- 911³Ô¹Ï
- Events
- Inquiry Support
- Workshops & Programs
- SoTL 101: Introduction to SoTL and Teaching + Learning Inquiry
- SoTL 102: Formulating an Inquiry Project
- SoTL Thoughts
- Coffee + Conversation
- Tools for Inquiry: Conducting Inquiry Using CES
- Amundsen Fellowship Program
- Decolonial Teaching + Learning Seminar Series
- Decolonizing and Indigenizing Curricula
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments: An Integrated Seminar Series + Grants Program
- Inquiring into Your Multilingual Classroom: An Integrated Seminar Series + Grants Program
- New Ways of Teaching, New Ways of Learning: Supporting Learning in Online Environments
- Open Education Grant Pilot Program
- Teaching and Learning Development Grant Program
- Project Archive
- Amundsen Fellowship Program
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments Program
- Inquiring into Your Multilingual Classroom Projects
- New Ways of Teaching, New Ways of Learning
- Teaching and Learning Development Grant Program
- Scholarship of Teaching + Learning Projects
- Conferences & Calls for Proposals
- FLO Workshop: GenAI and the Indigenous 5Rs Framework [June 16, 2026]
- Cfp: 2026 Global Students as Partners Roundtable [Deadline: June 29, 2026]
- Graduate Students/Post-docs Teaching in Higher Education Conference [August 07, 2026]
- 2026 DPI Conference [August 18-20, 2026]
- 2026 Global Students as Partners Roundtable [October 01-02, 2026]
- 2026 SoTL Symposium Conference [October 22-24, 2026]
- For Research Personnel
- News + Stories
- AI as learning coach: project explores ChatGPT integration beyond plagiarism concerns
- Investigating the motivations and perceptions of undergraduate students using AI for assignments
- Faculty teaching confidence soars through peer observation program
- Research proves role plays work: evidence-based approach transforms history and labour studies teaching
- Welcome Kaitlyn Watson!
- Authentic learning transforms large epidemiology course: students find personal meaning in public health research
- Developing AI-resistant teaching through story-centered approach
- Life-changing plant course reveals how to help students see the green world around them
- Strategic repetition transforms mobile computing education: students master challenging topics through distributed practice
- Beyond grades: Ungraded portfolios transform teacher education
Evaluating the Design, Delivery, and Impact of FHS’s First Global Health Experiential Learning Course
Grant program: Teaching and Learning Development Grants Program
Grant recipient: Angela Kaida, Faculty of Health Sciences
Project team: Malcolm Steinberg, Faculty of Health Sciences; Mark Brockman, Faculty of Health Sciences; Denis Chopera, sub-Saharan African Network for TB and HIV research Excellence (SANTHE), Africa Health Research Institute; Victoria Kasprowicz, SANTHE; research assistant, TBD
Timeframe: May 2020 to January 2023
Funding: $5,000
Courses addressed:
- HSCI 891 – Special Topics in Experiential Global Health Learning/HSCI 488-3 –Directed Studies
- HSCI 885/HSCI 496 – Special Topics in Experiential Global Health Learning
Final report: View Angela Kaida's final report (PDF)
Description: The overall aim of our project is to evaluate the design, delivery, and impact of this global health experiential course. We plan to conduct a literature review to identify best-practice principles/approaches to design and deliver global health experiential learning at the graduate level – focusing on principles of collaboration and reciprocity in learning. We also plan to systematically document how Faculty of Health Sciences’ first course on global health experiential learning was collaboratively designed and delivered. We will evaluate whether, and to what degree, the course design and delivery met the key course objectives from the perspective of 911³Ô¹Ï and SANTHE trainees who participated in the course between 2016-2020.
Questions addressed:
- What are best practice principles/approaches to design and deliver global health experiential learning course at the graduate level – focusing on principles of collaboration and reciprocity in learning?
- How was Faculty of Health Sciences’ (FHS) first course on global health experiential learning collaboratively designed and delivered?
- To what degree did the course design and delivery meet the key course objectives as outlined above from the perspective of 911³Ô¹Ï and SANTHE trainees who participated in the course between 2016-2020?
- What recommendations can we offer based on this evaluation to inform the design and delivery of future global health experiential learning courses in FHS and beyond?
Knowledge sharing: We will present the findings at the FHS Rounds, during a week dedicated to teaching & learning. We plan to present preliminary findings at the 2020 SANTHE AGM, as well as submit an abstract to a global health conference to present the process, findings and recommendations. We will pursue a peer-reviewed publication in a global health learning journa