Dalhousie Conference on University Teaching and Learning
COVID-19 Notice: March 13, 2020
Dalhousie University is actively monitoring the COVID-19 situation in Halifax, across the Maritimes, and across the country. As of today, March 13, 2020, we regret to inform you that the Dalhousie Conference on University Teaching & Learning (DCUTL) has been cancelled. Earlier today, the Nova Scotia Public Health Authority has asked for all gatherings of 150 or more people be cancelled, and we anticipate further messaging from Dalhousie University related to cancelling any non-essential gatherings or events. Since the conference was cancelled by Dalhousie University, all participants who have already registered will receive a full refund.
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 firstname.lastname@example.org.
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.|