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Eco-graphy: thanks to Rebecca and Stephanie for sharing ideas in the Truro lab! Thanks also to Silvia Moreno-Garcia for writing about mushroom-people.

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I think the spiral course structure reflects 'slow' and 'diffractive' praxes because it implies overlap and return. This means that things might bounce up against each other in surprising ways and that it's okay to let ideas settle over the long term.

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Lab 6 Worksheet - Invitational Rubric

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By relating experiences and situations of SUD to music, the students are able to interact with non-human things, created by people. They are able to think about the relationship of art in the form of music to public perceptions, biases, and how song can impact a person on a deeper level.

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My hope is that this rubric invites meaningful enactment as I tried to explicitly describe what I was looking for them to do. Often times it is difficult to distinguish between subjective and objective assessment, so my goal was to make the rubric as objective as possible (to make it easier for me as well to try to be objective in my review of them assignments). 

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I hope this project allows students to be response-able. They are looking at the world through their own lens and the music they listen to. They are able to choose their own genres, music, aspects of substance use, their own substances to be represented in their playlists. I hope that reflecting on how SUD is represented in their own personal worlds gives them a creative space to reflect on experiences, stigma and biases. 

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I designed a small rubric for this assignment, broken into two categories. Part 1 is the act of creating the playlist and is worth 2.5 points. Part 2 is the act of reflection, which is worth more being 7.5 points. 

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The rubric can help students to practice the skill of reflection, which will be (hopefully) a part of their future practices.

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Kate!

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This potential helps to develop their critical reflection skills, and my goal of creating some cognitive dissonance in their thoughts of substance use disorders and bias they may have. 

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Seeing what was done in Truro was helpful. I tried to draw a story board with my artist abilities (lol). It made me think about the process from the students perspectives but also from the lens of what I hoped they'd achieve at the end. It was helpful to put down what I thought they would be doing in order to visualize process.

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I decided to work on a new assignment, thanks to the ideas Kate mentioned about students designing a playlist. I actually thought about Kim Brooks' email with a playlist during her first week. It induced some hallway discussion at my office. The Spotify Playlist assignment is meant to give students an opportunity to practice reflection prior to their summative assessment on the final exam. I have felt a piece of my course was missing where I had reflection questions on the summative assessment, but no opportunities for the students to practice reflection and get feedback prior to this. 

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This updated version of a rubric I have been using was created with the help of Rebecca, Patricia and Kate. The original version was created with input from Margie Hartling

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This potentia could help draw students' attention to the tech necessary for this presentation and be more mindful about its use. Each of the topics they are given to choose from are non-human, as is the computer / software they will use for their presentation

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I am hoping that through this rubric (and further development of it), students will be encouraged to explore the areas of the topics they are assigned along the path we had in mind when creating them (thus meeting their learning objectives for the course). With more vague direction, we have had instances in the past where the student topic presentations had the correct title, but did not align with the course learning objectives

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Through discussion, I tried to make this rubric more "invitational" - inviting students to focus more on the importance of why their topic is included in their series of assignments - Rebecca, Kate and Patricia were very helpful with this through their word usage suggestions

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Student topic presentation - NUTR3001 - Applied Animal Nutrition

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An excerpt from the rubric that students in EGLA 1000 helped to build in Fall 2024.

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Thanks to the students in EGLA 1000 for participating in a collaborative rubric-building activity in Fall 2024. I think that a collaborative rubric is inherently "invitational," and I hope that building this rubric encouraged students to participate in "meaningful enactment" of their assignment. Listening to their ideas for a collaborative rubric also helps me to understand how they imagine their assignments.

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By imagining how this assignment might be received by a reader, students building a collaborative rubric can think about their assignment from the perspective of how it meets the outcomes (rather than how they can tick the requirements off the list). I also want to encourage students to think about meeting criteria within grade categories (A, B, C, etc.), rather than starting with 100 and then having points taken off for specific errors (which is how they tend to approach their grades when they ask me questions).

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It was interesting to see how Rebecca and Stephanie conceptualise rubrics for their courses. The one I use for grading and return to students is vague almost to the point of uselessness, though students seem to prefer receiving it to the personalised notes I include at the bottom. Looking at other rubrics during our lab discussion made me think about how I could use the students' collaborative rubric more explicitly while grading in the future.

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Colleen and I chatted about this activity both in and following lab.

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I have always found it challenging for students to give meaningful reflections. Where I have found this to be a strong assignment that promotes deeper reflection, I appreciate the opportunity to develop it one step further by creating an assessment rubric that promotes reflection without being too restrictive to set expectations

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Hmm, this is a good thought. Maybe I could steer it so that students reflect upon themselves within the physical hospital, or the overall healthcare system, but that could potentially limit them, which is not the objective of this assignment (but could be for future ones!)

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I had monologued my evaluation of the rubric within my worksheet, and would invite anyone to join in the conversation!

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Lab 6: Rubric for Econ2326-Money and Banking

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Lab 6: Rubric for Econ2326-Money and Banking

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*Bearman and Ajjawi reading

*Lab discussion

*Past experience in using rubrics

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The requirement to find articles would require students to engage in searches in different media venues. For example, they may read a printed copy of Economist, they may search the Globe and Mail internet page, or they will engage in Dalhousie's news databases.

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The requirement of students finding their own article to discuss enables student to be response-able in their grasping the material and engaging into finding its connections to things that are reading beyond the classroom.

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Thinking of rubrics as serving a function beyond being descriptive of assessments of different qualities. That is, my past experience with rubrics would be what was defined as "transparent" rubrics, or tic-the-box rubrics. I never thought that they can be open enough to invite students to explore. As I mentioned in the lab, I found the exploration and enactment aspect to be more embodied in the assignment instructions. Or to say differently, I think that assignment instructions and rubrics can work as complements. 

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Bearman & Ajjawi, lab discussion with Kate, Stephanie and Patricia

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Thinking about transparency spurred me to start working on adding missing descriptors to help students understand how I am marking.

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Rubric_ Mini-lit Review updated as of Dec 11 2024

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Bearman & Ajjawi Reading

Lab discussion

Course experience

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It aligns with my outcomes by pushing students to actively engage with each stage of the project. By breaking the work down into manageable tasks like peer reviews and creative problem-solving, students can materialize the key skills—such as project planning, communication, and critical thinking—that I want them to develop. This approach ensures they’re not just learning concepts but also practicing them in real-time.

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This potentia encourages a “slow” approach by emphasizing reflection and iterative work, giving students space to think through their decisions. It’s also response-able because it asks students to engage with real challenges and feedback loops, adjusting their plans as they go. The diffractive nature comes in when students recognize how their work connects to broader contexts—such as stakeholder needs or project impacts—and see that their choices ripple out in meaningful ways.

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The readings, annotations, and lab discussions helped me shape this by offering frameworks for integrating theory with practice. They encouraged me to think about how to structure activities in a way that invites students to explore and apply their learning rather than just follow steps. The focus on reflective, process-driven work really informed how I designed the tasks.

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This lab activity was challenging for me to work through (hence why it's so late). I read through everyone's Lab 3 worksheets for inspiration to help get me started.

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Thanks, Kate, for working with me on developing this throughout the course. I unknowingly followed the structure you used for this course!

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The current learning outcome that aligns best with these activities is "Cognizant of the ways in which writing is connected to experiences of nature"; I'm planning to revise them to match some of the outcomes in my newer course better. An example of those is "Challenge themselves to consider, throughout this course and beyond, how imaginative works can deepen our understanding of the economic, social, environmental, and cultural impact of engineering and science on society and human life" (except the language around "engineering and science" will be changed to reflect the course theme).

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These activities are diffractive, as the students' artefacts will be shared with each other and their previous artefacts will shape how they continue to build their collection. The final reflection will hopefully diffract off of many of the artefacts-- maybe I should have called it a diffraction instead of a reflection!

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The Hanstedt reading included so many interesting options for activities or low-stakes assignments. It was also helpful in suggesting potential ways of evaluating activities (through deductions on larger assignments, completion grades, or small percentages).

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Handstedt Ch 6, and discussions and work related to the CLT Studio course "Teaching with UDL in mind" that I was attending this term.

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The first activity related to the students repeatedly engaging with articles from popular press hits one of the main learning outcomes of being able of connecting the theory to real world applications.

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Students are "encouraged" of taking charge of their own preparation for the course by creating their own review sheet. In past courses I taught, students always asked me to do a review session or create summary notes. Using the second activity, students will take ownership of this process.

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By the way of construction, the Real World Application assignment allow students to see the way theory is embedded into popular press articles that tend to discuss everyday issues and concerns in economics. A big part of the work of an economist is to provide and discuss economic analysis in simple terms; as a professor of mine used to say, you need to write as if you are explaining to your grandmother. The idea is that you need to make the work widely accessible without compromising its content in quality.  Thus, while students may be able of understanding the theory and answering questions in an exam setting, the actual practice involves them being able of doing so by communicating to wider audiences, with a language similar to the one appearing in periodical editions such as the Economist. 

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Going over Chapter 6 from Handstedt  started me thinking harder of how I can incorporate small, lower-stake, activities that can still enhance students' understanding of the material.

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In absence of an in-person lab, I had to think about the provided prompts, and especially the suggested activities in Handstedt. As I did not my activities to take up a large part of the course grade, I thought of leveraging them to achieve better preparation for students towards their exam by making them actively engage with the course material throughout the term.

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Hanstedt Ch 6 as well as a handy "Periodic Table of Bloom's Digital Taxonomy Activities" Daniella Sieukaran handed out in the CLT studio course on assessments this term.

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The learning outcome in this case is to create meaningful adaptations. To be able to do this, students need to reflect on what is meaningful in a variety of contexts and why. They also need to understand historical information about the circumstances in which musical works were created and how the music relates to its context. Generating a rubric will help them think about what makes a meaningful adaptation. Generating study questions will help them understand the historical information I present in lectures and discern what matters.

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In general, just having the opportunity to think about activities in a guided way with Hanstedt is helpful. I've not thought much about learning activities before, honestly, maybe because of the way the course has been taught in the past, which was mostly just a lecture format.

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Th adaptation assignment essentially requires students to take an excerpt of music and adapt it to different genre, then analyze their work. The idea is to make choices to create something meaningful for a specific audience.

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Dr. Jane Harvey Lloyd's speech "Enhancing Reflection Through the Use of Theme Boards" at CAMRT 2024 conference.

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The activities I outlined in this lab help elevate the learning outcomes I already have for this course. I believe it will promote student engagement, and for them to take ownership of their own learning.

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Without the in person lab this week, I missed the social annotations! Looking forward to being back on the reader with everyone this week :)

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Handstedt Ch 6 and discussion with Kate, Patricia and Stephanie in lab.

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This directly relates to my outcome written in Lab 1: By the end of the course, students will be able to design an intervention to reduce stress for a particular type of animal experiencing potential stressors that considers the animal’s natural adaptations and a plan for checking its effectiveness. My existing outcomes do not include this but do say "Apply knowledge acquired through independent learning and group discussions to investigate issues and solve problems related to animal adaptation and stress " so this would involve solving a problem, and another outcome is "Describe the difficulties in assessing stress, animal welfare and wellbeing, and the common scientific approaches and limitations to assessing stress" which can be included in this assessment. Since the students are not very comfortable with applying knowledge on their own, these activities would be helping them practice coming up with these suggestions and discussing limitations.

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Hanstedt chapter 6 for all of the activity ideas; Kate's use of the drawing activity in lab which I enjoyed seeing the results of and can see is a rehashing of the listening walk idea from Cooke and Colucci-Gray

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I really like some of the examples Hanstedt gave about activities and assignments. The one about the students creating their own unit of measurement and using it for the rest of the semester was really interesting and inspired my last assignment idea on here where PT students could come up with their own PT frameworks based on sharing and listening to each other's stories and thinking through what they think is important

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Hanstedt Chapter 6 reading, pulling inspiration from the course instructors Georgia Klein, Peter Muskat and Debra Ross, and a mentor, Dr. Megan Bailey

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The workplan assignment aligns directly with the course outcomes by teaching students how to manage complex projects collaboratively and deliver results that meet real-world needs. It emphasizes key skills like goal-setting, task prioritization, time management, and responding to stakeholder feedback—all of which are foundational for sustainability professionals.

The iterative approach, including peer reviews, client simulations, and time management workshops, guides students to materially enact these outcomes. By practicing each skill repeatedly and integrating feedback, students gain confidence and develop a systematic way of thinking about project management. This hands-on experience prepares them to take these skills beyond the classroom and apply them in professional or community-based sustainability work.

Ultimately, the activities scaffold the learning process, ensuring students don’t just conceptualize the outcomes but actively embody them through tangible, real-world practices.

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The workplan assignment and its supporting activities are designed to bridge the gap between theory and practice by directly connecting course concepts to hands-on application. Students don’t just learn about project management in abstract; they actively engage in creating and refining a real workplan for a tangible project.

For example:

The peer review process takes theoretical ideas about clarity and feasibility and turns them into collaborative critiques, giving students practical experience in refining plans.
The client role-playing activity transforms concepts of stakeholder engagement into actionable skills, teaching students how to adapt plans based on external input.
Workshops on tools like Gantt charts or task tracking bring abstract time management theories into the practical realm of organizing and visualizing project timelines.
These activities continuously move students between thinking and doing, ensuring they see the relevance of theoretical frameworks in solving real-world challenges. By working on a project with direct outcomes, students can clearly understand how concepts and skills intersect and reinforce one another.

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The readings, annotations, and lab discussions really helped clarify how to scaffold assignments like the workplan in a way that supports skill-building and engagement. They emphasized the importance of breaking down complex tasks into manageable steps and giving students multiple opportunities to practice and refine their work.

For example, the idea of integrating peer review and client role-playing came directly from discussions about creating low-stakes, iterative activities to build confidence before final submissions. These conversations also reinforced the value of aligning activities with real-world applications, which is why I focused on using client feedback simulations and time management workshops.

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This approach helps students not only complete the workplan assignment as a polished product but also master the practices required to create it effectively. By breaking down the assignment into iterative activities—peer reviews, client role-play, and workshops—students engage deeply with the processes involved in project planning and management.

Achieving the Product:

The structure ensures students understand the expectations and build their work incrementally. For instance, drafting a workplan early, incorporating feedback, and refining it equips them to deliver a professional and well-thought-out final product.
Mastering the Practices:

Activities like brainstorming milestones and managing timelines teach students the how behind creating a workplan. These are transferable skills they’ll carry into future projects.
Peer review develops critical analysis and collaboration skills, while client role-play builds confidence in stakeholder communication.
By engaging in these practices, students don’t just do the assignment—they learn the skills needed to approach similar challenges in professional or academic contexts, making the process as valuable as the final product.

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Lab 5 discussion, comments from Kate, Rebecca and Patricia. The Hanstedt Chapter 6 reading, the Story Board / Dyna-map activity.

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Particularly with the use of alternate communication (ex. storyboard), it would allow the students to communicate with one another through images 

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Place-consciousness plays a role in the assignments I chose for this activity, as nutrients / food sources / contaminants can be (and are) regionally specific

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Through creating, the students are given more time to reflect on the topics and come to their own conclusions about what the facts mean to them

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These assignments would provide the students with skills that could be used in extension work and education 

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It gave me some additional considerations on how to prepare group projects with more input from all members of the group (and limited resources - objects and funding)

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The lab this week was helpful in discussing technology. The class discussions were helpful to hear different perspectives on the online teaching environment. I have been involved in the online education environment since I was in high school, both as a student as well as a tutor and an instructor. Our discussions in our online lab were helpful for developing this potentia. The content has left me still thinking about how to approach the flexibility we can provide with technology. Some of my peers record lectures and some do not. Everyone has their own reasons, but many choose not to record in order to increase attendance and class participation. I am thinking about ways we can still have engagement while providing students with flexibility to attend classes asynchronously. Thank you everyone for your insight during lab!

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The online lab this week was really helpful. I often get quite intimidated by tech, and anxious about teaching/learning in an online platform. Hearing Kate illuminate her design decisions was very helpful in making tech as a option for teaching feel a little less intimidating.

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Given the 2 courses that I mainly teach (which are essentially a theory course and a practice course separated, but about the same concepts/skills), I am constantly thinking about this. I feel lucky that I teach both and so can actually integrate and align the learning across weeks in both courses. Integrating a hybrid approach to the required online case studies in one of the classes could be another way of breaking down this divide - e.g. by being able to reference and/or point out to where the responses draw from knowledge and skill learned in both courses.

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I found the way Kate brought her thinking about course structure 'into the light' quite helpful. Hearing about how another instructor thinks about and makes course decisions intentionally, within some of the constraints and opportunities of tech, is really helpful. I will be honest that I find tech reasonably intimidating and I tend to 'shy away from' using it. Experiencing this course, and hearing Kate's thinking about design decisions within a hy-flex course, has been helpful in making me feel a bit more comfortable with considering more 'techy' and hybrid options for my course.

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Module 4 Potentia: Animal Stress and Adaptation and Indigenous thinking

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Module 4 Potentia: Animal Stress and Adaptation and Indigenous thinking

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This reflection is based primarily on a discussion with Rachelle McKay (Educational Developer, Indigenous Knowledges & Ways of Knowing) and her recommendation, a Glover 2023 paper on “An animal perspective critique of decoloniality theory”. However, it also ties to one of the recurring themes of the course introduced by Kate, slow pedgagogy, and Pamela Palmeter’s writing included in our course reader as well as Ben Marmen’s class presentation.

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This reflection on how to apply Indigenisation and treaty-based teaching is based on a meeting with Rachelle McKay and materials she provided including Glover’s 2023 paper on “An animal perspective critique of decoloniality theory”.  

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Thanks to Stephanie and Kate for an interesting lab 4 discussion!

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As one of the readings from my course English Studies in Science and Technology asks, does tech have a territory? I think we might be discussing this reading a bit later in the course, so I'll leave it there for now ....

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I think sometimes using more tech encourages a mindset that is less 'slow' and more distracted, oriented towards multi-tasking, etc. On the other hand, tech platforms can encourage diffractive approaches to learning and teaching, as tech takes us out of a time-bound classroom setting (there's more for our thoughts to bounce off of when we mobilise tech).

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At times I feel like there are tech platforms and tools I am willing to try, but I actually don't know what to do with them or why I would use them. Does anyone have any suggestions for tools and activities that work for you? I would love to hear about what you discussed in the Halifax lab!

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Lab 4 Potentia: Econ2326- Money and Banking

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Lab 4 Potentia: Econ2326- Money and Banking

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Lab 4 discussions and comments, and Fawns (especially Figure 2).

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To be truthful, the modality of the course is not a key driver of enacting the learning outcomes. It is some of the individual pieces, especially the technological aspects related to specific assessment types that work better to that direction. 

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Use of MS Teams course page, and channels for each group, facilitates collaboration and participation, whereas provision of recordings and annotated slides allow students to adjust the pace of their learning on their individual circumstances.

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This potentia is related to consideration of how different modalities work in a post-COVID teaching environment. COVID represented a structural break for many of us in the sense it forced us to move beyond our standard in-person teaching, which most of the times, at least for Economics, involved discussing from slides. The idea of recording lectures, moving more things to an online space, and engaging with students in asynchronous ways (online discussion forums) became standard options that many of us continued using even after the move to in-person. This potentia includes the considerations from this transition and relates to tools and practices that I am using in the current version of the course. 

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it really brought into the forefront the symbiotic relationship between technology and pedagogy; the way we teach, what we want to teach, and how we do it, it is an iterative process that leads to a "simultaneous" equilibrium. 

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Lab 4 discussion, comments from Kate, Christos, Robin, Ellen and Allison

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This setup aligns well with the course outcomes, which focus on fostering collaborative problem-solving, practical project management, and meaningful engagement with sustainability initiatives. By using MS Teams as a structured collaboration hub, students practice managing shared resources and communicating effectively—key skills for real-world sustainability projects. The sharing circles and personal reflections encourage self-awareness and group dynamics understanding, which are essential for working in interdisciplinary teams.

Providing accessible slide decks as reference points also reinforces critical thinking and project planning, allowing students to revisit tools and resources as needed. This practical support helps them feel equipped to apply course concepts in their projects, enabling them to directly enact sustainability outcomes with confidence. Ultimately, this design gives students both the structure and flexibility to actively engage with the material and develop the skills and habits they’ll need in their professional lives.

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The readings, annotations, and lab discussions really helped shape my approach by putting a spotlight on the relational aspects of course design. They emphasized how the right tech and setup can actually help students feel more connected and supported. Hearing about students' workload and engagement in class got me thinking about balance—keeping asynchronous resources like slide decks focused and easy to access, rather than adding extra content they might not have time for. Altogether, these discussions made it clear that a thoughtful, flexible setup can make a big difference in creating a supportive, hands-on learning experience for students.

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The lab worksheets outlines intentional tech and modality choices to enhance the SUST4000 course's collaborative and relational aspects, balancing in-person engagement with accessible, flexible resources. My aim was to create a setup that prioritizes direct student interaction while accommodating logistical needs and workload balance. By focusing on MS Teams for structured collaboration, using slide decks as asynchronous resources, and emphasizing group reflections through sharing circles and personal reflections, I’m aligning the course delivery with a relational, community-focused learning approach. This setup supports students in working effectively within teams and engaging with external partners, reinforcing the course's hands-on, project-based design.

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This weeks online lab. If there was ever a more suiting week to have a distance lab - I would say this week was it! As we are talking about the use of tech and its issues, we were also living in it (my wifi cut out a few times, Robyn at the library, etc.).

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I still have to sit with this one to figure out how it aligns with my outcomes. I have always seen tech and outcomes as parallel to each other. If anything, I am trying to determine how to weave them together, and not have one directly leading the other. 

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I believe it has the potential to increase accessibility. A good example is this course: we are all able to access and move through it at a time and  pace that works best for our schedule. Rather then rushing through it when it exists as a block in our calendars, we can see it as an overall achievement. 

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Kate and Robin from lab 4

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Thank you to Kate for your discussion about why you designed this course they way you did - it got me thinking about flexibility a lot and the value of that. Also thanks to Robin for talking about how she likes listening to audio - I also really love audio but I don't really use it in my course design at all and maybe I should! Maybe it would open up new possibilities for thinking through the course. Related to the last point, Fawns got me thinking about the value of leading with values and also got me thinking about how technology is entangled and allows us to experience something through different lenses that open up different ways of seeing something.

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Once again, I am drawing heavily from the course material developed by colleagues at Dalhousie and UVictoria. Discussions in lab and thinking about the different sources of knowledge and evidence that learners will draw on also informed thoughts that are very much in progress. I will expand the work started here into the other assignments, adapting them from the assignments used in previous/other offerings of this content to offer more diverse options for learners to pursue topics and methodologies that align with their self-identified motivations.

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The outcomes are very much based on the processes and components of the end product/final assignment for this course, the review protocol. 

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I haven't fully fleshed out my thoughts on this, but I feel that self-reflection on what the chosen topic means to the learner will help to express their personal investment in their assignments. 

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Developed following discussion with with Kate and Patricia

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By organizing tech in a logical, predictive manner, it takes away some of the rush for students to find and access learning materials and determine what is expected of them

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I would be interested in suggestions for tech that creates on-the-spot word clouds with multiple contributors (ex. a group of students)

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Some of the functions of tech allow for accommodations for students, allowing for increased access to instructions and resources related to an assignment, increasing opportunities for successful execution of the assessment

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Initially developed in lab (Kate, Patricia, Rebecca). Additional feedback from another instructor (Margie) and TA for this course (Jacob)

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This potentia allowed me to consider the action verbs presented in our current course syllabus, as well as the order of outcomes

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This could allow the students to be place-conscious by introducing them to the audience as well. The current assignment has already been assigned, however, in the next delivery, the students will be asked to identify potenial audiences for their findings as well / who is this research important to / why are these findings important?

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This potentia helps to develop "slow" learning but dividing the learning activity into phases throughout the semester

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This potentia allowed me to consider the chronology of this assignment. We have been working on streamlining the chronological delivery of materials in this course and this activity gave me additional tools to support this endeavour

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Everyone in the lab group, especially Kate Crane for bringing up learning outcomes and allowing us to discuss together!

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By bringing together material from different sources, I think it allows the student to move forward in a slower manner. Rather then jumping between lecture notes to textbook to articles, they only have one source to go to, and will be able to understand on a deeper, richer platform.

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How can I make this more exciting? I want the students to have fun with it, and right now it can be seen as fairly dry. Thinking if I could enhance it to be more 'engaging' as in the students are enjoying themselves when completing, rather then seeing it as a check mark.

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This is an assignment that was part of my course last year. I am really trying to move towards doing everything with intention, rather then just doing the same material from an inherited course. This activity allowed me to see the importance and significance behind this assignment. 

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later

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Everyone in lab offered great insight for developing this potentia :)

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This assignment maps with two of my course outcomes and provides students with the opportunity to practice application of knowledge. 

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Students will need to think about where they are practices when considering the implementation of care plan step. As pharmacy practice and scope varies across Canada, different actions can be done depending on where you are. 

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We discussed playgrounds and giving students spaces to learn. While this activity is still an assignment with considerable value (it is 10% in a 9 credit hour course, so it holds considerable weight overall), it provides a students to really learn the content and prepare them for their exams which are higher stakes. The students work through the same process in tutorial, where they really play in the "playground" as there is no weighted grade from tutorial. 

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This activity made me really break down my assignment that is used in two of my courses and really think about *purpose*. The why are we doing this the way we do? It was helpful to map the process the students take in this potentia and to map out the learning objectives. I also found it interesting to consider how self-reflection is not a part of this assignment (though it is a part of the students' tutorials as they work through the same process as this assignment). 

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Lab 3 Worksheet: Econ2326-Money and Banking

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Lab 3 Worksheet: Econ2326-Money and Banking

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@everyone during the lab session for their suggestion towards assignments for a different learning outcome, as it helped me realize even more the way the choice verbs for learning outcomes map to assignment choices.

Alison, Jo and Kate for how to assess students' curiosity

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The project involves extracting data and information for the creation of the finalized report and presentation. Even though something like that may now considered to be ordinary (or "trivial") to ask university students, it is not. Data need to be accessed from various databases which are not uniform in terms of their functionality. Students will have to interact with the webpages, extract the data, in a format that can be understood by them, and can work with on an Excel spreadsheet. 

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The assignment is designed to bridge the divide between theory (what we do in class) and practice by extending the analysis to other countries/instances and having an audience of professional economists in mind.

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As mentioned above, the discussion in the lab about how to think more carefully on how to map the learning verbs (on the outcome) to particular types of assignments was thought provoking. Furthermore, I really liked Hanstedt's emphasis on considering assignment with an intended audience in mind. 

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Lab 3 worksheet - BIOA4004 potential assignment

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Lab 3 worksheet - BIOA4004 potential assignment

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Kate Crane and Stephanie Collins suggested visual formats that might work well, which fed into ideas about giving choice of formats for part of the assignment to suit student and audience

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ellenms1 and jeremymacdonald1 for our conversation around curiosity, which inspired me to consider "playground" assignments.

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Lab 3 Worksheet - SUST4000 Workplan and related assignments

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Lab 3 Worksheet - SUST4000 Workplan and related assignments

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Building on Fawns & O’Shea, and Fenwick recommendations, and the existing course assignments developed by Peter Muskat, Dr. Georgia Klein and Debra Ross

Incorporating feedback from past students of the course, and TAs Isaac Greenberg, Angela Moore and Jamison Urquhart

Inspiration from Dr . Megan Bailey's course structure for MARA5004 where she breaks a project proposal assignment down into mini-assignments first; and the Logic Model lecture she asked me to design and deliver (+ evaluate the logic model assignment she evaluated)

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This helped me clearly build rationale for why we need smaller assignments that are ungraded to help lead the students to success, while clearly building skills that link to the learning outcomes. Right now, most students don't understand the pieces that go into creating a workplan / designing a project; It typically happens once the project is in the implementation phase, or already completed, which is okay, but would be more impactful if students were actively learning all along. My goal is to improve the course so the students understand what they're working towards and why as they go through the semesters. 

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Started thinking about it in the lab by workshopping others's outcomes and assignments. It outlines the first major assignment (the work plan) and the mini, ungraded, assignments that will help guide the project management and creation process underlining the work plan. 

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Really liked the discussion of black boxes in Fenwick's piece and here I want students to open up the "black boxes" of physiotherapy regulations / rules / guidelines

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I want students to open up the "black boxes" of physiotherapy regulations / rules / guidelines so the assignment asks students to use a story from their own practice to think through the ways in which these regulations / rules / guidelines work, and the ways in which they don't. and then for students to interact with these regulations by suggesting their own changes and thinking through how those might in turn affect physiotherapy practice and the experience of healthcare providers and patients on the ground-floor of healthcare

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I received this course from Heidi Framp who is a University Teaching Fellow at the college. She has been an incredible mentor and colleague for helping me with initially starting with the course last year. @Colleen and @Ellen were great table mates in lab with sharing their course designs and discussing structure. And of course a big thank you to Kate for the worksheets which I included in this document :-)

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This activity made me reflect on the design of the course and how many of the topics "seem" unrelated to each other. While this course may have a greater variety of topics compared to the Fall 2051 cardiology and endocrine course, there will still be populations of people who have a variety of the conditions taught in this course. The rhizome structure was helpful for me as I often feel that this course can be more disjointed than other PBL courses in the program. Perhaps the disjointedness of the course can be considered a strength when trying to teach students about overlapping conditions and how they can interact with the other. 

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Discussions with Robin and Christos in the Lab, helped to open the mind to other possibilities as did Kate 's comments and facilitation during the lab. The Hanstedt chapter, in particular the comment on pg. 42 about the conical spiral resonated with the practical processes I would be teaching

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ONe of my learning outcomes is to "Strengthen the ability to work creatively, playfully and consensually within an ensemble environment." By using a conical cone structure the students will be invited to step into a creative space engage with the other members of the ensemble., over and over again. Repeated exposure steps up the opportunity to  take risks and implement feedback, as they discover how to "be" and "do" in a co-creative world.

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 In the devising and adaptation section of my course, the students are engaged in a diffractive process. They are intra-acting with each other (humans) and with non-humans (scripts, pictures, objects, ideas, music) to create original pieces of work. So the products emerge from their continuous engagement with  their material entanglements. So using a conical spiral as a structure for the course, the structure itself becomes like a diffractive apparatus “setting up conditions of possibility and impossibility of mattering” (Barad 2007 p.148). I was surprised by this conclusion, and may be way off the mark.  Still getting my head round this theory

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The five categories from Hanstedt seemed very dry and prescriptive so the lab discussions were very helpful in busting open the realm of possibilities. I was intrigued by Robin's idea of the path round the mountain and Christos idea of combining the cricle with a rhizome. Kate's idea of the story was also helpful. This helped me realize that structuring a course could be more fluid and I found theatre shapes and images spoke more clearly to me than the words and labels.

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The product from the theatre devising is ontologically brought forth through the process of doing. So in my mind the product is the manifestation of the practice, they are inextricably entangled. 

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benmarmen and Alexa Goodman (they/she) allowing me to ramble on about this spiral!

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I have seen (very successfully) students create study charts of all of the different systems that are covered within this course. Ideally, if they would follow this structure, and include these 4 aspects within their chats for each system, they could have some sort or (very large!) map of the course for study purposes.

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We debated in lab whether I should have the impact be the center, or at the periphery. I would appreciate any suggestions!

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Hanstedt’s narrative about structuring courses to mirror the table of content of a textbook really resonated with me. Too often, I find that the courses I have inherited have formed this same structure. In some ways, I can see how this may be helpful for learners, as it feeds their need to have a structure that they understand. However, if they do the readings, then my lectures and structure is just a repetition of this.

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Lab 2 - Structure for Evidence Synthesis Course

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Lab 2 - Structure for Evidence Synthesis Course

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The Hanstedt chapter provided helpful prompts along with the work and conversations during lab. I benefited from the work of the faculty members whose courses are serving as inspiration, Dr Zahra Premji (UVic) and Dr Jill Hayden (Dal), as well as the data from the student and instructor participants of a study I conducted in 2019.

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Not exactly land-based, but related to Indigenous ways of knowing, I have avoided being prescriptive or exclusive in describing evidence in the learning outcomes to leave open discussions and considerations of various forms of knowledge and data, including knowledge gained from Elders, non-human animals, the land, or other sources. 

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The structure of climbing around a hill emphasizes the effort required and the changing perspective as the individual and group progress through the course. 

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This divide is something I have long struggled with around teaching evidence synthesis methods. I like the ideas that this potentia has generated regarding revisiting challenging concepts through building on the skills applied to those concepts.

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Rethinking the structure from scaffolding to something more iterative through the worksheets and conversations (with Kate, Jo, and Christos) in lab were very helpful. The Hanstedt chapter and the article on Response-able pedagogy were also informative. The former prompted thinking about some findings from a qualitative case study I have done of a similar course and how the particular challenges students experienced could inform structure. Reading the Bozalek & Zembylas article encouraged me to think about the proposed interdisciplinary nature of my course and how that can foster slow and response-able learning. I haven't fully incorporated all these considerations into the potentia thus far, but will continue to consider them as I develop the course.

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Hanstedt's chapter helped broaden my perspective of the kinds of categories I could use to structure the course.

Some lights went on in my head when Ellen was sharing about structuring a course based on the category of use.

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I think the structure aligns well with my outcomes. It also helped to rearticulate the outcomes and make them more cumulative.

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I think this structure emphasizes the practical application of knowledge.

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Discussions and readings helped open up new possibilities for organization that I hadn't considered before.

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Lab 1 Learning Outcome: NUTR3000 Introduction to Nutrition

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Lab 1 Learning Outcome: NUTR3000 Introduction to Nutrition

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The Handstedt reading and process of designing learning outcomes. Discussions (verbal and comments on an online document on each of our learning objectives) with Kate, Patricia and Rebecca.

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By clarifying the outcomes, making them as true to intention with their description, it provides insight as to what should be expected of the students and myself

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I found the discussions / group comments in lab most helpful, as questions were asked about the outcomes from others, which has never occurred for me during syllabus design / class discussions. 

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Handstedt's article

Discussion with Kate, Rebecca and Patricia on their own views on structure

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Through the use of a spiral to deliver key materials, it will provide opportunities to use examples from different points in time, but possible similar locations. By sharing relatable experiences to their lives now and what the outcomes were, it will remind the students that they are a physical presence in this world, where their actions have meaning and the potential to influence and change their environment

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Through the use of spiraling around the modern materials, we could discuss past histories and link them with current skills, incorporating each in laboratory activities

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The discussion in lab about an 'assessment' or 'intervention' based structure was very helpful. Also the discussion about 'mapping' course structures onto places. I have a half-formed idea of mapping my course structure onto a body. The worksheets provided in lab by Kate - particularly the Rhizome based one.

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I've spoken with students before about the metaphor of nurse as detective (hence adopting that position of curiosity) when working with patients with acute illness. But the course structure has not lended itself well to helping them work through what this means. I'm hoping that making this structure more visible for students will help them move between related concepts and make those connections more quickly, opening up that curiosity for them in new ways.

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I think a rhizome approach is diffractive - it allows students to start in different places and move through content in a non-linear way that more closely mirrors that types of experiences that they will have when actually providing this type of care in acute settings.

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I believe that this will re-centre nursing knowledge and nursing ways of thinking - rather than having students try and think through a nursing approach from a medical structure. This will set them up better for success when they enter the clinical setting and practice what they learn in the classroom.

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Lab 2 Worksheet: Econ2326-Money and Banking

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Lab 2 Worksheet: Econ2326-Money and Banking

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*Handstedt's reading about course structure

*Lab 2 discussions with Robin and Jo

*Kate for her comments and remarks that helped me start thinking in different directions

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I think that the structure allows student to always keep in mind the first, and most  important, learning outcome that emphasizes on the connection of the different themes. It is a point that we will start and finish the course, and revisit every time one of the key course components is completed. 

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The theory and practice are interwoven in this structure by putting emphasis on evaluation and analysis that is based, among other, on data. 

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The exercise in Lab 2 where we had to "put" our courses on the whiteboard and try to identify a plausible structure was completely mind-blowing. I admit that I used to do something similar for my research, but I never considered doing the same for my teaching.  The poster allowed me to identify that there is no unique structure, among the ones put forward by Handstedt, to fit a multiple-themes courses. It also motivated me to try to think harder on what is actually the main thing that I want my students to take away.

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Lab 2 (Animal stress and adaptation design)

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Lab 2 (Animal stress and adaptation design)

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Handstedt and Kate Crane for the idea of swirling around a compass point in the course structure. The lab discussion, especially Patricia Cove for essentially identifying skills as the common ground covered in each circle. Stephanie's idea of identifying recurring themes right on the course schedule isn’t reflected above but is something I will take away and consider applying in my own courses somehow to clarify the structure to the students.

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The altered and more explicit structure might help the students to understand how their knowledge is building on itself and accept that first ideas may not be complete but that expressing them on paper or in some form so that they have something concrete to alter with new knowledge is useful. This is important in learning to apply their knowledge to real problems, and to engage in the scientific community where dialogue is an essential part of improving communication and building knowledge.

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Lab 2 worksheet (physiotherapy professional issues)

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Lab 2 worksheet (physiotherapy professional issues)

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Want to thank Leanne Betasamosake Simpson for telling the Kwezens story in the way that she did. Examples and stories really help me to understand why things are important and how to apply them to my own ways of thinking and teaching. The use of that story along with her reading and interpretation of it really highlighted the importance of land-based pedagogy in a way that I hadn’t appreciated or understood before, and it was an inspiration for my idea to lead with story in the structuring of the course.

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By thinking about the course as structured around story and stories of real people struggling with these concepts in the real world being the backbone of this course. I think this would help to break down the divide between theory and practice because the story isn't just an extra piece of content to explain or a apply a concept to, the story (or "practice") becomes the environment and context within which the students think about, struggle with, and come to know and understand the course concepts. The story isn't just seen as an extra thing to talk about or way to apply "theory to practice", the story becomes the learning environment.

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Ladder/Mountain/Tree Course Design for SUST4000

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Ladder/Mountain/Tree Course Design for SUST4000

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Lab #2 - class discussion, group discussion with Ben and Allison

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The link between projects as climbing a ladder or mountain offers understanding of the course as a stepwise process. Using the seed to tree analogy may also resonate with the students who are often lovers of nature. Understanding how something goes from idea (seed) to end product (mature fruit bearing tree) with all the challenges that come with growth might offer some helpful thinking around capstone and the outcome behind it. 

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This structure will offer students a better understanding of how their projects will progress over time, and the key activities and assignments that happen within each step / module. Some concepts will be introduced earlier in the course, but will take a deeper dive within the modules where the concepts re-emerge, or right before they will need to be applied, so the students are prepared. 

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Right now, the course hardly has any structure. It stresses the students out, they are often overwhelmed, and don't see the process behind what they're doing, which would offer solace. There are also hardly any lectures that offer practical skills for completing their project's deliverables, so usring this framework, we'd be able to respond to the needs to the students and set them up for success. this has been an observation of the students and TAs for half a decade, but there was resistance among the instructors for change. As a diffractive practice: Using this model, we can incorporate the ethos of the original course intent and core ways of learning (in this case by doing) but adding on by proving a framework and bit more content for the students to work from. 

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Using the modules as a function of progress over time, allows the students to see how the theory and practices of each step relate to what they're doing in their projects.

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Lab two provided inspiration in how the course could be structured in a way that will provide clarity to the students as they progress through the course. Using the 5 stages of project management as a framework, a ladder / mountain / tree analogy can be used to separate the course into 5 modules that each build on another. 

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Handstedt's Reading, and comments made through the course reader. Lab 1 with Kate Crane, and discussion with colleenmcnamee and jeremymacdonald1 about our challenges with such strict learning outcomes in the faculty of health.

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This activity has really allowed me to look at learning outcomes completely different. As I discussed in class, my learning outcomes are rigid, as they are required by our national accreditation committee. Therefore, I found that anytime learning outcomes would be discussed, it wouldn’t apply to me as I was unable to make any changes. However, I can now see how I have more ‘background’ or personal learning outcomes. Rather then the listed objectives of what students must learn, I can create my own objectives for how I want the students to learn, and what that may look like. 

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This makes me want to introduce more assignments into the course, rather than testing. Historically, this course has had a larger emphasis on testing, mainly multiple-choice testing. However, this does enforce what I seek to get the students away from: memorizing. If I could introduce more assignment that challenge their thinking, and allow them to explain their though process, I can help guide them into being an effective decision maker.

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Eco-graphy.

I found the concept of "slow" very compelling; even though I always feel rushed during class (and in prep, grading, etc.), I yearn for a kind of exiting from time where students and I can simply exist together (and in relation with the non human). I think this is where the real learning takes place! Thanks ellenms1 for mentioning "rest as resistance" in the reading annotations.

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Perhaps a journal assignment could also help to cultivate place-consciousness, which is so crucial in a nature-themed course.

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I've been mulling over possible assignments for this course that could align to my "slow" learning outcomes-- thanks, Kate, for suggesting a journal or similar project for the course. A long-term assignment could help everyone in the course think outside of the week-to-week pace and consider the course theme (nature) in deeper and more personal terms.

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Hanstedt's reading and "Slow ways and Indigenous ways"

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I think just wondering whether this learning outcome is as "authoritative" as it could be? Is it encouraging the students to have agency? I was trying to think about a learning outcome that was more about critically thinking / evaluating current physiotherapy competencies but the tough thing about health profession competency profiles is they're very prescriptive and meant to be followed (not necessarily questioned... although there are many of us physiotherapists and physiotherapy educators that do that all the time).

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This potentia is from our first lab, which was very enjoyable to attend! It was worked on as a group and the ideas we discussed collectively.

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The learning outcome aligns with helping students be ready to make shared decisions with their future patients on their healthcare needs. My hope is to prepare students for real world challenges both in the future and in the now. Many pharmacy students are working through their program and are applying the information they learn in the curriculum in real time. 

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The Hanstedt readings and the lab discussion were helpful for creating this potentia. We had great in-lab conversations about learning objectives and outcomes and the environment many health professions work with with accreditation. 

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Learning Outcomes Lab Worksheet: Evidence Synthesis Research Methods

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Learning Outcomes Lab Worksheet: Evidence Synthesis Research Methods

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The examples of others' posts and the overall discussion during lab were particularly helpful. I also want to acknowledge that I'll be working with the course material provided to me from a colleague at UVictoria who developed a similar course.

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Revising the learning outcome from one that does include a specific, authoritative goal to one that has more details about some of the "pain points" I see learners encounter (e.g. alignment of review type with question and purpose, and the emphasis on the multiple steps/components of the protocol) helped align with the more nebulous potential outcomes expressed in the hypothetical letter from a student. 

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I will need to develop it further, along with other outcomes, but this is a good reminder that within that single goal, quite a few research practices will be employed. 

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I have access to a colleague's similar course and their syllabus includes 6 objectives. The one I have drafted and revised aligns with 2-3 of the objectives from their syllabus. I'm wondering if it is better to have more objectives with finer granularity, such as in the syllabus I'm referencing, or merge course objectives to fewer, higher-order objectives. In the case of the latter option, the objectives would be wordier and possibly more complex, but could also potentially better show the relations between the various elements.

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Going back to my question in prompt 4 about the balance between multiple granular objectives vs fewer overarching goals, it does seem that the links between concepts and skills, theory and practice would be more explicit in the second option.

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For the worksheet, the Hanstedt reading was probably the most applicable, but the discussion in lab was really helpful to think about applying the concrete instructions into a situated practice. I liked having the chance to think about the exercises for other courses/outcomes, since that bit of remove helped me translate the ideas to the course I'm developing, where it can be hard let go of preconceived ideas. Using Jeremy's exemplar learning outcome from Pharmacy was a good way to think through implications of phrasing.

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I found the Hanstedt reading especially helpful. I have never formally designed learning outcomes before, so having a step-by-step process helped me get going.

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By analyzing the messages communicated through a performance the student has observed, my hope is that they will become better equipped to design their own performance that communicates a message they want to say (another one of the learning outcomes).

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Again, Western art music culture tends to focus on the work, and thus promotes a sense of timelessness, universality, and transcendence through music. By analyzing music in its context, students are trained or re-trained to participate in music with consciousness of place and relationships.

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The kind of analysis I expect from students, particularly using the "musicking" paradigm, tends to allow for much fuller observation, taking actors and factors into account that are normally incidental in Western art music culture, which tends to focus on the "work" (ie. the piece of music). Analyzing "musicking" thus allows them to realize that music is not "neutral" and thus brings them closer to being able to act ethically with relation to their engagement with music.

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The readings and lab discussion helped bring home the concept of an "authoritative" outcome that has real-world implications.

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I think this learning outcome is the more general of the three that I have created so far. The traditional lower-level competencies and knowledge taught in this class seem to fit nicely with this outcome, so I think it is a good anchor.

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This potentia is about a course I would love to teach entitled Body and being. It would be based in the philosophies of slow pedagogy and aim to put student actors in touch with their own inner beings and lead creativity -making- exploring from the inside out.

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The non-human or the world of objects is another stimuli to the inner landscape of the actor, material objects are part of the stage world so developing an actors ability to respond to objects can be heightened and trained. Slow pedagogy  here allows time to sit and receive from the non-human. A relationship with an object can be structured to provide an experience that activates the spiritual. Hard to explain you have to do the exercises

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IN slow pedagogy there is much talk about the land and the geographical place where the learning is situated. I don't know how this translates to my field. All my students come with their own heritages and connections to a place called home - THe FSPA then becomes their creative place or their artistic home as they start training. Place consciousness for my students is more about creating a culture of deep care , and becoming emotionally invested in the journey and growth pf their community or cohort. So I think my proposed course could help develop this type of place consciousness. But by turning inwards and exploring self , they may be more able to integrate their heritage and personal

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I’m very familiar with Csíkszentmihályi’ flow theory both as theory and as a state of being within performance and practice. Acting for me is all about being in that place beyond space and time. But, what if I could take the state of flow into my teaching practice. What if I didn’t rush to finish emails or marking but took more time to slow down before I started teaching. Stopped worrying about getting through the syllabus and let learning take its time.  But then the tension how do we slow-down in an educational context that is time-bound and space restrictive? 
Berg and Seeber (2017) “promoting pedagogy of pleasure.”  I love to see the students have fun and laugh during class time, I sometimes set up learning activities because I know they will bring pleasure. What a relief to have it recognized as a pedagogy. I currently live in the tension between believing pleasure is vital to the learning process and is it too much will it get in the way of learning.
Also, ethics slow pedagogy talked of ethics in using and choosing materials. My material is the physical body, both my own and my students. The lived experience contained in these bodies comes with many entanglements. So practicing with care has many implications keeping people safe and also practicing with joy. 
The internal connection to spirit and emotion also ties into Barad notions of “response-ability.” Teaching in a way that opens the students to their spiritual being and enables them to give and receive from a position of personal inner connection to self. This makes them more able to respond, to material , to designs, to ideas, to stimuli, to words, and to express and communicate their personnel connections fully.

# data[].attributes.custom_properties.s-IZtj6I
This Hanstedt reading contributed to much of the lab work. But far more interesting to me was the idea of slow pedagogy. How do we slow-down in an educational context that is time-bound and restrictive. And the implications of slowing down in my  teaching praxis.

# data[].attributes.custom_properties.zA5F8Mec
IN our curricula all of our students move into work that is devised and collaborative and leads to an assessment as a performer in a production. Being able to work in this context from a centered position, with a heightened capacity to respond to each other, would create energies in the room that would be conducive to productive rehearsals.

# data[].attributes.headline
Learning Outcome: Econ2326-Money & Banking

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Learning Outcome: Econ2326-Money & Banking

# data[].attributes.body
#Handstedt on the emphasis on designing learning outcomes that can be measurable via appropriate thinking about assessments.

#Lab1 worksheet instructions offered by Kate.

#@kate's comment on the Relational Course Design Reader.docx

# data[].attributes.custom_properties.8GdT751I
Data are a big part of economics. As a researcher I am working on statistical methods for extracting information from economic and financial data to inform policy analysis and recommendations. Thus, I find them fascinating; looking at them, trying to read the stories they tell, “fighting” to collect them via different methods and web resources. I want students to get equally drawn to his non-human element by emphasizing how it is connected to the course material and to the world. Nevertheless, this requires students becoming comfortable with using their computers accessing data, being familiar with working on spreadsheets. Note I may be thinking of what constitutes non-human or object the wrong way......

# data[].attributes.custom_properties.oGeuLjmE
It is the comparison in terms of efficacy that requires student to go beyond their textbook and apply what they learned. 

# data[].attributes.custom_properties.s-IZtj6I
Handstedt's chapter and the discussion during the lab made me more aware of the need to connect the learning outcome language with what I really want my student to actually do at the end my course, and to think of ways that I can ensure that they are up to it, and measure their degree of success.

# data[].attributes.headline
Lab 1 Worksheet (Clinical Integration 4)

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Lab 1 Worksheet (Clinical Integration 4)

# data[].attributes.body
This was a really helpful thread to read and consider the nature of lectures. This session will be more of a lecture than the other sessions in this course and this thread has some ideas for me to ponder on how to invite students in.

And this discussion about process over outcomes – hoping this session is part of an ongoing process of learning about students’ own relationship with death, with self-awareness, with how to have very difficult conversations and keep themselves and the patient psychically safe.

Finally, took some inspiration from @alexa's comment about being comfortable with uncertainty.

# data[].attributes.custom_properties.8GdT751I
I'm hoping that students will start (or perhaps continue for some of them) to cultivate a series of 'treasures' - memories, images, objects - that provide them with a meaningful sense of wonder and awe. Or at least begin to consider how such non-human materials can draw their attention to what nourishes them when patient-care gets very difficult. 

# data[].attributes.custom_properties.DgBtlFNI
The hope is that students will feel more prepared to step in to the next day's simulation and any difficult conversations that they will have with patients in their clinical practice. The learning outcomes for this session will hopefully provide a guide for students to feel more comfortable with curiosity rather than (only) competency.

# data[].attributes.custom_properties.FmAKCmnw
Quite literally, students will be given permission to slow down. To take their time to direct their awareness to what might be happening inside themselves and what might be happening in the space between them and the patient.

# data[].attributes.custom_properties.t8cWVBdc
As noted on the worksheet, I am teaching a classroom session about having end-of life / goals of care conversations with patients. This is a new session in an existing Clinical Integration course for nursing students who are entering the latter part of their program. I will be teaching the session in November and have been struggling with crafting the learning outcome(s) for it.

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Lab 1 Worksheet: Learning Outcomes for SUST4000

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Lab 1 Worksheet: Learning Outcomes for SUST4000

# data[].attributes.body
Handstedt's Reading

Emailing and lab 1 worksheet instructions offered by Kate Crane

Pre-observation meeting with professor Georgia Klein

# data[].attributes.custom_properties.DgBtlFNI
By clearly articulating course outcomes, there's a greater chance that students will reach them, provided we teach the concepts required and keep reiterating their importance. 

# data[].attributes.custom_properties.E9j3n540
for SUST4000, students are required to have a deep understanding of the space (literal and metaphorical) that their client holds, and how that in-turn affects how they interact with and serve their client. The learning outcome mentioned appraising client's proposals and additional insights/research to help inform the development of their workplan/proposal. They need to understand the element of 'space' if teams are to produce deliverables that meet the clients needs. They will also need to understand their audiences, wether the client or the stakeholders the clients serve, when they prepare communication materials. There is no 'one right way', rather teams will need to use a variety of tools to clearly convey their work to different groups, which requires a strong understanding of the space in which people/stakeholder groups hold, and how they move through those spaces. 

# data[].attributes.custom_properties.FmAKCmnw
Students sometimes get lost in the details with this course, and forget to take a step back and see the bigger picture. This exercise was also a good reminder of just that. Take time to reflect on how what we're doing in the moment fits in (or doesn't) with the larger mission/objective. What might need to change or continue in order to be successful? 

# data[].attributes.custom_properties.s-IZtj6I
Karen Gravett gave inspiration teacher-learner positionality, and Handstedt's work was practical in reshaping how I design learning outcomes that are reflective of the skills needed within the workforce.

# data[].attributes.body
I have referred to both Handstedt and Leddy and Miller’s chapters in this work. My learning objective was edited based on Stephanie’s comment.

# data[].attributes.custom_properties.8GdT751I
This one is mostly about our relations to non-human animals but also may involve considering how objects, sounds, etc. in the environment might affect animals.

# data[].attributes.custom_properties.DgBtlFNI
One of the ideal outcomes of any of my teaching is that students will go on to show increased thoughtfulness and care in their interactions with non-human animals. If the students are ever responsible for animals in the future, I hope they would put a plan like the one they could develop for this course into practice, including actually purchasing any materials needed to help the animals and keeping records, etc. to track effectiveness.

# data[].attributes.custom_properties.oGeuLjmE
This involves starting to apply the theory to how it might be practiced in the real world.

# data[].attributes.custom_properties.t8cWVBdc
The learning outcome, as in the document linked above: By the end of the course, students will be able to design an intervention to reduce stress for a particular type of animal experiencing potential stressors that considers the animal’s natural adaptations and a plan for checking its effectiveness.

# data[].attributes.body
Relational Course Design Reader.docx

# data[].attributes.custom_properties.4u70qZMw
I like walking especially in and around nature.  Spaciousness and openness how I want the students to experience the room.

# data[].attributes.custom_properties.Hbnrj8aM
I was born in Aberdeen, Scotland and immigrated with my family to New Zealand where I grew up and did my actor training. I met my husband a New Zealander (Danish/Maori/Italian), and we've immigrated several times USA, Australia and we came to Canada in 2014. 

# data[].attributes.custom_properties.KR6YTBLU
Michael Chekhov Consortium and MICHA: taught me to value instinct, intuition and imagination and let go of judgement,

# data[].attributes.custom_properties.LxgUKISA
2811a, 2812b, 3811a and 3812b Voice and Speech, 2802 Acting b, Vocal coaching productions

# data[].attributes.custom_properties.O_CE9d3U
I have a yoga practice; it uses my physical body (material) and the values of mindfulness and slowing down, acceptance etc.

# data[].attributes.custom_properties.fQDm_02Y
I direct theatre. It is all of the above.

# data[].attributes.body
Patricia Cove thanks for your thoughts about it being more helpful to design starting in assignment creation. i think thinking about assignments will help me to create a really pointed learning outcome. colleenmcnamee i noted you in my eco-graphy in the doc! christosntantamis this is a "fake" potentia, but, who knows, maybe I'll keep working on this course and you could give me some feedback on it! =)

This was a helpful thread: I would love to storytell in lectures more, maybe begin with an excerpt from ethnographies done in the nations we will discuss in the class, or from literature written by people in developing nations, etc.

Thank you Colleen for this statement

# data[].attributes.custom_properties.s-IZtj6I
The “land as other” section in Gravett & Bach, as noted inside doc. I enjoyed, also, the “full selves” section, about “sense-luscious the world is” (p. 62 of Reader). I’m not sure how I could attend to this one, but helping students to interrogate how economics defines development, what it puts in and what it leaves out, and how that makes it through to policy and interventions (what does development have to do with “intelligence of our muscled flesh”? education/knowledge is an oft-thought about category in econ, but what about this kind of intelligence?). And, from lecture on Monday, thinking about design’s “baggage”, I’d like to make sure students understand that same lesson about developmental models, as an object with “agency” that has the power to materialize injustice

# data[].attributes.custom_properties.4u70qZMw
My career performing cello has mostly focused on Western music, so my practice and teaching have met together quite snugly.

# data[].attributes.custom_properties.Hbnrj8aM
My Marmen forbears have lived in the Wolastoq River Basin under the Treaties of Peace and Friendship for several generations. I'm a little fuzzy as to which war it was that brought Samuel Marmen, a British soldier, to Turtle Island. He married a French-Canadian and the family has continued in that language ever since. There is some Wolastoq blood mixed in there as well, but the details aren't clear. My mother's father seems to have been French-Hungarian, but he did not share much about his family history, perhaps because of some traumas he suffered in Europe during the Second World War. But I would say that, truly, my people are those from all times and places who identify with Jesus Christ. I've been adopted through faith in Him into an extremely large, diverse, and still imperfect family that I deeply love.

# data[].attributes.custom_properties.KR6YTBLU
Dr. Jacqueline Warwick was my MA supervisor, who journeyed with me through a very unusual thesis process and project. She helped me navigate meeting institutional requirements while seeking to honour Indigenous ways of doing research. The journey was very instructive, even life-changing. I have a much greater understanding of the history of this land and of the Treaties, of my place in history, and also of how to navigate cross-cultural relations. Dr. Warwick is also the one who recommended I apply for my current position. Without her encouragement, I would not have seriously considered it.

# data[].attributes.custom_properties.LxgUKISA
I teach MUSC 2355 History of Western Music from 1750 to the Present. I am interested in potentially teaching musicianship courses as well.

# data[].attributes.custom_properties.O_CE9d3U
I assign writing research projects to all my students. I suppose this comes from my unquestioned assumption that writing is a necessary mode of communicating research.

# data[].attributes.custom_properties.fQDm_02Y
No current crafting practices, except fixing appliances and other things that break around the home. I like to write songs, too!

# data[].attributes.custom_properties.Hbnrj8aM
My mom is from a family of 11 in Antigonish, and my dad is from  a family of 12 in Cape Breton. Christmas  is a hectic and fun time!

# data[].attributes.custom_properties.KR6YTBLU
My current director was my professor during school, and she is a big inspiration for me pursuing the path I have taken. She provided me the opportunity to do a clinical practicum in England in my third year, where I was able to see the similarities/differences between the Canadian and European healthcare systems. 

# data[].attributes.custom_properties.LxgUKISA
Eventually, I would like to pursue teaching a leadership course for healthcare professionals.

# data[].attributes.custom_properties.fQDm_02Y
I am extremely lucky to have a pottery studio in my basement, one of the most relaxing hobbies! 

# data[].attributes.custom_properties.ta5oGprc
I teach Radiological Technology for the School of Health Sciences. My specialty area is Computed Tomography, which I am very happy to be teaching this semester!

# data[].attributes.custom_properties.4u70qZMw
Reading about history and politics. I enjoy, although I cannot speak of my students about it, digressions to the link of economics with politics and history. 

# data[].attributes.custom_properties.Hbnrj8aM
I was born, grew up and got most of my education in Greece (Athens). My parents came to Athens from other parts of Greece during the large internal migration movements to urban areas in the 60s. I came in Canada (Montreal) for my PhD in Economics in 2003, and I have been leaving in Canada (except 3 years spent in Denmark) ever since.

# data[].attributes.custom_properties.KR6YTBLU
Three different instances across my undergraduate and graduate studies with a common message at the end that was that I should take responsibility for my learning in a University environment as I was now an adult. The first instance was while being in the first year when one of your professors addressed us as colleagues; being in a university is the first step towards being a professional yourself. The second and third instances were of similar type: a very intense yelling of professors reminding us that being in the University is not about learning to follow "recipes" but learning how to produce them ourselves. I find over the years that I have been teaching that it is beneficial for our university students to be reminded that they are responsible adults, and be treated with the same respect as such.

# data[].attributes.custom_properties.LxgUKISA
This year, I will be teaching Money and Banking, International Trade, Time Series in Economics, Intermediate Macro and Open Economy Macroeconomics. In addition to the above, I supervise all Econ Honours students. I am rather happy with the current selection because it relates to my fields and interests.

# data[].attributes.custom_properties.O_CE9d3U
Looking in data; I enjoy seeing how historical incidents find their ways into graphs of data, and how you can tell the stories related to those.

# data[].attributes.custom_properties.fQDm_02Y
Does helping my son build LEGOs or assembling IKEA furniture count? :-)

# data[].attributes.custom_properties.ta5oGprc
I am teaching Economics, most often courses related to econometrics (statistics for economics) and financial markets.

# data[].attributes.body
As an award-winning environmentalist, I'm passionate about food sustainability (and gardening), waste and carbon reduction. Project management is my jam and how I enact change (in addition to teaching), and I received my Project Management Professional designation last year.

# data[].attributes.custom_properties.Hbnrj8aM
I am a 4th generation immigrant of Jewish decent - my ancestors came from Poland and what is now Russia. I grew up in Montreal, and moved away from my family at 18 to study marine biology and sustainability on the East Coast.

# data[].attributes.custom_properties.KR6YTBLU
Dr. Georgia Klein was an early mentor and teacher of mine. Her approach was unique from other educators I had the privilege of learning from. Her humour, personality and approach to life and work fundamentally changed the way I see and move through the world. I'm also continually inspired by my students, who offer positive encouragement in a system that is not made to favor the Early Career Professionals.

# data[].attributes.custom_properties.LxgUKISA
SUST4000 - Capstone; MARA5004 - Marine Management Skills; Aspiring for Science Communication courses

# data[].attributes.custom_properties.O_CE9d3U
My goal is to do good for our planet and its inhabitants, where my curiosity and compassion help guide the way to action, and implemented with strong project management skills. I aim to bring fun, humor and humility into all that I do, while being mindful of the space I occupy and energy I bring. I take a people first approach, and stay organized so I can do (too) many things.

# data[].attributes.custom_properties.fQDm_02Y
Creativity comes to me in many forms: gardening, homesteading, baking/cooking, jewelry making, entertaining my 3 dogs and 2 cats

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Alexa Goodman, PMP, MMM - Dalhousie University | LinkedIn

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Alexa is a marine manager passionate about doing good for our planet and its people by… · Experience: Dalhousie University · Education: Dalhousie University · Location: Halifax · 500+ connections on LinkedIn. View Alexa Goodman, PMP, MMM’s profile on LinkedIn, a professional community of 1 billion members.

# data[].attributes.custom_properties.4u70qZMw
I love outdoor swimming (just for fun and not well). Sometimes I choose readings featuring outdoor activities like swimming and hiking.

# data[].attributes.custom_properties.Hbnrj8aM
I am from Cumberland County. Being here helps me to feel grounded and content.

# data[].attributes.custom_properties.KR6YTBLU
Learning to teach students from other disciplines has influenced my teaching. I question my own ways of thinking more and am conscious of trying to make these less opaque for students.

# data[].attributes.custom_properties.LxgUKISA
I teach Composition, English Studies in Science and Technology, and Nature in Literature. I would love to teach a food lit class. I want to learn to make tofu and bring it to class!

# data[].attributes.custom_properties.O_CE9d3U
I enjoy gardening, swimming, walking/hiking, and cooking. These things make it into my courses more than I expected ....

# data[].attributes.custom_properties.fQDm_02Y
I am not much of a crafter, though I used to be and would like to get back to it. My "doing"  is usually more transient and leaves fewer artifacts.

# data[].attributes.custom_properties.t8cWVBdc
Sorry, my linking isn't working. I'll try again later.

# data[].attributes.custom_properties.ta5oGprc
I teach English, mostly to STEM students. I also studied history and like to include historical context in my class.

# data[].attributes.body
Something incredible

# data[].attributes.custom_properties.4u70qZMw
I produce music in my spare time and grew up playing violin both solo and in groups. Something that I've taken from that throughout my life is the importance of ensuring that you are bringing people with you as a leader and you are in sync with them. When you're leading a section as a musician and they start getting out of sync, you have to slowly bring them back to the tempo by slowly speeding up or slowing down. If you do it all of a sudden, they will get lost, but if you do it slowly, they will follow. I think this applies to teaching as well, if you want to influence the way people think / see the world, you have to meet them where they're at, and slowly introduce new ideas.

# data[].attributes.custom_properties.Hbnrj8aM
Not really sure who my people are, in terms of race/ethnicity I'm of settler/european descent. I suppose I identify as Canadian?

# data[].attributes.custom_properties.KR6YTBLU
Sociology courses I took in my undergrad had a big

# data[].attributes.custom_properties.LxgUKISA
I'm currently helping out with a neurological physiotherapy course (stroke / spinal cord rehab) and will be lead instructor of a professional practice course geared to physiotherapists. Eventually, I want to teach courses that weave in health equity and social justice conversations into the way we understand and do physiotherapy practice.

# data[].attributes.custom_properties.ta5oGprc
Currently teach in physiotherapy but I weave in a lot of other disciplines into that including sociology, epidemiology, physiology, and psychology. Disciplines I almost chose throughout my career include engineering, math, and physics.

# data[].attributes.body
My family has a 30 year old horse that we have known his entire life and has been with us since he was ~1 year old

# data[].attributes.custom_properties.4u70qZMw
I like to take mini courses in my subject area that refreshes my understanding of certain topics, but also provides me with examples of ways that colleagues may approach delivery of concepts

# data[].attributes.custom_properties.KR6YTBLU
Outdoor science lab in high school where we collected samples and data from a pixel-sized sampling plot in the forest

# data[].attributes.custom_properties.LxgUKISA
Introduction to Nutrition, Applied Animal Nutrition, Protein Nutrition, Companion Animal Biology (co-teach), Carnivore Biology, Honours Thesis II

# data[].attributes.custom_properties.O_CE9d3U
Communicate and provide learning materials to students using multiple materials including lecture slides and Brightspace

# data[].attributes.custom_properties.fQDm_02Y
In the past, I've enjoyed fibre art and painting. At present, my "doing" enjoyment primarily comes from gardening and home repairs

# data[].attributes.custom_properties.ta5oGprc
Animal nutrition. Particular interest in monogastric animal and fish nutrition.

# data[].attributes.body
Blah! (a required field, but you don't have to post in it)

# data[].attributes.custom_properties.Hbnrj8aM
I grew up in the Finger Lakes region of upstate New York, in the traditional territory of the Iroquois six nations/Haudenosaunsee. I, of course, knew little about the Indigenous of this region growing up. My father's mother came from Naples, Italy, and my mother's family hails from England and Wales (these ancestors came over in the 18th/19th centuries). 

# data[].attributes.custom_properties.KR6YTBLU
Independent study with Andy Rotman of Smith College! "Religion of the marketplace". Romantic and aesthetic notions of university also had a large influence that yielded both positive and negative things. 

# data[].attributes.custom_properties.O_CE9d3U
Walking around my garden to see what's there and trying to remember names of plants; i belong to a faith tradition, so spiritual practices like prayer and hospitality are huge pieces of my life. 

# data[].attributes.custom_properties.fQDm_02Y
knitting, cooking, painting, attending to my home altar

# data[].attributes.custom_properties.4u70qZMw
I do research on animal welfare, including emotions, and have a personal interest in mental health as well, so I often listen to podcasts, etc related to communication and psychology which often have useful points for understanding and working with students.

# data[].attributes.custom_properties.Hbnrj8aM
My family are white Canadians (Irish and French heritage predominantly); my academic community is the field of applied ethology. I come from Ontario (territory of Neutral, Anishinaabeg and Haudenosaunee Peoples), with stops in BC and England along the way.

# data[].attributes.custom_properties.KR6YTBLU
My PhD advisor, Georgia Mason, had a major impact on my career and how I think about mentorship, particularly with research students but also in how to give feedback and present myself more broadly.

# data[].attributes.custom_properties.LxgUKISA
BIOA4004 Animal Adaptation and Stress (online); ANSC2003 Companion Animal Behaviour; ANSC0113 Animal Welfare and Husbandry (Diploma level dairy stream students); AGRI5310 Special Topics in Applied Ethology. I also give lectures in Animal Research Methods, Introduction to Agricultural Ecosystems, and Animal Welfare.

# data[].attributes.custom_properties.O_CE9d3U
I think most things are value-laden. In daily life, eating, reading, going for walks. In teaching, communicating with students and creating assessments.

# data[].attributes.custom_properties.fQDm_02Y
No crafting currently; I like to bake when I can.

# data[].attributes.custom_properties.ta5oGprc
Animal Science. Almost chose Behavioural ecology, and could have gone for Psychology.

# data[].attributes.custom_properties.4u70qZMw
Performing music and my experience in the classical music community gives a dimension to my teaching of music history that I don't think I would have otherwise.

# data[].attributes.custom_properties.LxgUKISA
I teach MUSC2355, A History of Western art music from 1750 to the present. I'd like to teach musicianship (core music skills), and eventually I'd like to teach musicianship pedagogy.

# data[].attributes.custom_properties.Hbnrj8aM
I am a settler, second generation from UK on my mother's side and descended from filles du roi on my father's side. I grew up primarily in the unceded territories of the Musqueam, Squamish, and Tsleil-Waututh Nations, by the ocean.

# data[].attributes.custom_properties.LxgUKISA
I currently teach medical-surgical nursing (theory and clinical courses). 

# data[].attributes.custom_properties.O_CE9d3U
I prepare food for my family (partner, kids, dog, cats). 

# data[].attributes.custom_properties.ta5oGprc
I teach in Nursing. I wish I could have studied health anthropology and narrative medicine.

# data[].attributes.custom_properties.4u70qZMw
I make pottery, which has informed the materiality of my teaching practices. 

# data[].attributes.custom_properties.Hbnrj8aM
I am of settler origins in Mi'kma'ki and was born about 2 km from where I currently live on the Bay of Fundy in the Kespukwik region (Annapolis Valley) of what we call Nova Scotia. My parents are American of Italian (on my mother's side) and mixed European (on my father's side) heritage.

# data[].attributes.custom_properties.KR6YTBLU
My partner's lived experience as someone with invisible disabilities very much shapes my teaching and learning as I am reminded daily that I can't know what others are experiencing and what has shaped how they show up in the world. 

# data[].attributes.custom_properties.LxgUKISA
As noted above, I teach topics more than courses, as a librarian. The course I will be designing in the coming months is for evidence synthesis methods. 

# data[].attributes.custom_properties.O_CE9d3U
I strongly connect to relational and material practices, both in living on a farm and in my work as an educator and librarian. 

# data[].attributes.custom_properties.fQDm_02Y
I garden, build, and make pottery (once I have a studio to work from). 

# data[].attributes.custom_properties.ta5oGprc
I teach topics at the intersection of various disciplines: Medicine (Evidence-based practice; evidence synthesis methods); Information science (information retrieval; information practices; information literacy); Multidisciplinary research methods (evidence synthesis; interested in teaching qualitative research methods).

# data[].attributes.body
Teacher Bio

# data[].attributes.custom_properties.Hbnrj8aM
I am from Newfoundland & Labrador. My family live primarily on the island. I also have my puppy who is my go-to support :) her first birthday is next week! 

# data[].attributes.custom_properties.KR6YTBLU
Dr. Tiffany Lee had a big impact on me in both my BScPharm and PharmD program. I had her in every year of my BSc and was an undergraduate research student under her. She was the director of my PharmD program and we shared many late night, multi-hour conversations about education, the profession and about life!

# data[].attributes.custom_properties.LxgUKISA
I teach in PHAR 1051, 1052, 2042, 2052, 3051, 3074. I coordinate PHAR 2042, 2051 and 2052. I teach in the areas of Pharmacist Patient Care Process, Problem Based Learning Process, Gastrointestinal Systems (Gastroesophageal Reflux Disease, Peptic Ulcer Disease, Irritable Bowel Syndrome), Substance Use Disorder (Addiction Theory, Nicotine, Alcohol, Cannabis, Opioid, Stimulant, Hallucinogens, Performance Enhancing Drugs), Pain (Chronic pain, acute pain, gout, osteoarthritis, headache disorders), Travel (Infectious Disease, Health). I also help support the practice experience program at the Dalhousie Social Work clinic. I would like to get into more primary care teaching, such as hypertension management as well as more in Pharmacy Skills labs.

# data[].attributes.custom_properties.fQDm_02Y
I used to work in photography as a part time job as a student. This was a helpful practice to financially support my interest in photography and buying equipment. I would work with the bridal party to try to create their vision for their photos. 

# data[].attributes.custom_properties.ta5oGprc
Pharmacy. I almost chose mathematics/chemistry and education or engineering.

# data[].attributes.headline
What is design? Respond to any of these prompts (or more than one)

# data[].attributes.subject
What is design? Respond to any of these prompts (or more than one)

# data[].attributes.body
What does it mean to design something (a course or otherwise)?

What do you think are our purposes and intentions when we go about designing a course? What do you think we're trying to do when we sit down to design something?

How do you think course design (or the design of anything) relates to control, or agency, or intention?

Have you ever used a more formal design framework (like backwards design, or UDL) and how did it relate to, and come into play, in the day-to-day unfolding of your course?

Do a word/image association. Simply note words (or upload images) that come to mind when you hear "course design"