and others applicable to all. An example of the latter is a knowledge base ensuring preceptors understand and integrate an Equity, Diversity and Inclusion lens to their role and facilitation of student learning. Drawing upon principles of culturally responsive pedagogies and universal design, we propose developing a learning module that integrates these approaches specifically within practice education across the programs in the Faculty of Health.

Prevention of Student Plagiarism in Computing Education: A Narrative-Centered Web-Based Learning Environment

Recipients	Project Lead Dr. Alex Brodsky, University Teaching Fellow, Faculty of Computer Science Co-Applicants (Faculty of Computer Science) Corey DeGange, Instructor Eric Poitras, Assistant Professor Stephanie Bernier, Educational Developer Cathy Schroeder, Educational Developer
Amount	$2,936
Abstract	Academic dishonesty is a growing concern in computing education. For this reason, there has been a concerted effort within the community to gain insights into the prevalence of plagiarism, the antecedents that lead to such behaviors, and measures that can be taken to reduce its likelihood. The proposed teaching and learning enhancement will build on pre-existing instructional narrative scenarios to make them interactive and personalized to learner choice. Learner agency is enabled through narratives that exemplify common pressures, opportunities, and rationalizations in plagiarizing code. The development efforts will include animated videos that illustrate outcomes of decisions taken by learners in each step of guiding their character, enabling unique journeys where instructional content is tailored to the specific needs of different learners. The resulting module will be implemented as Brightspace module and Teams app to facilitate deployment in courses within the Faculty of Computer Science. The evaluation of the module will be facilitated by capturing and modeling learner interactions while surveying academic integrity officers to support narrative creation.

 

Strengthening students’ learning and engagement through the development of an evolving Recreation Library and Virtual Playground

Project Leads:

• Dr. Karen Gallant (project lead), Assistant Professor, HAHP
• Dr. Barb Hamilton-Hinch, Assistant Professor, HAHP, and Assistant Vice Provost
• Dr. Susan Hutchinson, Associate Professor, HAHP
• Dr. Sarah Moore, Assistant Professor, HAHP
• Dr. Laurene Rehman, Director, HAHP
• Dr. Son Truong, Associate Professor, HAHP
• Kim Woodford, Instructor, HAHP

Amount: $3,000.00

Abstract:

The aim of this project is to initiate development of a ‘Recreation Library’ containing supplies, equipment, written resources, and an online meeting space (‘Virtual Playground’), available for use by students and student clubs within the School of Health and Human Performance (HAHP) at Dalhousie. In particular, with funding from this Teaching and Learning Enhancement Grant, we would catalogue the recreation supplies, equipment, and resources we currently have, and create an online space through which to share online resources, provide an inventory of physical resources that can be borrowed, and facilitate online social- and learning-based interactions among students. This initiative would provide opportunities for Recreation students to contribute to the library and virtual space through varied volunteer opportunities, participating in social/learning events, or by submitting materials created through course projects, thus providing several avenues for students to learn with and support one another.

Development of Whiteboard Animation Instructional Videos for Medical Radiation Technology Students Learning Computed Tomography in an Online Learning Environment

Project Lead:

• Stephanie Lea RTR MAHSR PhD(c)

Project Co-Applicant:

• Will Creene BHSc RTR
• Lisa Bonin BHSc RTNM
  

Amount: $2,159.85

Abstact:

This online teaching project involves the development and implementation of whiteboard animation videos with audio narration to teach Medical Radiation Technology students about the concepts, instrumentation, and clinical applications of Computed Tomography imaging. The goal of this project is to deliver concise and impactful learning content in a highly accessible audiovisual video format. Student engagement during online learning is challenging, especially when teaching new or abstract concepts. Providing multiple means of representation, action and expression, and engagement by applying short, impactful, openaccess educational videos to supplement the didactic course material will help overcome this challenge.

Provision of Decisions: Development of Five Online Environmental Decision-Making Tool Modules to Enhance Student Learning

Project Leads:

• Laurel Schut, College of Sustainability
• Andrew Medeiros, College of Sustainability & School for Resource and Environmental Studies, Faculty of Management

Amount: $1,679.88

Abstract:

SUST 3000.03: Environmental Decision Making is a key course in the Environment, Sustainability and Society (ESS) undergraduate program at the College of Sustainability. Making decisions for a sustainable future requires that these decisions account for the uncertainty and complexity inherent to development and be sensitive to ecological constraints and associated, often competing, values. Students in SUST 3000.03 explore key challenges associated with environmental decision making by learning multiple decision-making tools via hands-on tutorial activities. For nine years (2010-19), these hands-on tutorial activities were conducted face-to-face (F2F) in Dalhousie computer labs. By necessity, these tutorial activities shifted to online delivery in 2020 as a result of Covid-19. In Fall 2021, course delivery will be blended. We are therefore seeking support to enhance our tutorial-focused teaching materials via the creation of five interactive, online modules to support students’ learning in a selection of the following tools: population variability analysis, life cycle assessment, risk assessment, geographic information systems, and qualitative coding.

Accounting in the Open: Accessible, co-created, original, management education tools

Project Lead:

Samantha Taylor, Rowe School of Business, Faculty of Management

Amount: $1,919.87

Abstract:

Lectures and textbooks do not always demonstrate to students how course material is applied in practice or help them master technical subjects. I propose to redesign the curriculum for Intermediate Financial Accounting II to replace the textbook with carefully curated open educational resources (OER) from academics and non-academics. A major part of the redesign will be the incorporation of active-learning assignments that require students to use OER to present the solution to a problem or mini-case to their class in a creative way, and in the process, co-create additional OER with me as the instructor. Based on studies by other academics and my own experience in implementing similar novel learning approaches on a smaller scale, I expect the students to better master technical concepts and build the soft skills desired by business employers. This approach could be adopted by other instructors for additional courses in the Rowe School of Business.

Organic Workbook: a new resource for studying chemistry

Project Leads: 

• Alison Thompson, Department of Chemistry, Faculty of Science
• Gaia Aish, Department of Chemistry, Faculty of Science

Amount: $2,159.85

Abstract:

CHEM2401 Introductory Organic Chemistry has >350 students and is challenging for learners and teachers alike. Furthermore, high student achievement is often required for acceptance into major degree subjects and professional schools. To be successful, students must develop problem-solving skills amid an interconnected understanding of chemistry. Previous efforts to deliver active learning opportunities, thereby empowering students to develop interconnected skill-sets at their own pace, included the development of the award-winning CHEM2401 Organic Synthesis Worksheet. The positive impact of this worksheet was confirmed by survey feedback. The worksheet used a problem-solving scaffold to probe deep understanding and guide learners, while giving teachers specific feedback regarding learners’ understanding. The three-hour worksheet only covered a few aspects of the course. The success of this worksheet inspired the desire to develop an Organic Workbook, as described herein, encompassing the complete curriculum and providing weekly supporting exercises according to the same guided enquiry-based learning model.

Protecting the swifts – exploring two-eyed seeing within an environmental science field school

Project Lead: 

• Dr. Susan Gass, Department of Earth and Environmental Science, Faculty of Science

Amount: $2,300.00

Abstract:

This project will explore ways to incorporate Elapultiek (ehl-ah-bool-dee-egg) – “we are looking towards”, a play written by Bear River (L’sitkuk) playwright Shalan Joudry into an Environmental Science field school curriculum. The play extends opportunities for Indigenous and non-Indigenous students to share and reflect on information about the realities, histories, cultures, and beliefs of indigenous peoples in Nova Scotia. The story reveals the differences and similarities of species-at-risk monitoring by Indigenous and non-Indigenous biologists, their connections to the land and the complexities of reconciliation. Historically, the Environmental Science course has only taught the Eurocentric approach to science and species-at-risk monitoring. There is concern about teaching traditional ecological knowledge outside of its cultural context as this could risk cultural appropriation, therefore, the project will follow the principles of two-eyed seeing and the instructor of the course will partner with the playwright to develop teaching resources based on Elapultiek. The outcomes will include guidelines to engage students with the considerations of an alternative epistemology and way of knowing the natural environment the students will be studying throughout the course.

A workshop on marine ecosystem modeling designed for biology undergraduates: learning to go from concepts to computing and cognition

Project Lead: 

• Dr. Wendy Gentleman, Department of Engineering Mathematics and Internetworking, Faculty of Engineering. Cross-Appointment in Department of Oceanography, Faculty of Science.

Amount: $1,657.56

Abstract: 

Process-based, a.k.a mechanistic, mathematical models describe systems using equations that are often so complicated the solution requires a computer. Such models are essential tools for advancing science that complement field and laboratory
approaches. Many career opportunities call for this kind of modeling skill and experience. 

While 4th-year modeling courses exist in Dalhousie Biology, there is no modeling training in early years, which limits students’ academic achievements and job opportunities. This workshop is a pilot of an ecosystem modeling course designed to fill this need. Biology students will work in small groups, learning how to represent ecological concepts using equations, write, debug and run codes, and interpret results. This active learning environment will provide a supportive introduction to modeling that fosters deep and impactful learning. It will also inform the strategic design of future modeling courses with respect to content, pacing, assessment and peer mentorship.

Implementation of a hands-on minds-on modern laboratory component in CHEM 3601 Chemistry of Living Systems

Project Lead: 

• Dr. Reinaldo Moya-Barrios, Senior Instructor, Department of Chemistry, Faculty of Science
• Dr. Frances L. Cozens, Associate Professor, Department of Chemistry, Faculty of Science
  

Amount: $1,657.56

Abstract:

CHEM 3601 "Chemistry of Living Systems" is one of the few third-year chemistry courses offered at Dalhousie without a laboratory component. The generally accepted view is that a laboratory experience for a given class provides useful a platform for teaching important concepts in chemistry. We plan to introduce experiments for this class as concept-based laboratories that will connect and highlight topics learned in the lecture setting with exciting experimental applications. Besides the hands-on experimental techniques, an emphasis will also be put on small-group critical thinking discussions of the procedures and key concepts involved in these experiments. The incorporation of this hands-on minds-on laboratory will make this course more attractive and engaging for students, especially those in chemistry, biological and biomedical career streams. This will not only improve the teaching outcomes but also potentially inspire third year students to enroll in Honours/Research projects and later in graduate school and science-oriented career paths.

A Musculoskeletal Audiovisual Catalogue: Using multimedia to enhance clinical hands-on skill development in physiotherapy

Project Lead:

• Rebecca Moyer, Assistant Professor, School of Physiotherapy

Co-Applicants:

• Drew Bourret, Clinical Instructor, School of Physiotherapy
• Steve Richey, Clinical Instructor, School of Physiotherapy
  

Amount: $1,600.00

The proposed teaching and learning enhancement will utilize existing technology to develop a musculoskeletal audiovisual catalogue: a multimedia, chapter-based resource for enhanced physiotherapy student learning of musculoskeletal clinical skills. The primary goal of the proposed work is to advance teaching methods and transform resources for musculoskeletal physiotherapy. The development component will design, and record the audiovisual catalogue organized by regional assessment and treatment. Second, the implementation component will imbed the catalogue across three musculoskeletal courses to reflect the incremental learning model of the physiotherapy program. Third, the evaluation component will perform program evaluation for students’ preferred use of the catalogue and to optimize implementation and support sustainability. Combining the Cognitive Theory of Multimedia Learning, Miller’s Pyramid of Competence, and Universal Design Principles, this multimedia enhancement will provide learning material that is equitable, flexible, simple, and low in physical effort to better address the learning needs of students in physiotherapy.

Dalhousie Language Instructors Professional Development Retreat

Recipients: Magali Dam-Mazzi, Taghrid About Hassan, Brigid Garvey, Jennifer Thompson, Anna Maier
Amount: $2000

The second-annual Dalhousie Language Instructors Retreat, scheduled for June 7, 2019, has the objectives of providing an opportunity for practice-focused professional development for instructors of foreign/additional languages at Dalhousie University. Two guest speakers will facilitate the development of a community of practice of Dalhousie language instructors via networking, collaboration and shared learning across traditional departmental and faculty lines. Betsy Keating, of the Dalhousie University Centre for Learning and Teaching, will lead a practical language teaching workshop focusing on assessment and participation. Elke Rühl is the regional supervisor and 'Fachberater' (expert advisor and mentor) in the Toronto office of the German Federal Agency for German school-programs abroad. She will lead a session differentiated instruction or corrective feedback. This event objectives align with Dalhousie's Strategic Area 1.5: Foster and support innovation in program development and excellence in teaching and pedagogy.

Fostering Creativity in Engineering Students by Teaching and Using a Creative Thinking Process and Learning Environment

Recipient: Amyl Ghanem
Amount: $2936.40

Creativity is considered an essential skill for engineers, leading to ground-breaking innovation, solution to society’s most pressing problems and incremental improvement to existing systems. However creativity is rarely explicitly taught to engineering students, and a typical course environment is not always conducive to creative thinking. In CHEE 4885, Polymer Engineering, the students will be taught a creative thinking process, with specific tools used for each stage of the process. Students will then apply this process to a Term Project to develop a polymer re-use prototype, conducted in groups. Deadlines and credit will be allocated to stages in the creative process, as well as the quality of the content and the final product. A review of the creative process framework employed will be conducted at the end of the course, with student feedback used to improve and expand the process.

Dalhousie Science Book Club

Recipient: Jennifer Stamp, Marc Whelan, Alexandria Arnott, Gabrielle Tompkins
Amount: $2500

Undergraduate science curricula commonly present a series of models as dryconnections and human drama which make science interesting and necessary to humankind. We are proposing to expose undergraduate students to these stories through a monthly science book club, which we hope will enhance interest in science and ultimately increase the quality of knowledge that is obtained. To maximize accessibility of this book club we will hold multiple monthly discussion sessions as well as an online platform for participation. We also plan to purchase audiobooks for students with reading challenges.

Blending face-to-face and online learning to support self-reflection in a first-year course in International Development Studies

Recipient: Dr. Matthew Schnurr
Amount: $2970.24 

The goal of this project is to radically revamp INTD1103: Halifax and the World into a blended learning course that prompts students to reflect on how their daily consumption habits impact the world around them.  INTD 1103 is a course that was developed seven years ago to explore the connections between contemporary global issues and daily life in Halifax.  It was then and remains now the only first-year offering in the department of International Development Studies.  The current make-up of the course follows a more traditional mode of teaching, relying on a combination of lectures, readings and tutorials. This proposal seeks to reinvigorate this offering by integrating a series of e-learning technologies based on a flipped classroom model, in order to increase enrolments and offer students a more dynamic, flexible and engaging mode of instruction.  

Integrated Online Analytical Laboratory Tutorial

Recipients: Alan Doucette and Roderick Chisholm
Amount: $2986.47

Chem 3203 (Advanced Analytical Lab) presents an entirely new approach to course delivery, transforming the instrument-intensive laboratory into a discovery-based environment where students gain an appreciation of fundamental scientific principles while completing a series of experiments. Technical skills are important, but secondary to the theoretical concepts being demonstrated. To ensure students appreciate the learning objectives of the course, they are regularly engaged during lab to ensure they reflect on these principles. As a new resource for this course, this project proposed the development of an integrated video series which merges analytical theory with experimental practice. This video series will simultaneously engage students on both the how as well as the why behind each of their experiments and integrated into an interactive online Analytical laboratory tutorial. The proposed funding is for a senior student to assist with video creation.

On-the-Land Learning in Mi’kmak’i 

Recipient: Debbie Martin and colleagues from St. Francis Xavier University
Amount: $2999

We are proposing a field course called ‘On-the-Land Learning in Mi’kmak’i directed towards upper level undergrad and Master’s students in the health professions. The course focuses on the human environment relationship, using the examples of food and medicine, to develop a deeper and more ‘whole’istic interpretation of health. It will draw heavily from Mi’kmaw ways of knowing, advancing thethe course, and b) liaise between Dalhousie and St.FX to develop a partnership agreement to co-deliver the course to ensure its sustainability. This work is also being funded by the Atlantic Indigenous Mentorship Network.

Get in the Game! Developing Pre-Clinical Simulation Scenario Games to Increase Student Confidence and Preparedness

Recipients: Shelley Cobbett, Kelly Lackie, and Danielle Bryne-Surette
Amount: $3000

Simulation-based education in health professional programs, including nursing programs, is expanding exponentially. Game-based learning accomplishes pre-clinical simulation education that involves didactic learning, behaviour acquisition, and simulated practice, prior to the clinical simulation (Stokowski, 2013), that moves the student beyond merely “reading about it”. Virtual simulation games (VSGs) can be used to complement behaviour and knowledge acquisition prior to exposure to the clinical simulation, maximizing student engagement, preparedness, and optimal learner outcomes. The enhancement project is a VSG capacity-building workshop at Dalhousie with the Canadian Alliance of Nurse Educators Using Simulation (CAN-Sim) educators. The enhancement project is directly related to the University’s, the Faculty’s, and the School’s Strategic Directions related to learning, teaching and educational scholarship. The project deliverable is a VSG, created and filmed at Dalhousie, and the capacity to continue to develop VSGs. Continued sustainability can evolve with the development of interprofessional VSGs using the project deliverable- VSG template.

Development of whiteboard animations to support the implementation of a novel flipped classroom approach to teaching psychopharmacology

Recipients: Cheryl Murphy, Mark Bosma, Mandy Esliger, and David M. Gardner, Department of Psychiatry
Amount: $3000

A key responsibly of residents is to provide teaching and supervision to junior learners and patients. Although residents receive teacher training, it is unknown if the learning is applied. Ensuring our residents are prepared for their teacher role has many implications: meeting accreditation standards, enhancing resident teaching abilities, enriching patient care and increasing the likelihood students will acquire the residents’ professional values and behaviours. Thus, a key component of Dalhousie University’s Department of Psychiatry residency program is preparing our residents for their role as teacher.

Through group interviews and self-assessments, this project aims to understand “What are psychiatry faculty and resident tutors’ perceptions of the utility of the departmental faculty-resident clinical skills co-tutoring model for enhancing resident teaching skills?” The findings will expand the literature on co-teaching and application of knowledge from Resident-as-Teacher programs and inform our co-tutoring model improvements; further enhancing resident teaching skills and thus medical student learning.

Experiencing the real-world challenges of working on issues that cut across the spheres of global security and development

Recipient: Dr. Jenny Baechler
Amount: $2962.00

This project looks to build upon a new role-play simulation introduced in a course designed for students from the arts and social sciences and/or with an interest in public sector management. The in-class experience simulated an interagency simulation amongst various government actors with the purpose of introducing students to the practical challenges inherent in developing a shared understanding of a region or country experiencing both insecurity and underdevelopment. To add more richness to the simulation and, therein, further deepen student learning, this proposal looks to incorporate more real-world elements to the simulation by providing the primary instructor with an opportunity to travel to Ottawa to shadow part or all of a joint conflict analysis. Insights from the experience will be incorporated into the design of the simulation for its next offering (Winter 2019).

Lethal Weapon: creating double gene knockouts with CRISPR

Recipients: Debra Grantham and Andrew Schofield
Amount: $2912.00

CRISPR (clustered regularly-interspersed palindromic repeats) has revolutionisedmolecular genetics in a way that captures the imaginations of students and researchers alike. This technology has been adapted as a precise molecular scalpel that provides a simple mechanism to genetically modify organisms by “knocking out” and “knocking in” specific genes. In this course-based undergraduate research experience, students will use CRISPR to discover genes that interact with VPS35, a protein that is important in both Parkinson’s and Alzheimer’sdiseasein humans. In a yeast model system, students will create a double-mutant for both VPS35and a candidate gene that they select from the literature. The students will use CRISPR to “knock-out” VPS35and insert a “repair-GFP” DNA strand that introduces a new gene where CRISPR has caused a DNA break.  Students will assess success of the CRISPR procedure by observing GFP fluorescence and identify gene interactions by measuring rates of growth or lethality.

One Chemistry Course for All: Implementation of Interactive Online Modules via Inclusive Design

Recipients: Jennifer MacDonald, Angela Crane and Mark Wall
Amount: $2995.20

In 2006, the Dalhousie Chemistry Department implemented Concepts in Chemistry:  a complete, focused, and integrated  First  Year  Chemistry program. While students make excellent use of our custom built resources, the significant variance in student’s incoming foundational chemistry knowledge in the Chem 1011/1021 class have many students asking for further guidance outside of lectures/labs, the textbook and practice questions.  For instance, 30-35% of our incoming class each Fall semester has no formal chemistry training prior to entering our course. To circumvent this issue, the First Year Chemistry Team is pursuing the creation of interactive online tutorial   modules  to  supplement  our  already customized program, specifically regarding core learning outcomes that are essential for student success in the course. The goal of this project is to build interactive online modules for each of the  core  learning  outcomes  in  the  First  Year  Chemistry  Program  while incorporating practices outlined by Universal Design for Learning (UDL).

 

The L’nuk Teaching and Learning Circle: Developing a Postsecondary Teaching Strategy rooted in Mi’kmaw Values

Recipient: Margaret Robinson
Amount: $3000

The L’nuk Teaching & Learning Circle (L’nuk TLC), will gather Mi’kmaw postsecondary educators together to discuss how our teaching incorporates Mi’kmaw cultural values, and to develop concrete principles of curricular Indigenization for use in Mi’kmaki (the traditional Mi’kmaw territory). This project will enhance teaching by drawing out the implicit values undergirding Indigenous education within Mi’kmaki.

Teaching Others: Science for schools, science for everyone

Recipient: Dr. Anne Marie Ryan
Amount: $2974.40

As students move through their undergraduate years, a number of them discover their interest in science education-and communication-related pathways, such as science in the schools, in science centres, in museums, or other avenues for science outreach more broadly. In response to this, and to the "Pathways for" initiative within the Faculty of Science, this project involves the development of a transdisciplinary blended course in science teaching and learning particularly for students in the "Science for Education", "Science for Communication" and “Science for the World” pathways. Students will inquire into such topics as the nature of science and how we learn; how we might teach such ideas as pattern recognition and scale, complexity and uncertainty, and addressing bias, assumptions, and change through time; the science-society connection, and issues around diversity and inclusion. An integral aspect of the course will involve an experiential learning opportunity where students can work through the ideas they are learning throughout the course.

Using Foldscape for Offline Exploration in Online Biology Courses

Recipient: Jennifer Van Dommelen
Amount: $2487.68

A Foldscope is a portable microscope that is assembled from paper and a small lens; it can be used alone or in combination with a smartphone camera. Foldscopes can magnify up to 140X with a resolution of 2 microns, producing images comparable to those obtained with a basic light microscope. In the asynchronous online courses BIOL 1020 and BIOL 1021 (Introductory Biology I and II, respectively), the laboratory activities - some online, some conducted away from the computer - are designed to be a meaningful investigative experience for students. With Foldscopes we can provide students with direct access to the microscopic world via a safe, inexpensive activity that they can participate in without supervision, and with the potential to share their discoveries with the world through online citizen science platforms. 

Implementing and Evaluating the HPI Core Competency Framework: Engaging Student Research Scholars of the Healthy Populations Institute in Experiential Skill-Building

Recipients: Lori Weeks, Sara Kirk, Maureen Summers, Christie Silversides, Sara Brushett, Laura Miller, and Kirk Furlotte
Amount: $2988.80

With the guidance of senior researchers at the Healthy Populations Institute (HPI), student members (HPI Student Research Scholars) researched and developed a competency framework to identify the required skills and knowledge necessary for future population health leaders. Now that the framework has been developed, the HPI Student Research Scholars will continue this initiative by creating and piloting a series of workshops. Each workshop will highlight a core competency and promote skill development among HPI Students Research Scholars and other interested students in health-related graduate programs. Workshops will be facilitated by HPI senior researchers or associated faculty and held throughout the academic year, with additional resources will be available online. Each workshop will be evaluated by the attendees, and upon completion of the series, results will be shared within HPI and at Dalhousie University.

Fostering Student Success Through Experiential Learning and Community Engagement in a New Field Course

Recipient: Dr. Ami Amui
Amount: $2,964

Field course opportunities are one of Dalhousie's strongest platforms for supportive active, engaging, and experiential learning in a student's chosen field of study. To enhance the current field offerings, a new course ENVS2500 Field Methods in Environmental Science will teach students hands-on skills in wildlife, soil, air, and noise sampling using Dalhousie campus and surrounding regions as a living laboratory and pathway for contributing to the wider community. The goals of the new course are to (1) provide an authentic hands-on experiential learning opportunity through strategic field-based excursions and critical reflection activities, (2) develop materials to support a blended / hybrid course approach allowing students some control over their own learning path, pace, time, and place, and (3) involve the community in field excursions to foster partnerships and interactions with students that reach beyond the academic setting.  

Solving Environmental Problems by “Flipping” the Classroom and Incorporating Team Based Learning into a Third Year Environmental Science Course

Recipient: Dr. Tarah Wright
Amount: $2,500

In the face of increasing global environmental crises, one of the primary roles of environmental science instructors is to teach students about environmental problem solving. While traditional university lectures have served to inform students in the past, most traditional teaching methods have been criticized for failing to promote a full understanding or appreciation of environmental problem solving as a whole.  Using a Team-based Learning (TBL) approach, this project helps to “flip” the course titled Environmental Problem Solving (ENVS 3501) by developing units of instruction around major course themes in the environmental science classroom and developing Readiness Assurance Tests according to the flipped classroom method (Michaelson and Sweet, 2008). In addition to ensuring that students master the basic course content, TBL enables a number of outcomes that are nearly impossible to achieve in a lecture-based course format (Michaelson and Sweet, 2008).  According to Michaelson and Sweet (2008), students who engage in TBL can progress substantially beyond the simple acquisition of factual knowledge and achieve a “depth of understanding that can come only through solving a series of problems that are too complex for even the best students to complete through individual effort” (p. 5).  It is for this reason that the TBL method is appropriate for this particular course.

Enhancing Undergraduate Writing: Online Modules for a Scientific Research Paper in Biology

Recipients: Cindy Staicer, Department of Biology; Debra Grantham, Department of Biology; and Gabrielle Tompkins, Integrated Science Program and Department of Biology
Amount: $3,000

This project will enhance the ability of students to learn to write a formal paper summarizing their scientific research. A set of online modules will be developed, composed of instructional videos paired with quizzes to confirm comprehension of material. Modules will provide a comprehensive and cohesive set of writing resources to support undergraduate research (Dalhousie strategic priority 2.4) and the new “Science for” initiative. Modules will be developed over spring and summer 2018, and tested in three courses, SCIE1506/1507, BIOL2030 and BIOL3614 in 2018-2019. Consultation with the CLT and the Writing Centre will ensure consistent messaging. Effectiveness will be assessed at end of term using the proposed metrics, with the learning outcome of improvement in the quality of student writing. This project will impact 590 students, with the potential to reach all Biology students in the future. Funds will be used to hire an assistant to help develop the modules.

Development of Instructional Videos to Model Pharmacists’ Patient Assessment and Communication Skills

Recipients: Kim Sponagle, Dr. Natalie Kennie-Kaulbach, Heidi Deal, and Lisa Walker
Amount: $3,000

Skills Lab at the College of Pharmacy is the primary curricular stream designated to develop students’ skills in patient assessment and communication. Modelling is an important teaching method for patient and assessment and communication skills and is supported through the lens of social cognitive and cognitive apprenticeship theories. The use of videos offers a structured modality for this type of modeling. The availability of existing videos modelling these pharmacists’ skills are limited in both exemplar and production quality and do not adequately match the foundational approaches used at the College of Pharmacy. This project is designed to support the development of five educational videos to model seven specific pharmacist skills. The videos will be used across all four years of the curriculum, as a component of a blended learning model, reaching approximately 360 students. This project will assess student perceptions of video modelling as a teaching and learning support.

Developing Audio-visual Resources to Enhance Teaching and Learning in Psychosocial Occupational Therapy Practices

Recipients: Catherine White and Carmel O'Keefe (School of Occupational Therapy) 
Amount: $2,440

Students who graduate with an "entry to practice" Masters of Occupational Therapy are required to complete 1000 hours of fieldwork as part of their program. The better prepared they are when they arrive at fieldwork sites, the more likely they are to maximize the learning opportunities afforded by client interactions. OCCU 5001 (Enabling Occupation 1: psychosocial practice) is one of the first courses taken by occupational therapy students. In this course, students often ask "what does occupational therapy look like?" While the course instructor, lab co-ordinator and tutors can describe and demonstrate, this approach is resource intensive and incons istent. This project will focus on the creation of three short videos that demonstrate three core competencies of occupational therapists (initial assessment, goal setting and discharge planning). The process will include collaboration with one or more community-based occupational therapists to ensure current relevance. The "re-usable" videos can model the required skills and provide a forum for discussion and critique.

Developing an Experiential-Learning Field Course in Phytoplankton Dynamics

Recipient: Hugh MacIntyre, Faculty of Science, Department of Oceanography
Amount: $2,965

“Ocean literacy” is critical to an informed public discourse around human impact on the oceans. One of the best ways to gain ocean literacy is through experiential learning, observing organisms in their habitats and learning how they respond to environmental change through hands-on experimentation. The phytoplankton are the basis of marine foodwebs and play a critical role in planetary biogeochemistry and in structuring marine ecosystems. They can also be a source of valuable feedstocks, pharmaceutical compounds, and fuels. This project will develop an intensive 2-week undergraduate course on the phytoplankton. It will use a combination of shipboard observation and field- and lab-based experiments to examine the forces driving population dynamics, working with natural populations. Students will use state-of-the-art biooptical and chemical techniques to demonstrate how autonomous vehicles (satellites, ocean gliders) can detect phytoplankton and to determine how phytoplankton respond to changes in their environment.