Directors

As the Executive Director of the Centre, I represent our team across the University’s strategic and decision-making bodies.

This connects the Centre with the full breadth of Dalhousie’s educational mission and is key to the pedagogical leadership we provide within the University. My position also facilitates regular contact with those who lead Dalhousie’s Faculties and Units, helping us tailor our services to the diverse needs of the community we serve. Furthermore, it is my pleasure to represent Dalhousie in national and international organizations dedicated to advancing teaching and learning in Higher Education.

I come to this work from an interdisciplinary background rooted in the intersections of pedagogy, the philosophy of art, and the anthropology of performance, with degrees from the Royal Central School of Speech and Drama, and Royal Holloway, University of London. My career has incorporated teaching the history and practice of European and World Theatres; moderating national research qualifications; developing nationwide Science Education programs; teacher training, and accrediting Health Administration programs across North America. I founded the UK’s Write the Girl playwrighting program for young women, and I am a Founding Member of the Chartered College of Teaching.

If you have any questions or comments about the work of the Centre and how we can better fulfill our mandate to serve the Dalhousie community, please do not hesitate to reach out using the contact button.
 

As Director of the Centre, I work closely with the Executive Director to support the Centre’s strategic plan and to align it with the university’s priorities and the goals of the Centre. Leading the on-going development, planning, and execution of the Centre’s various programming, projects, and events to enhance teaching and learning at Dalhousie, I also work closely with the CLT team to ensure our work is in alignment with current trends in higher education and that we are responsive to faculty and student needs for their professional development of teaching to enhance student learning.

I have been instrumental in policy creation at Dalhousie related to teaching and learning and in supporting faculty applications for regional and national teaching awards.  I have also been active on a variety of national level committees through the Society for Teaching and Learning in Higher Education (STLHE) and the Educational Developers Caucus (EDC).  My research, presentations, and publications in the context of the scholarship of teaching and learning and the scholarship of educational development, have included investigations on the teaching development of graduate students, women in academe, the development of educational developers, the impact of informal faculty conversations on their teaching, and educational developers well-being.  I am currently an Associate Editor for the International Journal for Academic Development. 

After graduating with a Phd in history from York University, I taught Modern British History and the History of Science for seven years at York University and at Dalhousie University and during that time published two books and two book chapters in my area of speciality, women in science.

I have worked at CLT since 2002 and I am a recipient of the 2016 Dalhousie Professional and Managerial Group’s Award for Outstanding Achievement. 

Shakir leads the Education Technology team and serves as Dalhousie’s institutional lead for Generative AI in learning and teaching. He collaborates closely with academic and administrative leaders across the university to ensure digital tools are intentionally designed and systematically supported to foster accessible, high-quality student learning experiences. 

With over a decade of leadership experience in digital transformation, Shakir has guided academic technology teams across North America and the Middle East. Prior to joining Dalhousie, he held management and strategic roles at the University of Toronto’s Temerty Faculty of Medicine, York University’s Schulich School of Business, and Northwestern University in Qatar. 

Shakir holds a Doctor of Education (EdD) from the University of Southern California, with research focused on the pedagogically-driven integration of technology into teaching practice. He also earned a Master of Education from Pennsylvania State University and a Bachelor of Science from Carnegie Mellon University.

Educational Developers

As an Educational Developer (Accessibility & Student Accommodations), I work with faculty and academic units to design learning experiences where accessibility is understood as foundational to meaningful learning - ones that encourage engagement, diversity, and connection for learners and teachers alike.

I’m especially excited by learning environments based in exploration and designed to invite  layered opportunities for participation - rather than being simply delivered. I love working with educators to create environments where lived experiences bring depth and perspective to learning, shaping an inclusive campus culture.

I hold a MEd in Social Justice Education from the University of Toronto (OISE), which provides the framework for reimagining accessibility in postsecondary. Outside of my role at Dalhousie, I serve on the Board of Directors at Elizabeth Fry Mainland Nova Scotia and teach part-time at Saint Mary’s University. Together, these focus my work towards empowerment both inside the classroom and into the communities they’re part of. Outside of work, you’ll most likely find me tackling my latest hobby (typically with more optimism than expertise).

Alongside my colleague Les Tyler Johnson, I consult with faculty around the online, digital and virtual aspects of courses and programs, and the unique pedagogical challenges and opportunities these present. I help faculty make appropriate choices between available educational technology and virtual facilitation techniques that are in line with their pedagogical goals and values.

My teaching and learning interests include the “students as partners” research and pedagogical paradigm; and “post-digital” or, more broadly, socio-material perspectives on teaching and learning. These perspectives helps us think the “online” and the “face-to-face” through one another, rather than as distinct arenas of teaching & learning, opening up avenues toward pedagogical expressions that can creatively respond to a reality in which the “online,” “digital” and “physical” are intertwined—or even, inseparable.

I have a master’s degree in social anthropology from Dalhousie. My research interests include the experiences of internet/digital workers, and questions of time, space, and materiality in labour and community struggles.

My focus as an Educational Developer is on supporting the creation of courses that are learner-centered, accessible, and that integrate emerging technologies in ways that promote student learning. I do this through consultations, and by facilitating workshops and courses on online course design, Universal Design for Learning, generative A.I., and digital accessibility. Outside of CLT, I teach Zumba part-time, and you’ll often find me making art, sewing, digging in soil, reading, or playing video games.

I am the Centre’s Educational Developer, Indigenous Knowledges & Ways of Knowing, working across the university to support the advancement of Dalhousie’s Indigenous Strategy, Indigenization, and curriculum decolonization. As Anishinaabe Sturgeon Clan, I approach this work from my positionality as an uninvited guest in Mi’kma’ki.

I hold a Master of Arts in Indigenous Governance from the University of Victoria, and I have taught as a part-time instructor at Saint Mary’s University and Dalhousie University, offering courses on gender and law, Indigenous history, film, and research methods.

My research and professional interests include wholistic and relational Indigenous pedagogies, place-based learning, trauma-informed teaching, and anti-colonial course design. I am also a trained Circle facilitator through the Wilfrid Laurier University Centre for Indigegogy.

Outside of academic work, I enjoy kayaking, beading, reading, and attempting to train my ever-growing pack of dogs. 

As Educational Developer, Culturally Responsive Pedagogy (CRP) and Global Engagement (GE) at Dalhousie University’s Centre for Learning and Teaching (CLT), I work across faculties, departments, and units to create learning environments where diversity, equity, cultural responsiveness in teaching, and global learning are integral to teaching and learning. My focus is on supporting educators to design and deliver courses that are not only globally relevant but also culturally responsive—valuing multiple ways of knowing, dismantling systemic barriers, and integrating underrepresented voices.

I collaborate with instructors and academic units to integrate CRP principles into curriculum design, assessment, and classroom practice. This includes embedding equity-oriented approaches, connecting local and global perspectives, and cultivating teaching practices that affirm students’ cultural identities and lived experiences. Through workshops, consultations, courses and curriculum reviews, I help faculty and teaching teams move beyond surface-level inclusion toward transformative pedagogies that center belonging, dialogue, and intercultural competence.

My work also supports initiatives in global engagement, from developing courses with international or intercultural impact to building the capacity of educators to navigate culturally complex classrooms. I emphasize that engagement with global learning and development of intercultural teaching competencies are ongoing, embedded processes—essential to improving educational quality, fostering inclusive excellence, and preparing students to thrive in an interconnected world.

With extensive experience in classroom teaching and professional development facilitation, I have collaborated with faculty and students both within Canada and internationally. I am passionate about working with educators to reimagine higher education as a space where global perspectives, cultural responsiveness, and equity-driven practices inform every level of teaching and learning.

As the Centre’s Educational Developer (Student Development), my work focuses on enhancing graduate students’ teaching and learning skills and experiences. I design, coordinate, and facilitate programs, workshops, and events for graduate students, postdoctoral fellows, and teaching assistants. Centre’s offerings include, but are not limited to, the Certificate in University Teaching and Learning (CUTL), the CNLT 5000 course, the Micro-teaching Program, the Graduate Teaching Dossier Retreat, and the Teaching Assistant Professional Development Days. I also offer one-on-one consultations to support the development of teaching skills and capacity. 

I hold a PhD in Education from Concordia University, where my doctoral research examined the discourses of international graduate students in Canadian universities through a decolonial lens. Prior to joining Dalhousie, I was an instructor at Concordia University, teaching across both engineering and education. My courses included Social and Ethical Dimensions of Technology, Sociology of Education, and Diversity of Education. I have also facilitated graduate-level seminars on university teaching. My work has been recognized with an EDI Research Award, and I was selected as a Public Scholar for my contributions to research and community engagement. 

My teaching philosophy emphasizes active learning and building on students’ prior knowledge. I view the classroom as a collaborative space where the instructor is not the sole source of knowledge but a facilitator who helps advance collective understanding. You will often find me leading sessions where students are moving, engaging with one another, and learning through co-creation and collective engagement.

I provide strategic leadership for curriculum and educational development projects across the university. I advise and support deans, directors, chairs, and unit leads through the lifecycle of academic programs: from the preparation of proposals for new program development, proposals for modifications to existing programs, undertaking self-studies for program reviews, and implementing curriculum and program evaluation plans. This support often involves articulating learning outcomes, curriculum mapping, and syllabi reviews. I also coach and support instructors to enhance their pedagogical approaches through confidential consultations, resource development, and innovative professional development initiatives, including Teaching Tuesdays (CLT Virtual Drop-Ins) and the Resilient Classroom Series.

Through our collaborative work, my goal is to foster learning environments where our students feel seen, valued, and empowered with curriculum that acts as both mirrors reflecting their experiences and windows introducing them to new perspectives.

Following my passion for education from very early in my life, I have acquired 25 years of experience supporting students across the lifespan, of which the past 19 years has been in 7 post-secondary institutions in Toronto, Vancouver, and Halifax. I have been teaching at the post-secondary level for 14 years and currently teach in the Department of Psychology and Neuroscience, which keeps me connected to what works best for today’s educators and learners.

I hold a Specialized Honours BA, MA, and Certificate in University Teaching and Learning. My previous training to be a clinical psychologist and conducting 10 years of internationally renowned research influences my evidence-based, humanistic, student-centered approach to teaching and learning. My clinical background also influences my current research interests: exploring the intersection of pedagogy and health (e.g., vocal fatigue, impaired memory).

As an Educational Developer (Student Development), my role is to enhance students’ teaching development. I am responsible for developing, and facilitating university-wide as well as discipline-specific educational development workshops and professional development programs for graduate students, postdoctoral fellows, and teaching assistants. This includes, but it is not limited to, the Micro-teaching program, the CNLT5000 course, the Certificate in University Teaching and Learning (CUTL), the graduate teaching dossier retreat, etc. I also provide one-on-one consultations with graduate students and post-doctoral fellows to improve the quality of teaching and learning in their classroom.  

I have a PhD in Education from Concordia University in Montreal. I have experience teaching in higher education, mentoring, and supervising undergraduate and graduate students. I believe that learners play an active role in their own learning by constructing knowledge through engaging with materials.

As the Educational Developer (Scholarship of Teaching and Learning), I support and promote the Scholarship of Teaching and Learning (SoTL) at Dalhousie by working with instructors, academic departments, and faculties. This work includes delivering professional development opportunities like the Centre’s SoTL Scholars Program, as well as workshops and consultations surrounding SoTL topics. I sit on Dalhousie’s Social Sciences and Humanities Research Ethics Board (SSHREB), and am available to support faculty in preparing REB applications for their SoTL projects. I also administer and support the Centre’s university-wide teaching and learning grants. 

In addition to my SoTL work, I have a passion for all kinds of innovative and emerging pedagogies. I consult with faculty about implementing gamification or game-based learning activities, and am interested in discussing and learning about other emerging trends such as the use of XR (extended reality) in educational settings.

My graduate work in cognitive psychology focused on memory, attention, and learning. I also have several years of instructional design experience. My educational philosophy centers around creating interactive and engaging learning experiences, as well as tailoring teaching and assessment strategies to the type of learning that needs to occur.

Education Technology

Faculty support specialists provide live, virtual, or email technical support for Brightspace, Panopto, and other instructional technologies available at Dalhousie.

Virtual Support (for Dalhousie instructors)

Monday to Friday, 9 am–8 pm (Atlantic)
Enter the virtual drop-in support session.

Student Learning Experience Questionnaires (SLEQ)

Bruno Roy began his career at Dalhousie University in 1999, after graduating from Dalhousie with a Bachelor Degree in Sociology and Anthropology. Throughout this time, he has supported faculty with technical troubleshooting and computer-based projects. Currently, Bruno leads the institution's Student Learning Experience Questionnaire team, and leads the implementation, processing and dissemination of the SRI evaluations and reports. He also supports the Centre with technical troubleshooting, as well as advise on and support equipment and technology.  In 2019, Bruno received the Blue Expert certification.

As the SLEQ Technician, I am the first point of contact for those who email SLEQ. I assist faculty, staff, and students with their questions; prepare end of semester evaluations and reports; and update the SLEQ website with relavent information and resources.

I am a graduate of the Library and Information Technology program at NSCC and have worked in the document management field (primarily faculty evaluations) since 2022.

Videography

I am the Centre's videographer and my job is to assist programs within the university with all their video needs that may arise throughout the year with regard to communicating lessons and labs with students and faculty.

I am a graduate of the Radio and Television Arts program at NSCC, I have spent the last 5 years doing freelance video work in the areas of sports, corporate story telling, end event livestreaming.

Administration

I manage administration and operational activities for the Centre for Learning and Teaching. This involves CLT budget management and financial administration, awards and grants administration, human resources management, communications, as well as project management and oversight for CLT projects, committee, or working groups.

I obtained my Master of Business Administration degree from Aston University (UK, full scholarship) and gathered my experience in global management/ HR consulting firms and multinational companies. Prior to joining Dalhousie, I designed operating models and organization structures to drive business strategy and delivered HR and IT transformation programs for companies across Asia, Europe, and North Americas.

As the Communications and Event Planning Coordinator at the Centre for Learning and Teaching (CLT), I provide project management oversight for all CLT events. This includes coordinating and supporting workshops and annual events such as retreats, TA Days, New Academic Staff Orientation, and the Dalhousie Conference on University Teaching and Learning (DCUTL). I play a key role in managing event logistics, including room bookings, program scheduling, and communications with presenters and session leads. I also oversee event budgets, registration systems, catering arrangements, and support social media outreach and feedback development to enhance participant engagement and experience.

In addition to event coordination, I am responsible for maintaining and managing the Centre’s online presence. I collaborate with CLT’s Executive Director and the Associate vice-president academic to produce the monthly eNewsletter Connected Classrooms, manage and produce social media, and develop communications for Centre-focused events, programs, awards, and grants.