Dalhousie Conference on University Teaching and Learning
The DCUTL is a great experience for higher education enthusiasts to come together and explore new ideas and ways to educate students, and we share your disappointment at this news. Our priority is the wellbeing of faculty, staff, registrants, and the local community.
Please note that Dalhousie University is not responsible for any travel related costs due to cancellation. If you have any questions, please email us at email@example.com.
Educating the Whole Student
April 28th, 29th & 30th, 2020
Students enter and leave their post-secondary education with a multiplicity of commitments and identities that inform their experiences as learners. The majority of 21st-century students juggle jobs, family, health, and finances, in addition to coursework and planning for the future. Teaching the whole person – encompassing mind, body, heart, and spirit – addresses these competing pressures by affirming students’ and instructors’ humanity. According to Schoem, Modey and St. John (2017), supporting the whole student through teaching and learning provides a number of benefits by increasing “student commitment to learning because students see themselves as part of an engaged, supportive and caring scholarly community” (p. xii). How do we consider these factors as we educate the whole student at our institutions?
Dr. Bryan Dewsbury
Assistant Professor of Biology
University of Rhode Island
|Meaningful enactment of inclusive practices needs a clarity of vision of the inclusive futures we hope for students and ourselves. Pure application of best practices is inauthentic if the practitioner does not fully understand the social context of the teaching and learning process. In this talk, I discuss inclusive practices in the context of their meaning and purpose. I will also provide specific examples from my classrooms on the practice and impacts of inclusive approaches.|