“Liberating education consists in acts of cognition, not transferals of information.” ― Paulo Freire, Pedagogy of the Oppressed

Critical Thinking is commonly integrated into course work as a higher-level cognitive skill and capacity in different ways and with different purposes. Students are engaged in activities, tasks, and assessments that involve analysis, interpretation, explanation, inference, evaluation, and rigor of content, evidence and arguments. Critical thinking activities might look different in different disciplines.

In this studio course, we will look into existing practices and understanding of critical thinking as it is positioned in the Western and Euro-centric pedagogical practices and explore how critical thinking is positioned within a diverse range of pedagogical frameworks, including UDL (Universal Design for Learning), and ITC (Intercultural Teaching Competency). We will also examine how we can decolonize the way critical thinking is perceived and practised in our classrooms. By the end of this studio course, you should find yourself ready to integrate, position, and implement critical thinking in your courses from diverse pedagogical frameworks.

I am reading Critical Thinking by Jonathan Haber (2020) and re-reading Paulo Freire’s Pedagogy of the Oppressed with an introduction by Donaldo Macedo (2012) among other things for this course. Additionally, from ‘Palgrave Handbook of Critical Thinking’, we’ll discuss chapters in section IV, ‘Critical Thinking and Culture’ on topics focussed on critical thinking through the lenses of Indigenous knowledges, and multicultural and global aspects. I am planning to use bits and pieces of these books for us to connect with our thinking self and our readiness to face the challenge of preparing students for real world settings where they’ll have to use critical and analytical thinking, solve complex problems, and have effective oral and written communication.

Learning Outcomes

By the end of this Studio Course, you will be able to:

• Identify and reflect on your pedagogical strategies to integrate critical thinking and analysis as course learning outcomes.
• Develop an understanding and self-awareness of Western and Euro-centric practices of teaching and assessing critical thinking and explore diverse ways of knowing critical thinking can be practiced, taught, and assessed with.
• Reflect critically and consider diverse ways to embed critical thinking into curriculum design, assessment, and instructional strategies.

Course Engagement

Together, we will discuss and expand on these questions among the ones you’ll have as course participants.

• Where did the idea originate that there is a form of thinking unique enough to be termed as “critical”?
• Who is a critical thinker?
• How does students’ thinking-self prepare them to face the challenge of the real-world settings?
• How critical thinking is distinct from general intelligence or intellectual virtues such as thoughtfulness and understanding?
• How is teaching and demonstration of critical thinking positioned within Indigenous knowledges and ways of knowing?’
• How is teaching and demonstration of critical thinking positioned or can be positioned within the framework of UDL?

Participation and Expectations

Asynchronous and Independent Work

Course participants are expected to complete asynchronous work independently, which will include participation in discussions, reading, activities and/or submission of short reflections, etc. Participants should anticipate spending an average of two hours per week on course content and activities.

For Faculty Certificate participants, following requirements need to be met for a ‘Pass’:

1. Weekly engagements in discussions: At least do one of the following:
   1. Respond to a discussion prompt
   2. Reply to a post by others
   3. Create a new prompt/question
2. Two brief submissions: At least do one of the following:
   1. Reflective analysis of an activity, assignment, rubric, etc. you have created with a focus on critical thinking
   2. Reflection of learning/topic (150-200 words)
   3. Reflective analysis of 1-2 pages of your existing course outline
3. Final Project (Please see below)

Final Project (Faculty Certificate Participants)

Course participants who are taking the course for credit in the Faculty Certificate Program will be encouraged to attend DCUTL on April 29 and 30 as one of the options to be counted towards the final course project and be evaluated to receive “credit” for the final project. Attend 2 hours of sessions/keynote at the conference and write/present your critical reflection on the sessions attended as your final project. Here are some other options for the final project:

• For FOCUS on University Teaching and Learning: Contribute to a blog post focused on the studio course
• Update an existing course outline for future offering with a focus on critical thinking embedded in different pedagogical frameworks.
• Compile reflections, discussions, and activities discussed and completed during the course into a portfolio.
• Any other way you’d prefer to present your project. Please discuss your plan with the instructor.

Note: More details about each of the options for the final project will be shared once the course starts.

Course Schedule, Delivery Modes, & Attendance and Participation

The course starts on Monday, March 24, 2025, and ends on Tuesday, April 28, 2025. The learning engagement will primarily be asynchronous on Teams, with new content opening each week. Synchronous sessions will be held on Teams (unless indicated otherwise) on the following dates and times:

1. Tuesday, March 25 at 12–1 p.m.
2. Tuesday, April 1 at 12–1 p.m. [Guest speaker: Les Tyler Johnson, Senior Educational Developer, Online Pedagogies at CLT]
3. Wednesday, April 9 at 12–1 p.m. [In-person-Killam B400]
4. Tuesday, April 15 at 12–1 p.m. [Guest speaker: Rachelle McKay, Educational Developer, Indigenous Knowledges and Ways of Knowing]
5. Wednesday, April 23 at 12–1 p.m. [Drop-in session/Optional/Make up session]

Faculty Certificate participants are expected to attend three of the first four mandatory sessions. If you are unable to attend three sessions, you can attend the optional session on April 23^rd.

Registration

This course has a limit of 15 participants, with priority given to those enrolled in the Faculty Certificate in Teaching and Learning.

Please complete the expression of interest form to be considered for enrollment in the course. When the registration period closes, we will assess the list of interested individuals and follow up with you on whether we were able to accommodate your registration for this iteration of the course. 

Instructor

Dr. Shazia Nawaz Awan
Educational Developer, Internationalization and Intercultural Competency
shazia.awan@dal.ca

Course Description

Universal Design for Learning or UDL is a learner-centred framework that honours the variability among students and provides them flexible, meaningful, and accessible learning opportunities. This Studio Course introduces you to the UDL framework and how it can guide course design and teaching to optimize learning for all your students. By the end of the course, you will be able to implement the UDL guidelines as you create learning outcomes, assessments, activities, and other learning materials for your courses.

Learning Outcomes

By the end of this Studio Course, you will be able to:

• Describe the UDL framework, its three main principles, and its nine guidelines
• Critically examine existing course design elements and identify possible barriers to student learning
• Implement UDL principles and guidelines in your course design and teaching

Course Length, Schedule, and Organization

Schedule

The course starts on October 7, 2024, and ends November 15, 2024. The learning will be primarily asynchronous through Brightspace, with new content opening each week. Optional synchronous sessions will be held in Teams on the following dates and times:

• Wednesday, October 9, 12-1 p.m. 
• Friday, October 18, 11:30 am-12:30 p.m.
• Wednesday, October 23, 12-1 p.m.
• Friday, November 1, 11:30 am-12:30 p.m.
• Wednesday, November 6, 12-1 p.m.

Participation and Expectations

Learners are expected to complete asynchronous work independently, which will include participation in activities and/or submission of short assignments weekly, per the course schedule. Participants should anticipate spending an average of two hours per week on course preparation and assignments.

For learners taking the course for credit in the Faculty Certificate program, you will be highly encouraged—in the spirit of UDL—to share the work you do in this course (in whole or in part) at CLT’s UDL Showcase, to be held during Dalhousie’s Accessibility Week (see below for more details). This would count as your final course project and be evaluated to receive “credit” for the course. (There is also the standard option of curating your short assignments and a final reflection and assembling them into a portfolio.)

Participants not taking the course for credit in the Faculty Certificate program are also encouraged to share their work at the UDL Showcase (more details below).

CLT’s UDL Showcase

This is a new event for the CLT, akin to a conference poster session, but broader in scope and more fun. Think of it as a super flexible and supportive way to share with colleagues your efforts in implementing UDL. The event will be held during Dalhousie’s Accessibility Week, tentatively scheduled for November 25-29, 2024. The UDL Showcase will include opportunities to share materials asynchronously in a Teams site and/or synchronously in person in Killam B400 or online via a Teams session. More details on dates and times will be shared as we move closer to the date. 

This course has a limit of 30 people with about half the seats reserved for participants in CLT’s Faculty Certificate program.

Instructor

Les T. Johnson, PhD
Educational Developer (Online and Blended Pedagogies), Centre for Learning and Teaching
lestjohnson@dal.ca

Course Overview

“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid.” – Einstein

Student assessments are a crucial method to measure student learning, progress, and growth. With this purpose in mind, effective student assessments should be fair, flexible, reliable, and valid. In this 6-week studio course, you will complete readings, discussions, and reflections on the fundamentals of student assessment: the underlying principles, how to set guidelines and expectations for assessments, how to construct effective assessments (e.g., rubrics, multiple-choice questions, essays), and alternate modes of assessment (e.g., podcasts, infographics, e-portfolios). Each week, the fundamental to be covered will be paired with a related current issue/trend to ensure you are developing assessments for today’s students. The course will culminate in a final project that showcases customized assessment methods that are in line with your teaching goals and values.

Learning Outcomes

After successful completion of this studio course, you will be able to:

• Explain the principles underlying student assessment.
• Align learning outcomes with appropriate assessments.
• Discuss the merits of different grading policies (e.g., dropping lowest grades, tracking attendance).
• Write clear assessment instructions and provide relevant feedback on graded work.
• Construct effective rubrics, multiple choice questions, and essay/assignment prompts.
• Describe alternate modes of assessment (e.g., podcasts, infographics) and current issues/trends in student assessment (e.g., assessing Generation Z students, ungrading, labour-based grading).
  

Course Structure and Participant Expectations

This course will be delivered over six weeks, from Wednesday October 2 to Wednesday November 6, with an extended deadline of Wednesday December 11 for submission of the final project. Weekly 1.5-hour classroom sessions will be held every Wednesday at 10:30am-12pm in Killam Library, room B400 (basement).

In addition, learners should expect to complete approximately 2 hours per week of independent work (readings/activities), and a total of approximately 3-5 hours working on a final project. Attendance at all classroom sessions and satisfactory completion of the final project are required for successful course completion.

Registration

This course has a limit of 15 participants, with priority given to those enrolled in the Faculty Certificate in Teaching and Learning.

When the registration period closes, we will assess the list of interested individuals and follow up with you on whether we were able to accommodate your registration for this iteration of the course. 

Instructor Information

Daniella Sieukaran
Senior Educational Developer (Curriculum)
daniella@dal.ca

Instructor Information

Rachelle McKay, Anishinaabekwe, MA Indigenous Governance
Educational Developer, Indigenous Knowledges & Ways of Knowing
Rachelle.McKay@dal.ca

Course Philosophy

Decolonization starts with the self and extends outward. Understanding who you are (your positionality) and where you are (the Indigenous territory you’re occupying) are key first steps in awakening your decolonial consciousness. Only after you’ve engaged in this sort of “self-location” work can you begin your journey of embedding decolonization into the teaching & learning work that you do. This course aims to aid university teaching staff along that journey, offering a supportive environment for learning and reflection on decolonial strategies and approaches to teaching that aim to support student learning and wellbeing.

While individual Indigenous nations have individual beliefs and philosophies that are distinct to their own histories and experiences, there is a shared notion among many Indigenous groups that wellbeing must be achieved wholistically with consideration for one’s body, mind, heart, and spirit. Centring that philosophy, this course prioritizes the nourishment of the hearts, minds, bodies, and spirits of participants through offering a selection of in-person and virtual activities meant to encourage emotional, intellectual, physical, and spiritual growth.

Along with offering various land and art-based activities, this course will prompt participants to reflect on the following questions:

• How can we integrate Indigenous pedagogies into teaching respectfully and authentically?
• How can we prioritize the wholistic wellbeing of students and better consider their physical, intellectual, emotional, and spiritual needs?
• What does it mean to be trauma-informed in the context of teaching and learning, and how can this understanding inform pedagogical approaches to support the wellbeing of all students?

Learning Outcomes

• Develop a nuanced understanding of decolonization that starts with self-awareness and extends outward to teaching & learning practices.
• Identify and articulate personal and professional connections to Indigenous territories and communities, fostering a deeper understanding of the significance of land and place in decolonial consciousness.
• Consider how to integrate Indigenous pedagogies respectfully and authentically into teaching practices to foster inclusive and culturally responsive learning environments.
• Demonstrate an understanding of Indigenous perspectives on wholistic education, encompassing the nourishment of body, mind, heart, and spirit.
• Reflect critically on one's own teaching practices and consider ways to embed decolonial principles and Indigenous perspectives into curriculum design, assessment, and instructional strategies.

Synchronous Requirements

This course includes two virtual synchronous talking circles on June 27 & Aug 1 from 1-3 p.m. Attendance at both sessions is required for course completion.

Accessibility

This course includes an in-person land-based session to be held in Bedford, NS on July 16, 17 or 18 (exact time & day to be determined based on participant availability.) The trails leading to the site are not paved and may pose accessibility issues to some participants. Additionally, a beginner-level outdoor yoga class is included as part of this course. Please reach out to the course instructor if you have concerns about accessibility for either of these activities or any other elements of the course.

Course Schedule

June 20, 1-3pm – Meeting & Greet and Visit to Dalhousie Art Gallery (DAG) Alan Syliboy: The Journey So Far Exhibit

On the day preceding National Aboriginal Day, let’s meet and greet each other in the Ko’jua Okuom (Killam Library) before visiting the DAG “Alan Syliboy: The Journey So Far” Exhibit together.

If you are unavailable to attend this session, you can visit the Exhibit (running from May 9 – Aug. 11) on your own time to inform your Exhibit reflection.

June 27, 1-3pm – Virtual Circle Discussion - participation required for course completion.

Join participants and the course instructor in holding a virtual talking circle to share about your pedagogical approach and consider questions such as: What do you do to create safer and more accessible learning spaces? How do you nourish your own body, mind, heart, and spirit as you teach? How can the wellbeing of students be better supported and fostered through teaching and learning practices, assessment design, and instructional strategies?

Circle discussion protocols will be explained at the beginning of this session.

July 4, 2:30-4:00 – Art Therapy Workshop in the Ko’jua Okuom (Killam Library)

Engaging in artistic practices and art therapy can significantly improve mental health and emotional wellbeing. For educators, this can lead to reduced stress, enhanced mood, and a greater sense of fulfillment. Art therapy can also provide a constructive outlet for processing complex emotions, reducing anxiety, and preventing burnout.

If you are unable to attend this session, make some time to engage in artistic practice on your own, or with friends and family.

July 11 - Language Lesson with Mi’kmaq Language Teacher, 1 hr (virtual)

Learning Mi’kmaq language is an enriching process that can foster a deeper understanding of Mi’kmaq culture and spirituality. Additionally, educators who learn Mi’kmaq (even just a few words and/or place names) can integrate those words into their teaching and learning practice to create learning environments that are more culturally inclusive, linguistically diverse, and respectful of Indigenous peoples and their knowledges.

If you’re unable to attend this virtual synchronous session you can watch the recording after it’s been posted to inform your reflection on using Mi’kmaq language within your teaching.

July 16, 17, or 18, time TBD – Bedford Barrens Petroglyphs Site Visit, 2 hours (to be scheduled based on participant availability.)

The land and the natural world support all forms of life. Join us in this land-based outing to the historical Mi’kmaq petroglyph site in Bedford, “the Bedford Barrens” with a Mi’kmaq Knowledge Holder as our guide. Participants from the past CLT studio course “Treaty-Informed Teaching” will be invited to join us for this session.

July 23, 24, or 25, time TBD – Introductory Outdoor Yoga Class, 1 hour (to be scheduled based on participant availability.)

Yoga can be used to engage the physical, mental, emotional, and spiritual dimensions of wellbeing. Physically, yoga can improve flexibility, strength, and help to alleviate chronic pain. Mentally, yoga helps reduces stress. Emotionally, it promotes mindfulness and can be used to cultivate inner peace. Spiritually, yoga provides a path to deeper self-awareness and encourages a sense of connection with the broader universe.

This activity does not require prior yoga experience or high physical skill. Instructions can be adapted to fit different physical abilities and chairs can be used for those with limited mobility.

August 1, 1-3pm – Virtual Circle Discussion - participation required for course completion

This virtual circle discussion concludes the course. In circle, share how you plan on integrating take-aways from the course into your teaching and learning practice.

Course Readings

Each person in this course is on their own individual learning and decolonization journey. There are no assigned readings for this course. However, there is a section on the Brightspace site that contains a broad range of readings grouped thematically. Read what appears to be relevant and meaningful to you and your context, when you’re able to. This course is not meant to increase stress but help reduce it.

In-Person & Virtual Visiting Hours

Did you read an interesting article you want to discuss? Do you want to talk about something curriculum, assessment, or pedagogy related? Drop into one of the weekly in person or virtual visiting hours to chat with the instructor and other participants in the course. A list of visiting hours will be provided to course participants once the course begins.

Assessed Components (pass/fail)

• Participation in both virtual circle discussions (June 27 & Aug. 1, 1-3pm)
• Reflection on DAG: “Alan Syliboy: The Journey so Far” Exhibit visit
• Reflection on using Mi’kmaq language in your teaching
• Reflection on Bedford Barrens visit or Indigenous wholistic views of wellness
• Medicine Wheel Wholistic Pedagogy Final Project

Reflection & Medicine Wheel Wholistic Pedagogy Final Project guidelines will be provided to course participants once the course begins.

Registration

This course is limited to 14 participants. There are 3 spaces in the course reserved for individuals working towards completion of the Faculty Certificate in Teaching & Learning. The other 11 spots can be filled by any Dalhousie & King’s faculty or teaching staff members.

Though a perennial challenge for both instructors and students, group work, when designed thoughtfully, can facilitate the development of interpersonal and work-place related skills, peer-to-peer teaching and learning, and collaborative integration of individual members’ work.

In this 6-week studio course, we will reflect on how groups work, why group assessments can be a challenge, and how group projects can be strengthened to ensure that students have the guidance and tools to work effectively as a team. Facilitators will lead participants through readings, discussion, and reflection, culminating in a group work assessment design project that participants might use in their next teaching engagement.

Participants will complete coursework asynchronously with three opportunities to meet synchronously—2 of these 3 meetings are required (see below for details). The course will be facilitated via Microsoft Teams. Participants can expect to work 8-10 hours, total, exclusive of synchronous sessions.

Learning Outcomes

Through full participation of this course, participants will be able to:

1. Discern learning tasks and course learning outcomes for which group work is an appropriate strategy
2. Critically reflect upon group work attempts made in previous courses, and bring that reflection to bear on new design
3. Identify the typical challenges students face in groups and approaches to helping students navigate them
4. Employ strategies for group development, organization, and conflict management in their designs to support students in becoming a team
5. Employ strategies for fair assessment of group assignments

Course Dates

Start date: Tuesday, May 21, 2024
End date: Friday, June 28, 2024

Project due date is July 8, 2024

Synchronous meeting dates

We will determine together whether we want these sessions to be online, or hybrid (no in-person required for this course).

Tuesday, May 21, 10-11:20 a.m.
Wednesday, June 19 (optional)
Thursday, July 4, 10-11:20 a.m.

Registrants should plan to be able to attend the two required meetings on May 21 and July 4; though, there can be an opportunity to collectively re-set those days and times (if there is no consensus, the dates and times above will stand).

Registration Cap: 15

Seats in the studio course are prioritized for people taking the faculty certificate program. If you are not in the program, you will automatically be added to a waitlist for the course. You will be contacted at a later date to confirm participation in the course.

Facilitators
Kate Crane (CLT, Educational Developer, Online Pedagogies)
Lindsay McNiff (Dalhousie Libraries, Learning & Instruction Librarian)

This course will focus on pedagogy for intercultural competency and internationalization through frameworks of Intercultural Teaching Competence (Dimitrov & Haque, 2016) and Culturally Responsive Pedagogy (Gloria Ladson-Billings, 1994). The course is intended for interested faculty members, as they discover these frameworks through discussions and meaningful interactions. The course aims to help the faculty start planning the implementation of practical strategies to internationalize and to make their pedagogy culturally responsive for their courses, including COIL (Collaborative Online International Learning) projects.

The course will run for 6 weeks from February 5–March 22, 2024.

• Session 1: Week 1-In person in Truro (Friday, February 9)
• Session 2: Week 3-Online (Tuesday, February 20)
• Session 3: Week 5-Online Drop-in/Individual consultation on syllabus, etc. (Tuesday, March 5)
• Session 4: Week 6-In person in Truro (Friday, March 22)

In person sessions: Fridays at 11:30 a.m.–1:30 p.m. (Truro Campus, McRae Library, Student Learning Commons)

Online sessions: Tuesdays at 2:30–4:30 p.m.  (MS Teams)

Winter 2024

Instructor: Dr. Kate Thompson, Educational Developer (Scholarship of Teaching and Learning) | thompskm@dal.ca

February 20th - April 5th, 2024

Gamification and Game-Based Learning

This studio course will explore the use of gamification and game-based learning in the higher education context. Topics include exploring how play can enhance student learning, what gamification and game-based learning are, and how they are similar and distinct from one another. We will explore different types of games, some key game mechanics and characteristics, and how these can be applied to learning activities. We will also explore how to design meaningful and educational learning experiences by incorporating existing games into your course. Participants will gain practical experience with gamification and game-based learning by experiencing those concepts as they are applied in the design of the course, and will have opportunities to discuss and develop their own implementations of gamification and/or game-based learning in their own courses.

The course design is blended, and participation is very flexible. Many activities will be asynchronous online activities. There will be a weekly synchronous session (sometimes virtual, sometimes in-person, and sometimes hybrid). Synchronous session times will be determined within the course in consultation with the participants. Participation in the synchronous/in-person sessions is not mandatory, but it’s highly recommended you make it to as many as you can! Successful completion of this course should not require more than about 2 hours/week. The final project is to design a gamification or game-based learning implementation for one of your courses.

No prior gaming experience is required to participate in this course, but participation will certainly involve play!

Enrolment spaces in the course are limited. Please do not register at this time if you have already completed two Studio Courses. If more spaces become available, another Announcement to that effect will be posted.

Course Description

The “Great Disengagement” might be the term future social historians ascribe to the large number of students who flicked off those mics and cameras during our years of pandemic online teaching and learning. The reasons for this are complex and many, most having little to do with how instructors delivered and taught online courses, effectively or otherwise. Seismic social events make unsteady ground and throw up new terrain. They disturb the peace of our fundamental “whys” and “what fors,” making us, teachers and learners alike, unsure of what knowledge and which skills to bring forward into the future. Shouldn’t the classroom, especially the virtual one, be just the place to chart—and create—the map of who we will be called to be, what we will be called to do, in the “post”-pandemic world?

We’ll need an alternative paradigm for the classroom, one in which the lines between teacher and learners, expert and novice, designer and user are blurred. A “Student as Partners” (SaP) paradigm offers this, placing the student in an empowered position to participate in the design and implementation of teaching and learning. In this studio course, we will explore benefits, challenges, and examples of partnering with students in learning, teaching and assessment, and its potential to encourage self-motivation, responsiveness and responsibility within students; and, for instructors, self-reflection, enhanced practice and renewed joy and enthusiasm for teaching.

Learning Outcomes

By the conclusion of this studio course, you will:

• Become familiar with opportunities presented in the SaP literature to overcome challenges that seem particularly intractable in the online environment, such as student participation, academic integrity, and lack of relationship and connection.
• Experience what “partnership” might look and feel like in the co-production of the virtual classroom environment (either Teams or Collaborate and within Brightspace) which will, in turn, provide participants with a large buffet of ideas to apply in your own online and blended classes. Co-production work takes place within our weekly hour together; no extra meetings necessary.
• Form reflective habits for the process of teaching in uncertain and uncharted territory by turning uncomfortable and negative feelings and attitudes—uncertainty, resistance, tension, disagreement, skepticism—into fruitful resources to inform your practice in partnering with students.
• Apply some of the major SaP pedagogical, ethical and practical concepts to the design of an aspect of teaching, learning or assessment, such as: content creation, active learning activities, reflective/metacognitive activities or assignments, classroom discussion, text and material selection, assessments and rubrics, etc., with the hopes that it can be of practical use for upcoming teaching engagements.

Participation & Expectations for Attendance

We will meet once a week in the virtual classroom (variously Teams and Collaborate)—our SaP “laboratory”—trying out practical ways to plan and run synchronous sessions informed by principles of SaP. The topics of discussion within these sessions will be ideas and concepts from the SaP literature. Synchronous session times will be determined within the course in consultation with the participants.

Participants will also spend time in the asynchronous classroom (Brightspace discussion boards). Like the virtual classroom time, engagement in Brightspace will be facilitated to demonstrate ways to employ SaP ideas and frameworks in the asynchronous environment.

Participants should plan to attend all synchronous sessions in addition to completing reflective and project components. Participants should anticipate devoting 1.5-2 hours per week to the course.

Course length

The course will run for 6-weeks from Monday, June 6, 2022 to Friday, July 15, 2022.  More details about the course schedule will be shared on Brightspace and on the course outline.

Registration cap

The capacity of this studio course is a maximum 12.

Instructor

Kate Crane, MA
Educational Developer (eLearning)
kate.crane@dal.ca

Course Description

24% of Dalhousie students are identified as international students. You may see these students in your classrooms at the intersection of learning domains (cognitive, affective, behavioural) from linguistic, cultural, and individually unique perspectives . As an academic who embeds their pedagogy in the principles of EDIA, you might want to know how learning experience can be made inclusive and relevant for all students, including international students who are looking for opportunities to feel they BELONG!

In today’s classrooms, by way of being global citizens, ALL students are international students, and they deserve an education focused on their needs and aspirations as well - an education that connects them with communities and world outside their classrooms. How can the class environment and learning experience be made relevant and inclusive for all students? Research indicates that one way to do this is to make the intended course and lesson learning outcomes global. In this studio course, we’ll explore how global learning outcomes can be embedded within the core course outcomes and encourage students to experience intercultural spaces and develop intercultural competency. If you are an educator who wishes or intends to explore possibilities of addressing the needs of international students in your classrooms and making your classroom environment inclusive for all students, this studio course will help you discover these possibilities and help you start planning the implementation of practical strategies to internationalize your curriculum.

Instructor

Shazia Nawaz Awan, Ed.D., Educational Developer (Internationalization & Intercultural Competency), Center for Learning & Teaching

Schedule

The course will run for 8-weeks from May 9 – June 30, 2022 , and is mostly asynchronous with synchronous components on Tuesday, May 10 & 24 and June 7 & 21 at 11:00 a.m. - 12:30 p.m.

More details about the course schedule will be shared on Brightspace and on the course outline.

Learning Outcomes

Through a full engagement with the course, participants should be able to:

• Recognize the importance of adapting pedagogy for TIS as a timely necessity
• Aimed at TIS, design and add inclusive elements to an existing course
• Plan and apply strategies explored during the course to an existing/ongoing course
• Demonstrate a shift in making a move to adapt your pedagogy more relevant for TIS

Course Organization

The 8-week course is organized into three modules, one task-week of working on the presentation for the panel and one panel-discussion-week. Bi-weekly module tasks include:

• Collaborative e-social reading on Perusall (one-article)
• Personalized reflections and relevance submissions (3 in total)
• Use of Educational technology (EdTech) to develop a Community of Practice (CoP) through engagement on Teams for flexible interaction
• Course feedback surveys (two in total/one in week 5 and one post course)

Course Registration

Registration for this course is now closed.

Note: The capacity of this studio course is a maximum 15, and priority will be given to those who are registered in the Faculty Certificate in Teaching and Learning.  If you are not a member of the Faculty Certificate Program, you will be placed on a waiting list. If seats become available, the Centre for Learning and Teaching will contact those on waiting lists beginning 2-weeks prior to the start of the course and until the course begins.

Instructor

Kate Thompson, PhD
Educational Developer (eLearning)
Email: thompskm@dal.ca

This studio course will explore the use of gamification and game-based learning in the higher education context. Topics include exploring how play can enhance student learning, what gamification and game-based learning are, and how they are similar and distinct from one another. We will explore different types of games, some key game mechanics and characteristics, and how these can be applied to learning activities. We will also explore how to design meaningful and educational learning experiences by incorporating existing games into your course. Participants will gain practical experience with gamification and game-based learning by experiencing those concepts as they are applied in the design of the course, and will have opportunities to discuss and develop their own implementations of gamification and/or game-based learning in their own courses.

The course design is blended, and participation is very flexible. Many activities will be asynchronous online activities. There will be a weekly synchronous session which will usually be held virtually, and there will be at least one in-person session (regulations permitting). Synchronous session times will be determined within the course in consultation with the participants. Participation in the synchronous/in-person sessions is not mandatory, but it’s highly recommended you make it to as many as you can! Successful completion of this course should not require more than about 2 hours/week.

No prior gaming experience is required to participate in this course, but participation will certainly involve play!

After a long year of teaching online you might be wondering, “ How will I use everything I’ve learned and designed in my in-person classes?” Regardless of the rapid (and stressful) transition to online, both faculty and students have identified aspects of online instruction that they either benefitted from or even enjoyed. There are several options for designing an on-campus course that incorporates the elements of online teaching that worked for you and the students. This studio course explores the potential for more blended teaching and learning in the post-pandemic world. Participants will have the opportunity to learn more about blended course instruction and apply blended strategies to their own courses.

Learning outcomes

Through full engagement with the course, participants should be able to:

• Design a course that is adaptable.
• Apply learner-centered principles of curriculum alignment to blended course design.
• Recognize a variety of opportunities for blended engagement in an in-person course.
• Transition online courses to blended instruction by making evidence-informed choices about course design.

Instructors

• Susan Joudrey, Associate Director, Centre for Learning & Teaching
• Jill McSweeney-Flaherty, Educational Developer (Scholarship of Teaching and Learning | Classroom Spaces), Centre for Learning & Teaching

Schedule

The course will run for 6-weeks from 18 Oct – 26 November 2021, and is mostly asynchronous with synchronous components on:

• Tuesday, Oct 19, 9:00 – 10:30am
• Tuesday, Nov 2, 9:00 – 10:30am, and
• Tuesday, Nov 23, 9:00 – 10:00am. 

More details regarding the course schedule will be available soon.

Capacity

Max enrollment 20 participants with priority those enrolled in the Faculty Certificate Program and who taught online during the 2020-21 year.

*Those not enrolled in the program or have not taught online during the 2020-21 term may still register and will be notified on Wednesday, October 6, on a first-come-first-served basis, if a seat becomes available.

After a long year of teaching online you might be wondering, “Will I be able to use everything I’ve learned and designed once we return to in-person classes?” Regardless of the rapid (and stressful) transition to online, both faculty and students have identified aspects of online instruction that they either benefitted from or even enjoyed. There are several options for designing an on-campus course that incorporates the elements of online teaching that worked for you and the students. This studio course explores the potential for more blended teaching and learning in the post-pandemic world. Participants will have the opportunity to learn more about blended course instruction and apply blended strategies to their own courses.

Learning outcomes

Through full engagement with the course, participants should be able to:

• Design a course that is adaptable.
• Apply learner-centered principles of curriculum alignment to blended course design.
• Recognize a variety of opportunities for blended engagement in an in-person course.
• Transition online courses to blended instruction by making evidence-informed choices about course design.

Instructors

Susan Joudrey, Senior Educational Developer (Curriculum), Centre for Learning & Teaching  
Jill McSweeney-Flaherty, Educational Developer (Scholarship of Teaching and Learning | Classroom Spaces), Centre for Learning & Teaching

Schedule

The course will run for 5-weeks from 5 July - 6 August 2021, and is mostly asynchronous with synchronous components on:

• 8 July, 2:00-3:30pm 
• 22 July, 2:00-3:30pm, and 
• participant presentations on 3 August, 2:00-3:30pm and 5 August, 2:00-3:30pm.  

More details regarding the course schedule will be available soon.

Capacity

Max enrolment 20 participants, with priority to those enrolled in the Faculty Certificate Program who also taught online during the 2020-21 term. 

*Those not enrolled in the program or have not taught online during the 2020-21 term may still register and will be notified on Monday, June 28, on a first-come-first-served basis, if a seat becomes available.

Tragically, it took the murder of George Floyd, an unarmed Black man at the hands of a white Minneapolis police officer, to awaken many white people (especially within the United States and Canada), to anti-Black and anti-Indigenous violence and systemic racism.  Although Floyd’s murder was what finally drew the attention of folks who had previously been unaware, there are countless individuals who have died or been brutalized, both before this event and afterward, and in both the United States and Canada. The news has erupted with those individuals’ stories, and once-silenced survivors are stepping forward at a time when it seems that the ‘dominant’ culture might actually be listening, and that there is the possibility of reform. And in all of this, social media is rife with many white people asking, “What can I do?”

Taking this course can be one small, first step, by assuming the responsibility of educating ourselves to address systemic racism and oppression within our own institution. As white teachers and academics, we will take on this work under Kayla Reed’s (Executive Director, Action St. Louis), “A.L.L.Y” framework*:

• Always centre the impacted
• Listen and learn from those who live in oppression 
• Leverage your privilege
• Yield the floor

Through anti-racist and anti-oppressive theory and voices, we will learn how to position ourselves, our disciplines, and our institution in relation to the systemic racism and oppression in which they are embedded, and that they reinforce and reproduce those systems. We will simultaneously determine how to put into practice what we have learned. Anti-racist and anti-oppressive education are relevant in every discipline, and folks from every Faculty are encouraged to engage in this critical work.

While open to anyone, this course is designed for those who are just beginning their anti-racist and anti-oppressive education learning journey.

Outcomes

By the end of this course, you will be able to:

• Uncover and discuss how racism and oppression are replicated and reinforced in all institutional spaces  
• Identify and plan how you will apply each component of the ALLY framework in your teaching, research, and academic (and personal) lives
• Begin to connect anti-racist/anti-oppressive education to Culturally Responsive Pedagogy
• Through a scaffolded process, create a final project (as required for the Faculty Certificate Program)
• Embrace these first developmental steps as part of lifelong learning

This course is primarily asynchronous (through Brightspace and Microsoft Teams, with opportunities (but no requirement) to meet synchronously one-on-one with the instructor, and/or with your peers (via Teams). Course modules, assignments, and opportunities for engagement will be released every two weeks (five modules for 10 weeks, from May 17 to July 12, 2021.)  Opportunities for synchronous discussion or other connections--dates and times-- will be determined by participants.

This studio course can be completed as part of the Faculty Certificate Program, offered through the CLT.

Facilitator

Tereigh Ewert
Senior Educational Developer (Diversity and Inclusivity)
Centre for Learning and Teaching

Post-secondary institutions often focus on the first-year transition into university and retaining students once they arrive. Faculty members and staff are regularly called upon to redesign their teaching and learning practices to help address these concerns. However, little attention is paid to helping students transition out of university. How do our programs prepare students for their futures beyond academia?

This studio course provides an opportunity for faculty to consider supporting student success in their role as educators and disciplinary experts. We will tackle questions such as: What should a course incorporate to foster student success beyond the university? How can program design support students’ post-university aspirations? What is the role of teaching and learning in promoting students’ future successes? Who defines success? Participants will have an opportunity to reflect on their courses and program, and share some of the ways they use their teaching opportunities to support student success.

Instructors

Susan Joudrey, Senior Educational Developer (Curriculum), Centre for Learning & Teaching 
Karen McCrank, Director of Advising & Career Services

Schedule

The 6 week asynchronous course will run from 15 March – 23 April 2021.  More details regarding the course schedule will be available soon.

Enrolment

To participate in the course, please complete the registration form. There is an enrollment cap of 20 participants, with priority to those enrolled in the Faculty Certificate Program. Those not enrolled in the program may still register and will be notified on a first-come-first-served basis if a seat becomes available.

Contact

clt@dal.ca

Registration is limited to those enrolled in the Faculty Certificate.  Spots will open up to the public on December 2.

Course Description

What a joy to start each class on the edge of your seat.  Those first few minutes really matter: they set the stage for our collective learning experiences.  They send signals about who belongs, what is expected, and most importantly, what is possible in your class or course. 

Our time matters.  In this studio course, we focus on how you can make the first fifteen minutes of your class meaningful for you and your students.  We’ll work on building a toolkit of engagement hooks and focusing activities and we’ll develop your confidence in getting your classes started.

Course Learning Outcomes

By the end of the course, my expectation is that you will be able to:

• skillfully use at least two different structures for designing the first fifteen minutes of class;
• demonstrate competence in facilitating at least three focusing activities;
• harness and convey your enthusiasm for your course subject material and students by designing opening exercises around an engagement hook;
• plan braver classes that are more responsive to the students in them; and
• effectively give and receive feedback about your teaching and learning experience.

Schedule

The course will be offered online and synchronously.  It has been designed to support your (likely online) teaching.  Put another way, participation in the course should help you prepare for the classes you are teaching:  it should not create (entirely) new work.

The course will be highly interactive.  The instructor will offer an overview of some of the scholarship of teaching and learning that supports our activities, but most of the course will be spent designing, delivering, and receiving and providing feedback on teaching and classroom experience. 

Enrollment

The course will be capped at 16 students. It is expected that students attend all sessions.

Evaluation

Preparation of at least three, and possibly four or five, “first 15 minute” teaching and learning sessions. Submission of a maximum three page reflection essay, due February 8.