Participant·es

Automne 2022

Andrea Strudensky

Un résumé de ses trois semestres en tant que boursière DALC !

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Andrea Strudensky

A reflective summary of her 3 Semesters as a DALC fellow!

Daniel Goldsmith

Daniel Goldsmith enseigne au département des sciences humaines depuis 2009, où ses cours traitent des questions d'identité personnelle, d'action compatissante et de conscience éclairée. Ses cours s'appuient sur son éducation formelle (BA et MA de l'Université McGill), ainsi que sur les deux années qu'il a passées en Inde pour apprendre les traditions orientales.Daniel est toujours à la recherche de moyens d'affiner...

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Daniel Goldsmith

Daniel Goldsmith has been teaching in the humanities department since 2009, where his courses deal with questions of self-identity, compassionate action, and enlightened consciousness. His courses draw on his formal education (BA and MA from McGill University), as well as the nearly 2 years he spent in India learning about eastern traditions. Daniel is always looking for ways to refine and improve his teaching, which was what sparked his interest in the fellowship.

Diana Ranallo

Diana enseigne dans le programme Technologie de l’échographie médicale . Elle travaille comme technologue en échographie médicale depuis 13 ans. Elle est spécialisée dans l'échocardiographie, mais elle est fascinée par toutes les spécialités de l'échographie. Récemment, elle a pu développer une autre de ses passions, l'enseignement. Bien qu'elle soit nouvelle dans l'enseignement...

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Diana Ranallo

Diana teaches in the Medical Ultrasound Technology Program. She has worked as a medical ultrasound technologist for the past 13 years. She is specialized in echocardiography, but it fascinated by all specialties of ultrasound. Recently she has been able to develop another passion of hers, which is teaching. While she is new to the teaching role, she decided it was an ideal time to learn modern ways to design a class and implement new pedagogy. She strongly believes that keeping students engaged and active in a classroom will help them connect with the material resulting in improved learning outcomes as well as a more enjoyable classroom dynamic.

Phil Ghayad

Depuis 1998, j'essaie de convaincre les élèves de Dawson de l'importance de l'économie.Certains étudiants ont été convaincus, d'autres pas vraiment... J'ai toujours cru en l'importance d'utiliser la technologie et différentes techniques d'apprentissage en classe pour améliorer la compréhension et la réussite.J'ai rapidement adopté un système de devoirs en ligne (Aplia)...

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Phil Ghayad

I have been trying to convince Dawson students of the importance of economics since 1998.  Some students have been convinced, while others not so much... I have always believed in the importance of using technology and different learning techniques in the classroom to improve comprehension and success.  I quickly adopted an on-line homework system (Aplia) that was created by economist Paul Romer to have his students do homework in a more productive manner.  This was a revolution in pedagogy at the time.  I feel we are now going through another revolution in pedagogy with (among other things) asynchronous learning, the usage of social media, artificial intelligence, and learning communities that in the end will help us make the class more fun and stimulating for our students. 

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Hiver 2022

Andrea Strudensky

Un résumé de ses trois semestres en tant que boursière DALC !

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Andrea Strudensky

A reflective summary of her 3 Semesters as a DALC fellow!

Diane Shea

Diane enseigne au département d'histoire et de lettres classiques du Collège Dawson et fait partie de l'équipe du profil Changement social et solidarité. La motivation d'impliquer les étudiants, de créer une communauté, d'assurer une classe inclusive et d'augmenter la réussite des étudiants est à l'origine du désir de s'éloigner des cours magistraux traditionnels pour adopter une pédagogie plus créative. Avant de rejoindre l'AL CoP,...

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Diane Shea

Diane teaches in the History and Classics Department at Dawson College and is part of the North South Studies team. The motivation to engage students, create community, ensure an inclusive classroom and increase student success is behind the desire to move away from traditional lectures towards a more creative pedagogy. Before joining the AL CoP, Diane participated in both WID and UDL. After a couple of years of teaching in an AL classroom, Diane joined the DALC Fellows and appreciates the opportunity to further the creative journey by both delving into theory and developing new AL activities.

Diane Shea_Portfolio.pptx

Mathilde Hitier

Mathilde Bio Mathilde enseigne les mathématiques depuis dix ans au Collège Dawson. Auparavant, elle a complété sa formation en mathématiques (PhD) en Europe, où elle a enseigné du niveau secondaire au niveau universitaire, pendant plus de dix ans. C'est là qu'elle s'est familiarisée avec le programme du Baccalauréat International et qu'elle est maintenant...

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Mathilde Hitier

Mathilde Bio

Mathilde has been teaching Math for ten years at Dawson College. Before that, she completed her education in mathematics (PhD) in Europe, where she taught from Secondary School level to University level, for more than ten years. There, she became acquainted with the International Baccalaureate Program and is now an assistant examiner and team leader for Math Analysis and Approaches higher-level examination.

At Dawson, she has taught calculus, linear algebra, probability and statistics, as well as remedial mathematics for secondary 4 and 5 and a mathematics course in the Electronics Engineering Technology program. She is a teaching assistant at Université de Montréal, and is completing a PhD in Math education there. In her research project, she studies the practices around the use of the derivative (a mathematical object introduced in differential calculus) in a kinematics context (study of motion, where the derivative is used, among others, to describe the velocity and acceleration), both in the calculus and the mechanics course. She also initiated a PAREA collaborative research project, which aim is to monitor and improve the implementation of a paired differential calculus and mechanics course at Dawson.

Mathilde is passionate about education. In Winter 2014, she was a Writing in the Disciplines fellow, and she joined the Dawson Active Learning Community in 2016. She became a fellow in the Winter 2020 semester. Drawing on her research background and the Dawson Active Learning Community support, she aspires to include more meaningful active learning activities in her courses (both at Dawson and University), and hopes to find a good balance between a teacher- and learner-centred approach. Inspired by the paired calculus mechanics and calculus course and the enriching exchanges with teachers of other disciplines within the Dawson Active Learning community, her next project might be another calculus paired course. To be continued…

Phil Ghayad

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Phil Ghayad

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Automne 2021

Andrea Strudensky

Un résumé de ses trois semestres en tant que boursière DALC !

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Andrea Strudensky

A reflective summary of her 3 Semesters as a DALC fellow!

Daniel Goldsmith

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Daniel Goldsmith

Diane Shea

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Diane Shea

Diane Shea_Portfolio.pptx

Phil Ghayad

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Phil Ghayad

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Cohorte de l'hiver 2021

Ahmad Banki

Ahmad Banki est professeur d'économie à Dawson depuis 2011. Il a étudié à l'Université de Calgary et à McGill. En plus de DALC, il a été membre de plusieurs autres communautés de pratique à Dawson. Son expérience pédagogique et ses intérêts comprennent l'éducation asynchrone, la conception universelle de l'apprentissage, la gamification et les stratégies de retour d'information immédiat.Ahmad a...

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Ahmad Banki

Ahmad Banki has been a professor of economics at Dawson since 2011. He studied at the University of Calgary and McGill. In addition to DALC, he has been a fellow at several other communities of practice at Dawson. His pedagogical experience and interests include asynchronous education, Universal Design for Learning, gamification, and immediate feedback strategies. Ahmad has a YouTube channel featuring his pedagogical instructions and economics lessons. He is also an advanced Moodle user.

Ahmad Banki_Portfolio.pdf

Catherine Roy

Cathy Roy travaille à Dawson depuis 6 ans dans le département Techniques de physiothérapie depuis qu'elle a quitté son travail de clinicienne. Son désir de devenir une meilleure enseignante l'a amenée à obtenir un certificat d'études supérieures en enseignement collégial avec Performa à l'Université de Sherbrooke. Elle a également effectué un stage dans le cadre du programme Universal...

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Catherine Roy

Cathy Roy has been working at Dawson for 6 happy years in the Physiotherapy Technology Department since she transitioned from her work as a clinician. Her quest to become a better teacher led her to complete a Graduate Certificate in College Teaching with Performa at the University of Sherbrooke. She did a prior fellowship in the Universal Design for Learning Community of Practice in 2019, and she enjoyed it so much, she decided to apply for a DALC fellowship the following year. Her interests lie in case study methodology, gamification, and effective use of technology in the classroom, and her project with the DALC has married these two. Her research on serious games and branching scenarios has led to potential new avenues and applications for using online methods to diversify online learning including research into an ongoing work to bring a new platform called Open Labyrinth to Dawson. She will put this expertise to good use in the next couple of years through a SALTISE fellowship, participation in the Physiotherapy Program revision, as well as the Interprofessional Education project at Dawson College.

Cathy Roy_ Portfolio.pptx