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DALVision Academic Innovation Funded Projects
DALVision Academic Innovation Funded Projects
DALVision Academic Innovation Funded Projects
DALVision Academic Innovation Funded Projects
DALVision Academic Innovation Funded Projects
DALVision Academic Innovation Funded Projects
DALVision Academic Innovation Funded Projects
DALVision Academic Innovation Funded Projects
DALVision Academic Innovation Funded Projects
DALVision Academic Innovation Funded Projects
DALVision Academic Innovation Funded Projects
DALVision Academic Innovation Funded Projects
DALVision Academic Innovation Funded Projects
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DALVision Academic Innovation Funded Projects

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The DALVision Academic Innovation initiative is designed to support and encourage the expertise and ideas of faculty members and program staff in curricular and program development. It is led by the …

The DALVision Academic Innovation initiative is designed to support and encourage the expertise and ideas of faculty members and program staff in curricular and program development. It is led by the Academic Innovation program of the Office of the VP Academic supported by the expert knowledge in the Centre for Learning and Teaching.

The first set of grants from this initiative is supporting projects designed to implement and evaluate new methods in course delivery, curriculum design and management and other elements of the academic experience.

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  • 1. Team lead: Donna Rogers, Faculty of Arts and Social SciencesIntroduction Objectives Seminar Options 1-3 Seminar Options 4-5The Faculty of Arts and SocialSciences (FASS) recognizes a needfor a first year seminar course thatintroduces our students to the richoffering of programs and coursesavailable at FASS. This elective,seminar-based course will be open toall direct-from-high school, first yearstudents registered in FASS.The five seminar options will draw onthe deep and varied expertise withinFASS. Students will have anopportunity to learn aboutinterdisciplinary topics ranging fromperformers’ roles in society to LatinAmerica through the lens of hip hop.• Develop and test a pilot model fora First Year Seminar-basedcourse for FASS• Provide students with theknowledge and tools to enhancetheir information fluencies (anexpansion of “informationliteracy”)• Increase retention ofundergraduate students and helpstudents transition successfully touniversity.1) Social Relationships- Exploring the lines betweenprivate, public and political “self”through interesting readings (someclassic and some new)2) Performers in Society- Explore Mik’Maq storytellers’relationship to rituals- Explore emergence of professionalactors3) Freedom- Explore cases and frameworks forthinking about freedom throughliterature4) Latin America through the Lensof Hip Hop- Latin American cultural studiesand music (covering themes suchas dictatorship, race, immigration inChile, Cuba, Puerto Rico, Colombiaand Peru)- Explore connections to NorthAmerica5) Celtic World- Explore various Celtic regions andlanguages through poetry andsongs- Examine Scottish, Irish, Welshconnections to the Atlantic regionthrough journals and postcardsFunding provided byDalhousie UniversityAcademic Innovation Fund
  • 2. Dr. Kathleen KevanyFaculty of AgricultureIntroduction Objectives Methods ImplicationsThe Agriculture, Food & Well-beingupper-level capstone course (AFW) ispowered by a growing interest across theFaculty of Agriculture – and beyond. Thisunique course explores cross-cutting,interdisciplinary issues in agriculture,food, & well-being.AFW supports student engagement, e-learning, & experiential learning in real-world problem solving situations. Itfosters exploration & analysis ininterdisciplinary approaches.AFW encourages students to thinkcreatively & collaboratively about issuesfacing the agricultural community - inCanada & around the world.Introduce an interdisciplinary course in AFWthat bridges faculties & facilities.Harness the benefits of e-learning & distanceeducation to foster learning communities atthe Halifax & Truro campuses & beyond.Foster the development of advanced skills inproblem solving, critical thinking, & researchmethodologies through problem-based &experiential learning.Collaborate with diverse DAL faculties tocross-list and widely promote AFW.Engage students, faculty, staff & externalstakeholders in course design &development.Collaborate with other faculties & groups todesign a course that links considerationslike:Review & build on other exciting models todesign AFW in an integrative, problem-based‘studio’ approach.Integrate input from industry, government &community into real-world case studies thatchallenge students to think creatively,engage critically, investigate meticulously, &articulate compellingly.The initial engagement of students, faculty,staff and external stakeholders will improvecourse outcomes, design & content.Students develop advanced skills in criticalthinking, critical reflection & investigativemethodologies.Students develop enhanced teamwork &communication skills.Students disseminate the results of theirprojects & collaborations directly tostakeholder groups.Students learn about the vitalinterrelationships among agriculture andfood & well-being.Funding provided byDalhousie UniversityAcademic Innovation FundSPIRIB TA G R I C U L T U R A L I S S U E SO A O NA L E C O N O M I C VD I IG E O G R A P H I C A L A RR L ONMENTAL
  • 3. Team lead: Donna RogersIntroduction Objectives Goals and ImplicationsFASS recognizes a need to offerflexible options for students, and withthis initiative will begin to position itselfto meet that need, engaging Dalhousiestudents in innovative ways with FASSdisciplines, by offering blended orwholly-online delivery of targeted partsof our curriculum.The Department of InternationalDevelopment Studies (in collaborationwith the College of Sustainability) willdevelop and pilot a new course,“Sustainability, Development,Economy,” to be delivered online in atleast two terms during the 2013-14academic year.Further, the Faculty seeks to buildcapacity among its teaching faculty todevelop online/blended options forexisting courses, and AcademicInnovation funding will enable us todesignate a faculty mentor from withinour ranks, with significant experience,to support colleagues who wish todevelop these options.• Provide more flexible options forDalhousie students who cannotaccess traditionally-deliveredcourses during the summer,• Position the Faculty to retainexisting Dalhousie students whotake certain FASS courseselsewhere, especially onlineoptions and summer courses.We expect to strengthen studentengagement by responding tostudents’ demand for greaterflexibility in our modes of delivery; toretain student enrollments amongthose who would otherwise takesummer and online courseselsewhere; and to attract non-Dalstudents to these new offerings(both Canadian and internationalstudents).All of these goals will help usimprove the student experience inFASS by creating a greater diversityof study options, and also byensuring the high quality of thesummer and/or online courses theycan take.Funding provided byDalhousie UniversityAcademic Innovation Fund
  • 4. Fred McGinn, Director, School of Health and Human Performance.• MOOCs are free.• MOOCs are based upon levelingthe academic playing field in termsof attracting and retainingunderrepresented students; mostnotably international students,visible minority students, studentswith accessibility needs, studentsfrom low-income families andstudents who are workingprofessionals.• MOOCs represent a newgeneration of online educationoffering low cost, accessible andflexible learning.• MOOCs are not credit-based.• MOOC students do not registerwith the University; however theyare offered a certificate of learningupon completion of the onlinecourse.Dalhousie UniversityAcademic Innovation FundWhat Is A Massive Open OnlineCourse (MOOC) ?What are the objectives of thisinitiative?MOOC Project SpecificsFUNDINGInterprofessional Health Education MOOCIntroduction to Grant Writing: A Massive Open Online Course (MOOC)1) To expand the sharing of theDalhousie learningexperience2) to a currentlyunderrepresented populationof learners.3) To encourage new learners toseek further academicinvolvement by enrolling in anundergraduate program in theFaculty of Health Professions.• Two MOOCs will be offered bythe School of Health andHuman Performance duringthe 2013-14 academic year.• Each MOOC will be comprisedof a 6 week, online course;available at no charge to anyperson interested in becomingengaged in the Dalhousieacademic experience.• The first MOOC offering will be“Introduction to GrantWriting”.
  • 5. A collaboration of the Faculties of Arts and Social Sciences, Health Professions, Management,the Transition Year Program, and the Aboriginal Health Sciences InitiativeObjectives Methods ImplicationsThe establishment of a Minor inAboriginal Studies at Dalhousie willbring together diverse scholars whoresearch Aboriginal issues and mayfoster research collaborations withinthe institution and between institutionsin the region. This initiative may alsoserve to attract Aboriginal scholars toDalhousie. For example, the Tri-Council has made Aboriginal researchfunding a priority. SSHRC hasexpanded the array of specializedfunding programs committed toAboriginal research, most notablycollaborative research initiatives. TheCIHR hosts the Institute of AboriginalPeoples’ Health which offers majorfunding programs, complementingother funding priorities within the CIHRmandate. NSERC has an IndigenousAmbassadors program to fundAboriginal students fromundergraduate scholarships topostdoctoral fellowships.Funding provided byDalhousie UniversityAcademic Innovation FundThis minor would consist of three tofour full credits, second year andabove, drawn from at least threefaculties of Arts and Social Sciences,Health Professions, and Managementand potentially other faculties as well. To increase enrolment, successfultransition, and retention ofundergraduate Aboriginal students. To enhance communication andawareness within the community ofscholars from across Dalhousie,and potentially from across the city,the province, and the Atlanticregion, who research issues relatedto Aboriginal people. To increase the visibility of andrespect for Aboriginal students andAboriginal studies on campus. To enhance institutionalengagement with the Aboriginalcommunity in Nova Scotia. To create a learning environment inwhich Aboriginal students will beknowledge leaders. To enhance recruitment ofAboriginal scholars to Dalhousie. To lay a foundation for potentialfurther initiatives, such as a majoror graduate program in AboriginalStudies.IntroductionResearchingAboriginalStudies programselsewhereIdentifyingcurrent relevantDalhousieclassesIdentifying gapsin the currentcourse offeringsDeveloping thecurriculum fornew coursesIncorporatingexperientiallearningA curriculum developer will be hiredwho will work closely with adevelopment committee (which willinclude Aboriginal scholars) and withthe Mi’kmaq/Maliseet communities.Preference will be given to the hiringof an Aboriginal curriculum developer.This proposal will initiate thedevelopment of an interdisciplinaryundergraduate minor in AboriginalStudies.Vivian Howard, Associate Dean Academic, Management : Heather Castleden, Associate Professor, School of Resource and Environmental Studies : Patti Doyle-Bedwell, Director, TYP: Debbie Martin, Assistant Professor, HealthPromotion (Aboriginal Health) : Kara Paul, Manager, Aboriginal Health Sciences Initiative : Donna Rogers, Associate Dean Academic, Arts and Social Sciences : Anita Unruh, Associate Dean Academic/Research, Health Professions
  • 6. Dr. Janice Chisholm, Dr. Patricia Livingston and the Anesthesia Curriculum Renewal CommitteeDepartment of Anesthesia, Pain Management and Perioperative Medicine, Faculty of MedicineIntroduction Objectives MethodsImplicationsThe project is a review and renewal of theDalhousie Department of Anesthesia, PainManagement and Perioperative Medicineanesthesia residency curriculum to enhance theprogram.The goal is to train excellent cliniciananesthesiologists using an outcomes-basedcurriculum that embeds the CanMEDScompetency framework. Adopted by the RoyalCollege of Physicians and Surgeons, CanMEDSis an educational framework identifying anddescribing seven roles that lead to optimal healthand health care outcomes: medical expert(central role), communicator, collaborator,manager, health advocate, scholar andprofessional. The curriculum renewal initiative willidentify where and how each CanMEDS role isachieved throughout the anesthesia residencyprogram.The initiative will be evaluated through a researchproject designed to assessthe curriculum reviewprocess and the impact ofthe revised curriculum andmapping software onlearners and instructors.The results of this research will offer insights onoutcomes-based curriculum design for teachingand learning and will also explore the use of digitalmapping for both curriculum designers and end-users.Funding provided byDepartment of Anesthesia, Pain Management andPerioperative Medicine, Faculty of MedicineAndDalhousie UniversityAcademic Innovation FundTo restructure the anesthesia residency curriculumusing outcomes-based format ensuring it continuesto meet training requirements identified by RoyalCollege of Physicians and Surgeons of Canada.To define the Entrustable Professional Activities(EPA) that are expected of anesthesia residencygraduates – the knowledge, skills, and attitudesnecessary for consultant-level practice applied invariable clinical environments.To apply custom-designed mapping software tomeaningfully connect the learner with programcontent and flow.Methods cont’dThe curriculum is being mapped using a programthat will allow both broad and detailed views of theresidency program. As the mapping identifies gapsand areas of overlap, they can be addressed in aniterative curriculum redesign.Throughout the life of the curriculum, the mappingsoftware will be used by students and instructors asa central repository for learning resources and willcontinue to chart the course of anesthesia residencyeducation.A committee of anesthesiastaff, residents, administrators,and external experts wasestablished.The committee has articulated specific EPAs foreach CanMEDS role and is in the process ofdesigning an outcomes-based curriculum which isbeing mapped to the EPAs for easy identificationof where and how each will be taught.The academic curriculum uses spiral designwhereby topics are penetrated more deeply witheach iteration.Review is a final year course that allowsintegration and synthesis of multiplecomponents of anesthesia to prepare forconsultant level practice.Core is a two-year course using a deepinvestigation of the body systems andhow multiple disease states impactanesthesia practice.Problem Rounds are resident led sessionsthat work through practical evaluation andmanagement of common and rare anesthesiaemergencies.Foundations is a one-year course forjunior residents to teach the fundamentalsof anesthesia practice. This courseincludes pre-operative assessment,pharmacology and physiology, anesthesiaequipment and anesthesia practice.Orientation is a short course that coversbasic practical details needed for anesthesiaresidency.Figure 1: Harden,R.M. and N.Stamper,(1999). What is a spiral curriculum? (article), MedicalTeacher, 21:2, p142.Figure 1
  • 7. Jennifer Stamp, Tara Perrot, Raymond Klein, Heather Schellinck, Kim Good, John ChristieFaculty of ScienceCurrently, the Dalhousie Department ofPsychology and Neuroscience does notoffer online courses, which means thatsome potential students get their firstexperience in psychology elsewhere.This project is specifically aimed at thedevelopment of online laboratory anddemonstration content in our first yearcourse, Introduction to Psychology &Neuroscience I.We envision that students will act asparticipants in simple experiments anddemonstrations in diverse areas in thefields of Psychology and Neuroscience.We plan to upload narrated videos,present stimuli and record responses, aswell as collect data so that students gainexperience in Psychology andNeuroscience that goes beyond what ispresented in the textbook. Examples ofplans for amending two such activitiesare shown here.Students observe and record animalbehaviour from engaging videos online.Dalhousie UniversityAcademic Innovation FundOVERVIEW TRADITIONAL LABS ONLINE LABS DISCUSSIONFUNDINGBehavioursTime ↓ForagingPaddling Preening Drinking FluffingFeathers0:301:001:302:002:303:003:304:004:305:005:306:006:307:007:308:008:309:009:30This lab exercise is a field trip to PublicGardens. Students observe ducks to constructan ethogram of duck behaviour.Public Gardens EthogramBehavioursTime ↓Licking Nosing Batting Grabbing Meowing0:301:001:302:002:303:003:304:004:305:005:306:006:307:007:308:008:309:009:30YouTube ethogramsventraldorsalmedial laterallateralNeuroanatomy labStudents use simple pocket microscopes toidentify major structures in a sectioned ratbrain.Virtual Neuroanatomy labStudents learn to navigate the rat brain vialabeled photos and slides and accompanyingexercises.Student benefits• “Test the waters” before committing to aparticular field of study, or particularinstitution• Increased accessibility• Enhance student engagement in the course• Provide alternative options for studentswho are unable to take the traditionalcourse• Students can complete content at their ownpace, yet gain the benefits of real timediscussions with online office hours andexam reviewThe development of the on-line versionof the course is expected to lay thefoundation for incorporation of asubstantial blended learning componentto our non-online classes. To this end,students will benefit from a more flexiblelearning environment. By comparingperformance in the traditional and onlineofferings, we will be able to incorporatethe strategies that work best for studentsand instructors.Further applications
  • 8. This academic initiative focuses onproviding an early experiential learningexperience in biochemistry and molecularbiology to first year undergraduatestudents.Graduate students and postdoctoral fellowswill travel to local high schools during thefall and winter terms to promote theopportunity with a recruiting seminar thatwill feature biochemical experiments.Students will apply in their first year (eitherdirectly from high school or during the fallterm of their first year at Dalhousie).Students will then be placed in labs withintheir first year of undergrad. Selection willbe based on their academic record and awritten essay.Learning ImplicationsUndergraduate Studentso Join a lab in first year. Provide first-handknowledge of what it is like to work in alab.o Learn what graduate school is about andhow research is conducted on the frontlines.o Create colleague connectionso Early research skills developmentGraduate Students & Postdocso Leadershipo Mentorshipo Communicationo RecognitionInitiative Objectiveso Enhance recruitment to Biochemistry & MolecularBiology, Graduate Studies & Dalhousie Universityo Introduce and engage students in a “real” science labo Leadership opportunity for graduate students andpostdoctoral fellowsPlan of Academic InitiativeGraduateStudentsas MentorsHigh SchoolStudentFirst YearUndergraduateStudentFirst YearUndergraduateStudentWinter TermFall TermSelectionProcessHost LabStudent engagementFirst-year studentsExperiential learningRecruitment & retentionBIOCHEMISTRY & MOLECULARBIOLOGYRESEARCHFIRSTEARLY EXPERIENTIALLEARNINGmolecules – genes – cells – diseasesFunding provided byDalhousie UniversityAcademic Innovation FundFaculty of ScienceTeam leads: Stephen Bearne and Melanie Dobson
  • 9. Curriculum Development and Research: Service Learning Courseon Science Communication and LeadershipNASA imagewikicommonsNASA imageNASA imageGibson photoUSGS imageOBJECTIVES – and MethodologyInvestigate and identify best practices for peer tutoringConduct needs assessments… Do final year students want aLeadership and Communication Course? Do first year studentswant extra Academic Support?Based on needs assessment, develop Leadership andCommunication Course in ScienceDevelop Service Learning opportunities for peer tutoriingResearch Team: Anne Marie Ryan, Lara GibsonAllison Schmidt, Gabrielle Tompkins-MacDonaldFaculty of Science, Dalhousie UniversityFunding provided byDalhousie UniversityAcademic Innovation FundOUR QUESTIONS:Are our students developing effective leadership and communication?Would senior students benefit from a service learning experience?What, if any, need is there for an Academic Resource “Centre” forfirst year LSC science students and what might this look like?Can we connect final year and first year students through a servicelearning activity, to create a learning community in the LSC?Is there a need for a Leadership and Communication Service LearningCourse in the Sciences?IMPLICATIONS – OUTCOMES… assuming need identified:4000-level Science Leadership and Communication course development in the SciencesDevelop service-learning opportunities that connect senior students with first year studentsDetermine the potential for development of an Academic Resource Centre to support 1st (and 2nd)year students in the LSC Sciences… leading to…In the longer term, development of a community of learners, where senior studentsconnect with novice students in the LSC SciencesSome of the team at work!
  • 10. Anna MacLeod, PhD; Simon Field, MD; Noreen Gaudet; Susan Love, MEd; Marie Matte, PhD; Greg Power, CMAFaculty of MedicineThe Issue The Innovation How Will Students Benefit? ImplicationsThe Objective Structured ClinicalExamination (OSCE) is a commonassessment method in medical education.An OSCE is a timed assessment consistingof multiple stations in which standardizedpatients – who are trained to accurately andreliably simulate patient illnesses andconcerns – simulate clinical scenarios. Aclinical faculty member (examiner) observeseach OSCE station and then makes adetermination about the student’sperformance using either a checklist ofspecific behaviours or a global rating form toassess the student’s performance at eachstation.Through recent iterations of the OSCE in theFaculty of Medicine, it has becomeincreasingly clear that we are not using theassessment strategy to its potential. Giventhat information technology (IT) innovationshave influenced the way we teach and learn,it follows that IT developments should beconsidered with respect to assessmentstrategies. We therefore propose to developand implement an innovative, digitalapproach to OSCE assessment.Medical education specialists andInformation Technology professionals arecollaboratively designing a digital scoringsystem. This scoring system will addresschallenges with data entry and examinervariability. The key innovation, however, isthe fact that the scoring system will provideeach learner with high quality individualizedfeedback in the form of a performancereport. It is our goal that the innovation willencourage learning, not just measurelearning.Students assessed via OSCE do not receivesignificant feedback on their performance.This is problematic. There is a wealth of highquality educational literature documentingthat the more high quality feedback a learnerreceives, the deeper the learning.The digital scoring system will be designedso that examiners feedback forms the basisof a report to be provided to each candidate.This means that students will receivepersonalized feedback on their OSCEperformance.The key innovation is the fact that thescoring system will provide each learner withhigh quality individualized feedback in theform of a performance report. It is our goalthat the innovation will encourage learning,not just measure learning.Rather than an exam with the sole purposeof separating competent students from thosewho are not competent, the OSCE will be anopportunity to learn more, continuallyimprove, prepare for future licensing OSCEs,and prepare for professional practice.Funding provided byDalhousie UniversityAcademic Innovation FundCurrently, information about OSCEperformance is captured in a basic paper-scoring booklet. We are using our AcademicInnovation funding to develop an innovative,digital approach to OSCE assessment.Medical educators and IT professionals areworking collaboratively on this project.The digital scoring system will allow us to putinto practice a position of “assessment forlearning.” Currently, candidates receive onlya Pass or Fail. A digital scoring systemallows us to provide candidates with anindividualized report documenting her or hisperformance on each station of the OSCE.The report will include a station-by-stationoverview of performance. Strengths will bedocumented; however, areas forimprovement, along with tailored resourcesto support further learning will be provided.These resources might include:• related readings• experts for consultation• videos documenting appropriatetechniques
  • 11. TEDx: Ideas Worth Spreading: WhatEducation Might Look Like in the FutureTEDxNovaScotia partnered withthe Dalhousie Student Union andDalhousie University to bring thisindependently organized TEDevent to Halifax in March 10th,2013.TEDxNovaScotia is driven by ateam of volunteers who areinspired by the mission and idealsof TED.This team of volunteers is primarilymade up of Dalhousie Universitystudents, along with communitymentors.Dalhousie UniversityAcademic Innovation FundAbout Speakers GoalsFUNDINGHigher education is currentlygoing through a period of greattransition.TEDxNovaScotia’s goal was totap into the wisdom andenthusiasm of our communitymembers and provide a platformfor discussion and debate on howwe can meet these challengeshead on.TEDxNovaScotia built on thesuccess of DALVision 2020, anacademic innovation eventheld in November 2012 atDalhousie University.
  • 12. Team lead: Vivian HowardIntroduction OutcomeTaskThis project will use curriculummapping software Daedalus(developed by Dr. Christian Blouin ofDalhousies Faculty of ComputerScience), which maps studentlearning outcomes for courses, andvisually demonstrates which learningoutcomes are strong and wheregaps or weaknesses in thecurriculum may lie.Mapping the curriculum ofaccredited programs will be veryhelpful in the AACSB accreditationprocess. Daedalus will be used tocollect the specific data needed foraccreditation reports, including term-by-term statistics on the percent ofstudents meeting, exceeding, andfailing to meet learning outcomes.The current version of thecurriculum maps can be viewed athttp://management.academics.cs.dal.ca• A faculty-wide map which willshow the curricular relationshipsbetween the various programsin FoM (Bachelor of Commerce,Management, CorporateResidency, MBA, MLIS, MPA,MES/MREM) as well as therelationships of courses withinspecific programs.• Hire two curriculum map editors,who will work closely with facultymembers to develop acontrolled vocabulary todescribe learning outcomes andto accurately map therelationship between outcomes.Funding provided byDalhousie UniversityAcademic Innovation FundDALVision:Fostering AcademicInnovation!

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