Grant Recipients


Privacy Concerns and Privacy Seeking in Online Courses

Recipients Keith Lawson
Amount $1788.00
Students are taught to protect their privacy online; however, online courses assume students will give up privacy and allow fellow students and instructors to scrutinize and evaluate activities and collaborative processes. Students may be willing to give up some privacy when they can see a benefit, but at the same time, they may be fearful of the judgment of peers or instructors and worried about potential violations of personal limits. These concerns could lead them to seek other ways of communicating or it could lead them to avoid online courses altogether. This study seeks to understand what concerns students in online courses have about personal privacy, and to discover what strategies students have to establish and protect their personal privacy.This study will be useful to those seeking to create online courses where students feel their privacy is respected and where they are comfortable participating.

A Formalized Framework for Mentorship of Teaching Assistants

Recipients Lara Gibson and Mindy McCarville
Amount $1,092.00
Teaching Assistants (TAs)in three undergraduate Biology classes will be invited to participate in a formalized mentoring program. The mentoring program will 1) helpTAs to focus on specific skills they wish to develop through their employment, 2) allow the TAs to practice these skills in a teaching setting, and 3) give opportunity for the mentor to provide feedback on these skills in a formalized way. TAs that choose to participate in the mentorship program will be asked to complete two measures of teaching effectiveness at the start and end of their employment. The first measure is The Teaching Perspectives Inventory (TPI) which examines a teacher’s beliefs and approaches to teaching, and the second measure is a survey designed to measure a person’s Teaching Self-Efficacy, or the belief that they can enact change in their students learning. It is expected that formal mentoring will lead to positive changes in one or both of these measures. 

A proposed evaluation framework for a new core course: "Introduction to Indigenous Health and Wellness" for first year nursing, medical and dentistry students

Recipients Dr. Katherine Harman, Amy Bombay, Dr. Margot Latimer, Martin, D., McNally, M.,  Castleden, H.
Amount $3,000
We propose to evaluate a new course "Introduction to Indigenous Health and Wellness". In addition to providing important education for our health professions students, by piloting the course with faculty, we will also be addressing the limited capacity of faculty to develop and deliver content related to Indigenous health and history. Evaluation is central to the scholarship of teaching as it helps us to understand how learners are responding to the course material, the teaching style, the sequence, the context and more (Gurung, Wilson, 2013). The course has received support from Dalhousie’s Academic Innovation Fund, and it is also being closely watched because it is our first course offering in response to the TRC Calls to Action #22-24. We therefore are proposing this evaluation framework for three principle reasons: to be accountable, to assess
the impact of the course on the learners and to have feedback for improvement.

Assessment of Student Learning to Evaluate the Use of an On-line Text through Top Hat Technology

Recipients Dr. Numer, School of Health and Human Performance
Phillip Joy, PhD in Health Program
Rebecca Spencer, School of Health and Human Performance
Amount $3,000
Technologies and social media are changing the way students learn and engage with course materials. Innovative teaching tools, such as multi-media on-line texts, are needed to address this changing environment. Technological platforms, such as Top Hat, are enabling students to
engage with course materials in a variety of ways. Top Hat allows for the production of textbooks that feature dynamic content and are customizable to a course. This project aims to assess the impact of an interactive, on-line text developed through the Top Hat platform on
student learning. A mixed methods approach will be utilized. Focus groups, anonymous on-line questionnaires, and surveys will be used to collect data to evaluate students’ thoughts, experiences, and learning after using the Top Hat text in the course HPRO 4412: Human Sexuality. The results will inform the development the on-line texts and provide insight on student engagement with them.


Impact of Research Consults: Development and Implementation of Assessment Tool

Recipients Robin Parker, MLIS Librarian
Melissa Helwig, MLIS Librarian
Amount $3,000
Research consultations in academic libraries are often unrecognized teaching moments. These consultations take information skills introduced through classroom instruction or online tutorials and further develop them in support of assigned research projects or research assistant duties. The objective of this research is to contribute to the evidence base concerning individual research consultations conducted in academic libraries by addressing the fundamental research question: “How do users apply the knowledge and skills taught in individual research consultations?” The project goal is to validate a research consult evaluation tool to learn more about the impact of individualized instruction in a health sciences library setting with the intention to share the tool with other academic libraries and adapt to different disciplines. The findings of this project will inform teaching practice in the context of library-based research consultations and improve methods to further learning outcomes related to research and information skills.  


Development of R-based Active Learning Exercises in ERTH 2205 – Introduction to Paleontology

Recipient Dr. Owen Sherwood, Department of Eartch Sciences
Amount $3,000
This proposal will test the efficacy of computer modeling exercises in ERTH 2205 (Introduction to
Paleontology) as an active learning pedagogy. By manipulating pre-written code in the open source
platform “R”, students will explore concepts in Paleontology using a series of data mining and modeling
exercises to accompany lecture units. The coding exercises will be designed to promote active learning, improve comprehension and retention of conceptual knowledge, and develop competencies in computer coding, data management, quantitative reasoning and hypothesis testing. The efficacy of this active learning approach will be testing using pre-post exercise testing and through implementation of the Reformed Teaching Observation Protocol (ROTP) scoring rubric.


Using Detailed Rubrics to Enhance Self-assessment Among 1st Year Management Students.

Recipient Paulette Skerrett, School of Information Management, Faculty of Management
Amount $1,040
This project sets out to understand whether student’s self-assessment of the quality of their own work, using detailed grading rubrics could increase the student’s ability to more effectively assess their own work in the future. Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and learning, judge the degree to which they understand explicitly stated goals or criteria, identify strengths and weaknesses in their work and revise accordingly (Andrade & Boulay, 2003; Paris & Paris, 2001). Students are required to assess the quality of their own work on three assignments throughout the Winter term in MGMT 1001. This course is required for all 1st year Management and Applied Computer Science Students. There is an expectation that students who enter university are accomplished learners who take responsibility for their own learning, however Kift, Nelson and Clarke (2010) suggested that from the perspective of the professor this assumption is incorrect. The more learning becomes self-assessed, the more students assume control over their learning and are less dependent on external professor support. Students who are engaged in the process of self-assessment are more likely to apply the technique of self-assessment actively in the future (Boud & Molloy, 2013) and get better at doing it. The regular use of self-assessment builds habits and becomes a natural part of the students learning experience.  


Exploring Mindfulness Meditation in the Introductory Health Promotion Classroom

Recipients Lead: Becky Spencer
Co-applicant: Matthew Numer
Co-applicant: Madison MacQuarrie
Undergraduate Student Researchers: Nicole Blinn, Megan Flynn, Monica Johnson, Elyse Leefe, Kristi Levy, Michelle Lincoln, Samantha Maclellan, Jessie Meisner, Phoebe Owen, Sierra Palachi
Amount $2,843
Students experience many transitions, such as that from high school to university. HPRO 1195: Introduction to Health Promotion offers a unique setting to explore transitions. Mindfulness meditation has been shown to reduce anxiety, enhance attention, and support empathy. Mindfulness meditation is increasingly used in educational settings, though its use in postsecondary classes needs more study. Our purpose is to explore how mindfulness meditation in HPRO 1195 relates to transitions experienced by Health Promotion students. We are using a participatory approach, with students as part of the research team. Qualitative data collection will include anonymous open-ended questions, focus groups, and interviews. Findings will provide insight into student experiences with mindfulness meditation, mindfulness meditation’s relation to transitions experienced by students, and the strengths and limitations of using mindfulness meditation in the postsecondary classroom. The participatory approach will engage students in research early in their studies, and challenge traditional teaching methods through the use of mindfulness meditation to enhance educational experience.


The Development of a Research Trainee Competency Framework: Creating Meaningful Learning Opportunities for the Student Research Scholars of the Healthy Populations Institute

Recipients Dr. Lori Weeks, Dr. Sara Kirk, Dr. Brad Meisner, Dr. Lois Jackson, Maureen Summers, Caitlyn Ayn, and  Ariane Seguin
Amount $3,000

Innovative approach to get the best of Flipped the classroom and Team based learning: Adding value and excitement to class time. 

Recipients Dr. Thejodhar Pulakunta, Dr. Gary V Allen, and Dr. Akram Jaffer
Amount $1,598

Preparing learners for practice through simulation: Competency-based boot camps for fieldwork

Recipients Dr. Niki Kiepek, Dr. Diane MacKenzie, Jonathan Harris, Dr. Joan Versnel, Dr. Brenda Merritt, Dr. Cathy White, Carmel O’Keefe, Dr. Heidi Lauckner, and Karen Landry
Amount $5,000

Factors influencing BScN student knowledge, critical thinking, self-confidence, satisfaction, psychological safety, and experiences of postpartum home visit simulations: A mixed methods approach – Phase 2.

Dr. Faith Wight Moffatt, Dr. Jill Hatchette, and Dr. Cathy Sheffer
Amount $1,940


Sequencing Collaborations Between Writing Centre Teaching and Library Research Assistance

Recipient Dr. Margie Clow-Bohan , Writing Centre, Student Services
Amount $2,148.50

Teaching and Learning About Oppression

Recipient Dr. Wanda Thomas-Bernard, School of Social Work, Faculty of Health Professions
Amount $3,800

Promoting Students Deeper Learning Through Virtual Teamwork

Recipient Dr. Martine Durier-Copp, CFAME, Faculty of Management 
Amount $4,996


Math Readiness Assessment and Learning Plan to Identify and Support At-Risk BScN Students for Optimal Success: A Pilot Study

Recipient Dr. Shelley Cobbett School of Nursing, Faculty of Health Professions
Amount $2,500


Critical Thinking Technology in the Classroom: Self and Peer Assessment of Critical Thinking Presentation

Recipient Dr. Scott Comber, School of Business, Faculty of Management
Amount $2,500


Investigating the Affective Component of Students' Learning Experiences in Blended and Fully-Online Introductory Biology Classses

Recipient Dr. Jennifer Van Dommelen, Department of Biology, Faculty of Science
Amount $2499.80

A Comprehensive Analysis of Evaluative data: Promoting a Meaningful Interprofessional Education for Dalhousie Baccalaureate Nursing Students

Recipient Kathryn Hayward, School of Nursing, Faculty of Health Professions
Amount $2,500

Factors that Influence Successful Learning in Undergraduate Medical Sciences Students

Recipient Dr. Tim Lee, Department of Microbiology & Immunology, Faculty of Medicine (BSc Medical Sciences Program) 
Amount $2,500

Relational Life World Relevance and the New Media Edge: Enhancing and Tracking Student Engagement in a Large Enrolment Introduction to Anthrolopology

Recipient Dr. Brian Noble, Department of Sociology and Anthropology, Faculty of Arts and Social Sciences
Amount $2,500

2014 - Fall

The Challenges and Rewards of Cross-boundary Teams: Assessing the Impact of Experiential Learning Group Projects in Management Without Borders (MWB)

Recipient Jenny Baechler, Faculty of Management
Amount $2,500

Partner for Success: Evaluation of Course-Specific Studying for Success Workshops in First Year Chemistry

Recipients Patricia Laws, Department of Chemistry, Faculty of Science
Jessica Chubbs, Student Success
Amount $2,500

Using Canadian Case Studies in a First Year Environmental Science Class as a Means of Engaging Students in Deeper Learning

Recipient Dr. Susan Gass, Environmental Science, Faculty of Science 
Amount $3,500

Using e-Learning Tools to Enhance Learning within a Role-Play Simulation

Recipient Dr. Matthew Schnurr, International Development Studies, Faculty of Arts and Social Sciences
Amount $5,000

Learning (Research) by Doing: Undergraduate Education in Data-Oriented Environments

Recipient Dr. Talan Iscan, Department of Economics, Faculty of Science
Amount $5,000

2014 - Spring

Testing TopHat: Examining the Impact of Bring Your Own Device Technology on Student Learning Experiences in Large Classrooms

Recipients Dr. Matthew Numer, School of Health and Human Performance, Faculty of Health Professions
Rebecca Spencer, PhD (candidate), Interdisciplinary Program, Teaching Assistant
Amount $2,400


Creation of Podcasts for Online English Class Offerings: Redesign of Existing Class(es)

Recipient Dr. David McNeil. Department of English, Faculty of Arts and Social Science
Amount $4,935


Creating Opportunities for Integrated Experiential Learning Across Courses Within Undergraduate Recreation and Leisure Studies Programs

Recipients Dr. Karen Gallant, Leisure Studies, School of Health and Human Performance, Faculty of Health Professions
Barb Hamilton-Hinch, PhD(candidate )
Dr. Susan Hutchinson
Dr. Laurene Rehman

Dr. Jerry Singleton, Leisure Studies, Faculty of Health Professions
Amount  $4,986


A Randomized Control Trial Investigating Online versus Face-To-Face Clinical Simulation in Relation to Student Knowledge, Anxiety, and Self-Confidence in Maternal-Newborn Nursing

Recipients Dr. Shelley Cobbitt, School of Nursing, Yarmouth Campus, Faculty of Health Professions
Dr. Erna Snelgrove, School of Nursing, Faculty of Health Professions
Dr. Faith Wight-Moffatt, , School of Nursing, Faculty of Health Professions
Amount $4,999


Building Ethics Courses and Ethics Capacity in the Sciences

Recipient Dr. Letitia Meynell, Department of Philosophy, Faculty of Arts and Social Sciences
Amounts $4,700


Hexapod Robotic Demonstration Tool To Improve Student Experiential Learning from Technology in the Engineering System Dynamics, Control Design and Mechatronics Fields

Recipient Dr. Robert Bauer, Department of Mechanical Engineering, Faculty of Engineering
Amount $4,996.58


Exam Item Complexity and Student Knowledge: A Calibration Study of Upper Year Undergraduate Psychology/Neuroscience Students

Recipient Dr. Kim Good, Psychology and Psychiatry, Faculty of Science
Amount $2,500