Integrative Learning in Progress: Fall 2017 Learning Community Courses

Again this fall, the Learning Communities project is creating unique opportunities for interdisciplinary teaching and integrative learning.  Of the twelve paired courses underway, the first three pairs below are running for the first time, after being developed in the second phase of the project in W17, while the remaining three pairs are repeat offerings of courses developed in phase I over the W16 term.

What’s been going on, both in and beyond the classrooms?

First Choice Science:   Biology II & Organic Chemistry I, led by Janet Wyman (Biology) and Yoon Seo-Uh (Chemistry)

“The integrative assessment was a real highlight for our paired courses.  Yoon introduced the students to stereo chemistry and the chirality of molecular structures, while Janet prepared them to understand the different biological impacts of  enantiomer variations of the same molecule.  In the lab, we challenged them with a case analysis authored by Janet, based on the story of a young woman who suffers the loss of her sense of smell due to a head trauma.  The students responded enthusiastically and diligently, with great results; watch the video for more details.   Now, we are moving into final exam preparation mode in our respective courses, but Yoon continues to attend Janet’s lectures, supporting the biology concepts with chemistry background where helpful.  As Yoon says in the video, “Whenever we sit down to discuss an idea for the course, we are having a blast!”  – Janet & Yoon 


Counting the Costs: Social Justice in Canada?   Canadian History & Quantitative Methods, led by Elizabeth Kirkland (History) and Ben Lander (History)

 “While we weren’t sure how it was going to happen before the course began, we’ve been able to do some really great integrated learning activities. For example,  students worked directly with the Census of 1901 while we discussed the process of Peopling the new Nation of Canada.  This led directly to complex and layered discussions around race and identity, geography and class.  Currently, our class is knee deep in their team projects. Each team presented a pitch which led to great peer feedback and participation. Students have chosen to work on issues such as Food deserts in Canada, Health challenges for women of colour, Murdered and Missing Indigenous Women and Girls, Questions of Consent and Sexual Assault, Consumerism, and Refugee detention practices.  It’s been exciting to see them gather momentum as the projects grow and we look forward to seeing the final results in less than a month.” – Liz and Ben


Nature Revisited:   Nature Retreat PE Intensive & Literary Themes: Into the Wild, led by Doug Smyth (Physical Education) and Ian MacKenzie (English)

“Our weekend intensive at Lac Poisson Blanc in early October was a full-on integrative experience, for both students and teachers.  Hiking, canoeing and rock-climbing skills provided the focus for the three days’ activities, while journal writing allowed students to reflect on what they’d learned in each activity, and to make connections to readings from their English class.   The nature sculpture workshop was a highlight; working on an island in the middle of the lake, groups gathered materials from the shoreline and forest, then designed and created a sculpture that expressed their relationship to the natural world.  Currently, as the end of term approaches in their English course, students are revising journal work and creative projects for publication on the “Into the Wild” course blog.  We are already looking forward to our next version of this pairing for fall 2018 – and hoping for the same amazing weather!”    Doug and Ian


Mapping Shaughnessy Village:   Introduction to Geography & Research Methods, led by Geoffrey Pearce (Geography) and Mark Beauchamp (History)

“What’s going on?  We’ve got a student interviewing a pastor who works at The Open Door (day shelter in SV). One of our students is interviewing an activist from Saint-Henri who has been engaged in fighting against gentrification for years, while another student is interviewing the owner of Shaughnessy Cafe about their role in the gentrification of Shaughnessy Village.  We’re excited to see what they come up with!  Finally, we’ve just been done the Lachine Canal historical audio walk on Tuesday, November 7.  Students loaded their phones with an mp3 guide entitled “Canal,” created by Post-Industrial Montreal, which is an offshoot of Concordia’s Oral History Project.  Then we got ourselves down to the canal to walk along and listen along.  See our pics – it was awesome!”  – Mark and Geoff


Imaging Violence and Non-violence:  Humanities Worldviews & Complementary: Contemporary Issues, led by Pat Romano (Humanities) and Kim Simard (Cinema and Communications)

 “We have been working this semester to embed the theme of resistance into both of our classes right from the start, and our students, while small in number, are deeply engaged and connected. They have just handed in a reflective essay on artistic/cultural forms of resistance to their Humanities class, and this week gave their pitches for their final media projects in their Cin-Com class. From the stigmatization of mental health problems to abusive relationships, racism to a dictionary of oppressive language, and slut shaming  to oppressive dress codes, our students are off and running with enthusiasm!”  – Pat and Kim


Reflections – War and Peace:   19th Century History & Humanities: Ethics, led by Michael Duckett (History) and Gray Miles (Humanities)

“This semester has again paired a Humanities Ethics course with a History course, and Tolstoy’s War and Peace is again at the centre of our discussions.  We may see Humanities and History as different disciplines, but as students read and discuss Tolstoy’s novel, they are seeing these disciplines as very interrelated; for example, a character’s ethical decisions are frequently, even usually, made in a particular historical context. We as teachers try to find universal truths, but we learn reality from our students.”  – Michael and Miles


So, what’s the Big Picture?

Building curricular bridges between traditionally separate disciplines entails a host of challenges, small and large.  These challenges, and possibles responses, provided the topic for Randy Bass’s keynote address at Dawson’s Pedagogical Day in October.

Vice Provost for Education  at Georgetown University, Dr. Bass argued that if colleges and universities hope to graduate students who are able to think and problem solve in integrative and interdisciplinary ways, they will need to create more flexible curricular structures, and support new approaches to instruction that confront students with complex, unscripted problems and situations. 

These concerns are at the heart of the design and delivery of this fall’s Learning Communities courses, and will remain central to the next phase of course development in Winter 2018, when a third and final phase of the project’s ECQ grant will (hopefully!) fund a new team of 5-6 teachers working on 2-3 new course pairings.

Questions about any of the F17 courses or the LC project?  Don’t hesitate to get in touch.

Spring 2017 Update: New Learning Community Courses

Work on new Learning Community courses has continued through the duration of the Winter 2017 term.   In April, some teachers were putting the final touches on one-page course pitches that will be used to recruit students for F17 and W18.

Course pitches are distributed to students by way of MIO mailings, with groups of eligible students identified by program progression charts.  Big thank you’s to Michele Pallett (Advising) and Max Jones (OAD) for their input on and ongoing management of recruiting.

Browse the recruiting pitches below:

Counting the Costs: Social Justice in Canada?  (Quantitative Methods (300- 360-DW) + Canadian History (330-201 DW)




(D)écrire la beauté: History & Art in the 20th Century  (330-314-DW: Applied 20th Century + Français niveau 3 bloc B 602-BXK-DW)



Peace 365  (365-BWP-DW Complementary – Contemporary Issues)




Nature Revisited (Phys Ed 109-103 (Intensive) Nature Retreat + English 603-103 Literary Themes: Into the Wild – Writing about Wilderness and Ecology)



For courses that can bypass recruiting because they are filled in program course allocation, work has been advancing on class schedules and descriptions for common course outlines – see for example the description for

First Choice Science: General Biology II (101-BZE-06) & Organic Chemistry I (202-BZF-05).



And finally, the promotional SPACE video Lab Stories will give students a sense of the design process at the core of the new Complementary – Contemporary Issues (365-BWP-DW): How to Build Things that Matter.



In all, ten new Learning Community courses will be launching in Fall 2017 and Winter 2018.  Faculty interested in getting involved in the next phase of course development should visit the Call for Proposals for new projects, to be developed over F17/W18.


Call for Proposals: New Learning Community Projects F17-W18

Faculty interested in integrative learning and collaborative curriculum development are invited to submit a proposal to participate in the Fall 2017-Winter 2018 phase of Dawson’s Learning Community project.  Proposals must be submitted to Maxwell Jones (OAD) by Thursday, May 18, and should be kept to a single page that addresses in specifics the criteria below.  6-7 teachers may receive release for F17 or W18, depending on the distribution of ECQ funding and the proposed launch dates for pilot courses.  Department chairs, program coordinators and Deans must be informed of your application.  Proposals are reviewed by Ian MacKenzie (Project Lead), Chris Adam and Diane Gauvin. Continue reading

Stories of Shaughnessy Village W2017 – RM & Intro to Geography

When your back-to-back RM and Intro to Geography classes have you doing February field walks in the Shaughnessy Village neighbourhood – sometimes you have to warm up with some Korean dumplings or soup!

Read the course pitch for Mark Beauchamp and Geoff Pearce’s RM and Geography course pairing in the Social Science program, and don’t hesitate to contact Geoff or Mark with questions about what they are doing and how they are doing it.

W2017 LC Course Development in Progress

The Fall 2016 Call for Proposals for new Learning Communities courses yielded 11 different proposals, involving 18 teachers from 12 different departments.

Five projects involving ten teachers (seven with course release) are being supported for the W2017 semester.  The group meets every other week in the CoLab to share their progress in course development, and learn about new tools and strategies for paired courses and integrative learning.

Learn about each project team from excerpts from their proposals below Continue reading

Resist Violence Exhibition – December 4, 2016

Pictures from the final exhibition of student multi-media projects from Pat Romano and Kim Simard’s Humanities & Cin-Comm paired courses.  Amazing work & high spirits made for a fantastic culminating event for this Women’s & Gender Studies/Peace Certificate learning community.  Hats off to students and profs Pat Romano (Humanities) and Kim Simard (Cin-Comm).

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Call for Proposals: Learning Communities W2017

Faculty interested in integrative learning and collaborative curriculum development are invited to submit a brief proposal to participate in the W2017 phase of Learning Community project.  Proposals must be submitted to Ian MacKenzie or Chris Adam by Monday, December 5, and should be kept to a single page addressing the criteria below.  Up to 6 teachers may receive release for W2017, depending on ECQ funding.

Continue reading

Meet-up for W2017 Collaborative Course Design


Dawson’s Learning Communities project is looking for teachers interested in working over the W2017 term on the collaborative design of interdisciplinary team-taught courses.

If you’d like to participate, this pizza-powered meet-up on Wednesday November 17, 2.30-4pm in the CoLab 3F.43 is an opportunity to

  • Hear more about the learning community model from teachers leading pilot courses this fall.
  • Meet other teachers interested in working together on integrative learning and problem-based courses.
  • Grab a slice of pizza.

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Fall Snapshots: Learning Communities in Progress

Three learning community pilot pairings (7 courses) are in progress this fall.  Here’s a glimpse of what’s happening in the classrooms, and what the teachers are saying about it.


The Journeys cluster of English, Humanities and Academic Skills is headed by Susan Briscoe, Anjali Choksi and Michelle Smith.

“Our focus since our planning phase for Journeys has been on relationship-building, both between the college and Indigenous communities and in the classroom. While there have been challenges, we have really enjoyed this experience of working so closely with students and collaborating with colleagues from other disciplines and institutions. We are learning so much!” –  Susan Briscoe and Anjali Choksi

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Learning Communities at Long Island University-Brooklyn: A Conversation with Deborah Mutnick

On Wednesday May 11, the LC faculty teams had a Skype meeting with Deborah Mutnick from Long Island University, where Dr. Mutnick is the Director of the LIU-Brooklyn Learning Communities program.  LIU-Brooklyn serves a diverse, urban and suburban student population, with an emphasis on professional programs in the health sciences and business.

LC LIU image

The LIU-Brooklyn LC program was initiated in 2010, in parallel with revisions to core curriculum requirements and efforts to increase student retention.  Designed and led by faculty, the LIU LC program now features the participation of 30 teachers each semester.  While their start-up phase required a lot of effort both in academic planning and advertising the nature of LCs to new students, now hundreds of students complete core requirements in the context of themed course pairings, pairings that draw on Brooklyn and Manhattan as a rich social, cultural and historical backdrop for experiential and integrative learning.

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