Dal Alert!

Receive alerts from Dalhousie by text message.

X

Studio Courses in Teaching and Learning


The Studio Course will offer faculty members dedicated time and guidance to explore an aspect of teaching and learning in greater depth than in an introductory workshop. Studio Course participants will meet for approximately 8 hours during the semester, and will emerge from these courses having embarked on a project of meaning and substance.

Upcoming Studio Course

Topics in Science Teaching: Through the Visualization Lens (Truro)

In this studio course, we explore a number of key questions in science teaching and learning through the lens of visual representations (such as graphs, maps, symbols, diagrams, and photographs) used in science. 

Studio Course Brochure
 

This Studio Course will take place on the Truro campus and will run on June 29 and July 6, from 10:30 – 3:30, in Haley 254, on the Agricultural Campus.

The course is open to Dalhousie faculty members including part-time academics. Post-doctoral fellows or staff members who teach may also attend.

The Studio Course is project based. Completing the project will require certificate participants to submit two pieces of writing:

  1. A course module or detailed lesson plan incorporating the use of visual representations particular to that scientific discipline, designed through consideration of some of the key questions and issues discussed in the course.
  2. A reflection that comments on the participant’s thinking about science teaching in general and key questions/issues arising in the course, in particular how the module or lesson plan is designed to improve students’ learning and understanding of the course material, and how the module or lesson plan will fit into the course as a whole.
  • Attendance both days of the course is required, and the second day will be project working time and an opportunity for questions and further discussion.
  • Those participating for credit towards the Faculty Certificate Program are expected to attend all sessions and complete all Studio Course activities.

Learning Outcomes… Successful Studio Course participants will:

  • Start asking questions about the nature of science and what it means to be a chemist, biologist, earth scientist, etc., in the 21st century
  • Investigate the use of visuals as a means to think about, do, and communicate science
  • Identify and describe key principles of learning and development and their implications for teaching and learning in the university sciences
  • Examine such considerations as uncertainty and randomness, scale and patterns, rates of change and quantitative reasoning, bias and multiple perspectives, etc., and explore how we might address these to support students’ scientific understanding
  • Evaluate possibilities for teaching problem-solving, as well as critical and creative thinking to enhance students’ learning in the sciences

Register for this Studio Course

For more information on this Studio Course, please contact the instructors:

Anne Marie Ryan, PhD
Department of Earth Sciences
University Teaching Fellow
(902) 494-3184
amryan@dal.ca
Gillian Gass, PhD
Department of Biology
Senior Instructor
(902) 494-8445
gillian.gass@dal.ca


 

Past Studio Courses

Topics in Science Teaching: Through the Visualization Lens (Halifax)

In this studio course, we explore a number of key questions in science teaching and learning through the lens of visual representations (such as graphs, maps, symbols, diagrams, and photographs) used in science.

Studio Course Brochure

The sessions will run on June 8, 11, 12, 13, and 14 from 10:00 am to 12:30 pm, in the Academic Resource Centre, Wallace McCain Learning Commons.

The Studio Course is project based. Completing the project will require certificate participants to submit two pieces of writing:

  1. A course module or detailed lesson plan incorporating the use of visual representations particular to that scientific discipline, designed through consideration of some of the key questions and issues discussed in the course.
  2. A reflection that comments on the participant’s thinking about science teaching in general and key questions/issues arising in the course, in particular how the module or lesson plan is designed to improve students’ learning and understanding of the course material, and how the module or lesson plan will fit into the course as a whole.
  • Attendance at the first four days of the course is required, and the final day will be project working time and an opportunity for questions and further discussion.
  • Those participating for credit towards the Faculty Certificate Program are expected to attend all sessions and complete all Studio Course activities.

Learning Outcomes… Successful Studio Course participants will:

  • Start asking questions about the nature of science and what it means to be a chemist, biologist, earth scientist, etc., in the 21st century
  • Investigate the use of visuals as a means to think about, do, and communicate science
  • Identify and describe key principles of learning and development and their implications for teaching and learning in the university sciences
  • Examine such considerations as uncertainty and randomness, scale and patterns, rates of change and quantitative reasoning, bias and multiple perspectives, etc., and explore how we might address these to support students’ scientific understanding
  • Evaluate possibilities for teaching problem-solving, as well as critical and creative thinking to enhance students’ learning in the sciences

 For more information on this Studio Course, please contact the instructors:

Anne Marie Ryan, PhD
Department of Earth Sciences
University Teaching Fellow
(902) 494-3184
amryan@dal.ca

Gillian Gass, PhD
Department of Biology
Senior Instructor
(902) 494-8445
gillian.gass@dal.ca

Integrating Technology into Your Teaching Practice

Technology impacts teaching practice and this course will help faculty with strategies to increase the benefits of that impact.  This studio course will begin by addressing foundational decisions regarding when to use technology and for what reasons in one’s teaching practice. 

By the end of the studio course, participants will be able to:

  • Evaluate any educational technology through hands-on experience;
  • Apply any technology in the design of a course activity, module, or other related part of teaching practice;
  • Explain choice of educational technology based on considerations of purpose of activity, learning outcomes, and learner characteristics in selection process;
  • Identify the rationale and benefits attributed to integrating technology with learning activities;
  • Identify challenges and risks associated with implementing technologies in learning activities.

Participants will choose a project that applies to their practice.  The idea is to appropriately select a technology that will benefit an element of one’s practice.  Participants will submit their rationale for the project in an online repository and then present the results of their work to the other course attendees during the last session.  This will be a blended delivery and take approximately 6 weeks to complete.  Participants are welcome to attend from all campus locations remotely. 

Faculty who are not a part of the certificate program at this time are welcome to attend any of the sessions in any way they see beneficial.  Only faculty who need this course to count towards their certificate are required to complete all elements outlined in the schedule.

The capacity of this studio course will be 20 participants.  Participants are expected to bring a browser enabled device.  Those participating in the faculty certificate program will be expected to attend all sessions and complete all mandatory online activates.  All weeks will have online components.  Participants may spend more time beyond what is in the expected time column depending on their project topic and digital competency.  Week 6 will only occur if registration is higher than 10, otherwise everyone is expected to present on April 16.  Here is a summary of the course calendar:

Week

Date

Format and Location

Topic

Expected Time Commitment

Time

1

March 19

Online

Introduction to Educational Technology

2hrs

Flexible

2

March 26

Face to Face (B400)

Making Informed Choices

2hrs

11:00am – 1:00pm

3

April 2

Face to Face (B400)

Lab Session

2hrs

11:00am – 1:00pm

4

April 9

Online

Repository Submission

2hrs

Flexible

5

April 16

Face to Face (B400)

Presentations

2hrs

11:00am – 1:00pm

6

April 23

Face to Face (B400)

Presentations (Pending Enrollment)

2hrs

11:00am – 1:00pm

Facilitator

Chad O'Brien, MEd
Instructional Designer
Tel: (902) 494-6792
Email: chad.obrien@dal.ca

Researching Teaching and Learning Across the Disciplines

This short course is designed to introduce faculty members to the field of the scholarship of teaching and learning (SoTL).  In this course, our aim is to explore researching teaching and learning across the disciplines through a facilitated research development process to design a SoTL research project – from defining a research question and placing that question in the context of the relevant literatures, to determining appropriate research methodologies and exploring the ethical implications of your research design.  Throughout the course, you will be introduced to some foundational writings in the field of SoTL, while engaging in practical exercises that will result in a SoTL project that can be undertaken upon completion of the course.

We will meet on Fridays from 2:00 to 4:00 pm, in the Killam Library, Room B400, on the following dates:

  • October 6 
  • October 20
  • November 3
  • November 17

Facilitator

Brad Wuetherick
Executive Director
Centre for Learning and Teaching
Tel: 902-494-6646
Email: Brad.Wuetherick@dal.ca