Studio Courses in Teaching and Learning


The Studio Courses 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 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 Courses

“Scholarly” Teaching & the “Scholarship of” Teaching

We are often asked to engage in both scholarly teaching and the scholarship of teaching, but can forget to acknowledge that while closely related, their intentions and outcomes are different. Scholarly teaching involves the use of evidence-based practices in our teaching, which includes actively reading and critically reflecting on new pedagogical approaches to understand how, why, and when our students are learning. While intertwined with scholarly teaching, the scholarship of teaching and learning (SoTL) involves a systematic approach into studying student learning, through asking questions, gathering evidence, and applying frameworks of inquiry.

Many of us move between scholarly teaching and the scholarship of teaching, but without reflecting on how both overlap, compliment, and are a part of a larger practice of our teaching development. This studio course will explore both concepts and focus on how you can be both a scholarly teacher and produce scholarship about your teaching at the same time.

Please note: This is a face-to-face course on the Halifax campus only.

Course Times
10:00 am - 12:00 pm, Thursdays, B400 of the Killam

  • Class 1: Oct 24, 2019
  • Class 2: Oct 31, 2019
  • Class 3: Nov 7, 2019
  • Class 4: Nov 14, 2019 (Not mandatory, work time and opportunity for feedback)
  • Class 5: Nov 21, 2019
  • Class 6: Nov 28, 2019

Learning outcomes

  • Engage in collaborative conversations with colleagues across disciplines to explore foundational principles of scholarly teaching and the scholarship of teaching and learning.
  • Identify and explore an area of curiosity related to student learning, through critically reflecting on your teaching practice.  
  • Develop a research question grounded in the principles of good SoTL practice and supported by appropriate literature on teaching and learning.
  • Provide peer feedback and support to enhance the scholarly practices of others in the studio course.

Facilitator

Jill Marie McSweeney-Flaherty, PhD
Educational Developer (Graduate Students)
Tel: (902) 494-4300 | Email: jill.mcsweeney@dal.ca

This course has a max capacity of 18 students.

Register for the Studio Course

Inclusivity: Awakening and Enacting Change (POSTPONED)

THIS OFFERING IS BEING POSTPONED UNTIL SPRING 2020-- Please contact the instructor with any questions.

 

Truro Campus: Studio Course

“Diversity and inclusivity” has become a commonly used phrase, but how deeply do we understand these words?  In this course, through active, peer, and reflective learning activities, we will awaken our own interpretations of “diversity” and “inclusivity” and begin to apply our understandings to our life and work at Dal. This course is an excellent pre-cursor to a second studio course being offered in another term, wherein we will dig deeply into applying inclusivity to our teaching practices. Both faculty and staff are invited to engage in this offering.

Time and Location

All classes are face-to-face on the Truro campus, and will not be video enabled. Classes will be held every other Friday, beginning September 20th, from 10:00am-12:00pm in the Haley Boardroom 112.

Dates

Participants must be able to commit to attending all classes: Sept. 20, Oct. 4, Oct. 18, Nov. 1, Nov. 15, Nov. 22

Instructor

Tereigh Ewert-Bauer
Senior Educational Developer (Diversity and Inclusivity)
Dal Centre for Learning and Teaching
Phone: (902) 494.3808
Email: Tereigh.Ewert-Bauer@dal.ca

Past Studio Courses

Integrating Technology in Your Teaching Practice

Facilitator: Chad O'Brien, B.A., B.Sc., B.Ed., MEd
Educational Developer

Register for this Course

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

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.  There will be options to present either face to face in the last week, or to submit a video presentation via Brightspace for review.  This will be a blended delivery (at least 3 classes are face-to-face/video-conference). The course will take 4 weeks to complete. 

The capacity of this studio course will be 16 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 activities.  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. 

If you have questions about the course, please contact the instructor, Chad O'Brien.  

Tel: (902) 494-6792
Email: chad.obrien@dal.ca

Week

Date

Format and Location

Topic

Expected Time Commitment

Time

1

July 3

Online

Introduction to Educational Technology

2hrs

Flexible

2

July 10

Face to Face 

Killam Library (B400)

or

Video-Conference in

MacRae Library Boardroom (208)

 

Making Informed Choices

2hrs

11:00am – 1:00pm

3

July 17

Face to Face 

Killam Library (B400)

or

Video-Conference in

MacRae Library Boardroom (208)

Lab Session

2hrs

11:00am – 1:00pm

3

July 19

Online

Repository Submission

2hrs

Flexible

4

July 24

Face to Face 

Killam Library (B400)

or

Video-Conference in

MacRae Library Boardroom (208)

Presentations

2hrs

 

11:00am – 1:00pm

4

July 25

Face to Face 

Killam Library (B400)

or

Video-Conference in

MacRae Library Boardroom (208)

Presentations

(Only if needed)

2hrs

11:00am-1:00pm

 

Beyond Content

Facilitator: Dr. Anne Marie Ryan, University Teaching Fellow

Register for this Course

Date/Time 

Tuesday   August 6 and 13, 9 am – 12 pm
Thursday August 8 and 15, 9 am – 11 am

Location

Wallace McCain Learning Commons, Room 271
Studley Campus only (not available for remote locations)

Course Description

Much of our teaching traditionally focusses on content, the knowledge and skills we deem important within our discipline. This content is embedded in a context that we often leave untapped, so the richness of our disciplines can fail to be meaningfully exposed. What is this context beyond the content? In terms of our teaching, this might include such aspects as the relevance of the discipline to society, globally and locally, and the impact of society on our discipline; helping students unpack their own learning so they learn more deeply (metacognition); exploring the issues that have ethical implications and helping them develop decision-making tools; information literacy in all its guises; and what are often referred to as the “4Cs” of 21stCentury learning, critical thinking, communication, creativity, and collaboration. While we may be engaging students in many of these perspectives, we can also fail to be explicit around this broader context of our disciplines, so students fail to make the connections or see the relevance. 

Using active learning throughout the sessions, this studio course explores a number of these and other aspects of context beyond content, and how, through being more deliberate in our teaching, we can enrich the learning opportunities for our students without compromising the content. Participants can expect to do some reading before and between sessions and to complete a project, in which they integrate the ideas from the course into a framework for one of their own courses.

If you have questions about the course, please contact the instructor, Anne.Marie.Ryan@Dal.ca

Inclusive Teaching Approaches and Practices

COURSE DESCRIPTION: Embracing student-centred pedagogy, as well as engaging in critical self-reflection, studio course participants will examine ways in which their classes may inadvertently create barriers for marginalized students. We will uncover, consider, and apply inclusive approaches and practices that will help mitigate these barriers and support all students’ learning. The four-week course culminates in a final project.  Participants should complete the course with practical skills and knowledge that can be immediately applied in their next classes and courses. Topics include: barriers to student learning and an introduction to inclusive teaching; practical and applied strategies including active and group learning; inclusive teaching online; and inclusive assessment.

Course Details: Tuesdays, 9-11 AM on February 5, 12, 26, and March 5, 2019: inclusive
Participants will attend all four sessions.

Participants will attend all four sessions and should plan time between sessions for working on projects.

For more information and to register for this studio course.

Engaging in the Scholarship of Teaching and Learning

COURSE DESCRIPTION: This studio course is designed to introduce faculty members and instructors to the field of the scholarship of teaching and learning (SoTL).  In this course, we will reflect on the value of SOTL and explore researching teaching and learning across the disciplines through a facilitated research development process to design a SoTL research project. Drawing from our own disciplinary backgrounds, and often working collaboratively, we will define a research question and place that question in the context of the relevant literatures, determine appropriate research methodologies, and explore the ethical implications of your research design.  Throughout the course, we will draw on some foundational writings in the field of SoTL, and engage in practical exercises that will result in a SoTL project that can be undertaken upon completion of the course.

Course Details: Wednesdays from 11am to 1pm
February 6, 13, 27, and March 5, 2019: inclusive 
Killam Library, room B-400. 

Participants will attend all four sessions and should plan time between sessions for working on projects.

For more information and to register for this studio course.

Introducing Students to Research Paper Writing

Studio Course Description:
In this studio course you will have time to rethink the use of research papers for university students (especially first-year or inexperienced students). The course includes four class sessions in which we will discuss student preparedness for writing, learning outcomes, activities that sequence learning, appropriate feedback, and rubrics for papers. The course will culminate in the presentation of research a paper assignment project for one of your classes. The intent is to develop a deeper understanding of and new approaches to research paper assignments.

Click Here for More Information and to Register

Inclusivity: Awakening and Enacting Change

COURSE DESCRIPTION: “Diversity and inclusivity” has become a commonly used phrase, but how deeply do we understand these words?  In this course, through active, peer, and reflective learning activities, we will awaken our own interpretations of “diversity” and “inclusivity” and begin to apply our understandings to our life and work at Dal. Setting goals and keeping an “inclusivity journal” are significant course components. This course is an excellent pre-cursor to a second studio course being offered in another term, wherein we will dig deeply into applying inclusivity to our teaching practices.

Course Details: The course will take place on five consecutive Wednesdays (September 19, 26, October 3, 10, and 17) from 1:00-3:00pm in the Killam Library, room B-400. 

Click Here to Register

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


 

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