Biology Graduate Modules
BIOL5710, Department of Biology, Dalhousie University
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BIOL 5710 Graduate Modules 2025/2026
NOTE:
The module list will be updated as the
descriptions are submitted. The final number of modules
could > or < 10. Please check in regularly for
updates. You will be notified via e-mail when the
list is finalized.
|
No. |
Short Title |
Instructor |
Date |
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| |
|
|
|
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|
1 |
Marine genomics &
popn abundance |
Ruzzante |
Winter |
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|
2 |
Create an undergrad
lab experience |
Bishop |
Feb/Mar |
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|
3 |
Programmed cell death (PCD) | Gunawardena | Jan/Feb |
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|
4 |
Science
Podcasting for Equity & Inclusion |
Bielawski |
F&W |
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|
5 |
Developing
course content (tentative) |
TBD | TBD | |||||||||
|
6 |
STEM education that bridges
science & society |
Bielawski |
F&W |
|||||||||
|
7 |
TBD |
TBD | TBD | |||||||||
|
8 |
TBD
|
TBD | TBD | |||||||||
|
9 |
TBD
|
TBD | TBD | |||||||||
|
10 |
(additional modules) | TBD | TBD |
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| 11+ | FoA module selection (link to their site) | see ag website | ||||||||||
On-line modules: (as necessary)
(Note: The Biology program does not offer modules over the summer.)
Individual module descriptions
|
1 |
|
|
Title: |
Marine genomics and the estimation of
population abundance in the sea via the Close Kin
Mark Recapture approach (CKMR).
|
|
Instructor(s): |
Daniel Ruzzante |
|
Preferred time: |
Winter term; details to follow |
|
Contact: |
(902) 494-1688 |
Daniel.Ruzzante@Dal.Ca |
|
Description: |
This module will be an introduction
to the Close Kin Mark Recapture (CKMR) approach
to estimate population abundance and survival
rates. The approach is based on the principle
that an individual’s genotype can be considered
a “recapture” of the genotypes of each of its
parents and analyses the number and pattern of
kin-pairs [parent-offspring pairs (POPs) or
half-sibling pairs (HSPs)] in a mark-recapture
(MR) framework. Assuming that individuals are
randomly distributed and that the sampling of
offspring and parents or of half-sibs is
independent of each other, the number of POPs or
HSPs identified genetically in a large pool of
individuals can be used to estimate abundance. While the literature on the topic is expanding, most of it, if not all, can be reviewed and discussed within the context of this module. After an initial introductory lecture, module participants will be responsible for presenting some of the studies and discussing their pros and weaknesses. Everyone is expected to participate in all discussions. Students will be evaluated based on the presentations, their participation in class and a short 3-4 page long summary essay. |
|
2 |
|
|
Title: |
The Art of Laboratory Pedagogy: Creating
Laboratory Learning Experiences for Undergraduate
Students. |
|
Instructor(s): |
Todd Bishop |
|
Preferred time: |
February-March
2026 |
|
Contact: |
todd.bishop@dal.ca
|
|
Description: |
In this
module students will independently design and
create a laboratory experiment that could be
offered in an undergraduate course. Students will
end the module with a fully edited and critiqued
lab exercise that they could then incorporate into
a teaching portfolio in support of their teaching
goals. |
|
3 |
|
|
Title: |
The role of programmed cell death in an
organism’s life |
|
Instructor(s): |
Arunika Gunawarden |
|
Preferred time: |
January/February 2026 |
|
Contact: |
Telephone:
(902) 494 1594 arunika.gunawardena@dal.ca |
|
Description: |
Programmed
cell death (PCD) is a
genetically controlled,
active process that plays a
vital role in the lives of
both eukaryotic and
prokaryotic organisms. In
this module, we will discuss
the different examples of
PCD and their role in
development and defense, PCD
detection techniques, and
the mechanisms that regulate
PCD. The module will consist
of a presentation and
discussion of recent PCD
papers. Evaluation will be
based on oral presentations,
a written essay, and class
participation. For details
please contact Arunika
Gunawardena. |
|
4 |
|
|
Title: |
Science
Podcasting for Equity and Inclusion |
|
Instructor(s): |
Joseph
Bielawski |
|
Preferred time: |
Fall & Winter terms |
|
Contact: |
j.bielawski@dal.ca
|
|
Description: |
Graduate students in this experiential learning module will contribute to design, production, and release of a season of the Breaking Conventions in STEM podcast. This podcast was developed by undergraduate students in the Dalhousie Science Scholars and Leaders Program. Some content has already been developed, but not yet released. Graduate students will take over the project for one season, with opportunities to work in editorial, production, and outreach roles. Participants will develop advanced skills in science communication, audio storytelling, and equity-centered dialogue. The course emphasizes collaborative practice, critical reflection on diversity and inclusion in STEM, and the creation of professional-quality content for a public audience. |
|
5 |
|
|
Title: |
Devising and presenting
course material |
|
Instructor(s): |
***Tentative*** |
|
Preferred time: |
TBD |
|
Contact: |
TBD |
|
Description: |
Note: This module is
tentative and might not run this session. Most professors, instructors and other educators have to produce or modify content in the courses that they teach. This can include lectures, and practical work, such as labs. The module will give graduate students the opportunity to go through a process of producing new material that could be integrated into an existing undergraduate course in biology, to improve it, or update it. They will deliver the material in simulated format, and importantly, reflect on and revise the content in light of this experience. The amount would be a ‘unit’ of 1-3 lectures (of which only one would normally be fully fleshed out and presented in the module – see “3” below), or 1 lab, or equivalent. In contrast with guest lectures, which are generally on the presenter’s speciality and not tightly integrated with the rest of the course, the object is to fill a gap in an existing course offering, with reference to improving the course, not leveraging your existing narrow specialities. This is closer to much of what professors/instructors must do in practice. The default course to be ‘improved’ is BIOL3102.03 (Microbial Eukaryotes). Alastair is the (sole) instructor for this, and can supply all of the current material associated with that course. Students wishing to work within the context of other courses should get explicit permission from the instructor(s). Adopting a broad idea from a related course at another university is acceptable, but this should be explicitly acknowledged and it is expected that there would be substantial modification of the material to be appropriate for the particular course being integrated into. |
|
6 |
|
|
|
Bridging Science and Society: Developing A New Model for Responsible Science Education |
|
Instructor(s): |
J.P.
Bielawski |
|
Preferred time: |
Fall
& Winter (TBD) |
|
Contact: |
j.bielawski@dal.ca |
|
Description: |
This graduate module positions students as co-developers of an innovative model for training scientists who engage deeply and responsibly with society. The new model seeks to integrate civic engagement, intercultural leadership, and science-policy practice into mainstream science education, grounded in the principles of equity, diversity, inclusion, and accessibility (EDIA). Participants’ work will directly inform two major initiatives: (1) DSSLP Connect, a proposed undergraduate capstone that legitimizes civic and community engagement as a credit-bearing pathway in science education; and (2) a new graduate training framework for Dalhousie University, designed for NSERC CREATE-level implementation, where civic engagement, equity, and collaboration are recognized as hallmarks of scientific excellence. The goal is to train a new generation of scientists who will build bridges between university and community, and give them the tools and agency to re-imagine, and help reform, the social contract between science and society. N.B. Because this project involves co-developing an innovative model with few existing precedents, students will take an active role in shaping its direction through independent research and reflection. A key experiential component will be the opportunity to design and implement a pilot initiative in collaboration with a Dalhousie High Performance (Tier 3) Leadership Scholar. |
|
7 |
|
|
Title: |
TBD |
|
Instructor(s): |
TBD |
|
Preferred time: |
TBD |
|
Contact: |
Dr.
XXX: (902) xxx-xxx |
xxx.xxxxx@dal.ca |
|
Description: |
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|
8 |
|
|
Title: |
TBD |
|
Instructor(s): |
TBD |
|
Preferred time: |
TBD |
|
Contact: |
Dr.
XXX: (902) xxx-xxx |
xxx.xxxxx@dal.ca |
|
Description: |
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|
|
9 |
|
|
Title: |
TBD |
|
Instructor(s): |
TBD |
|
Preferred time: |
TBD |
|
Contact: |
Dr.
XXX: (902) xxx-xxx |
xxx.xxxxx@dal.ca |
|
Description: |
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est laborum. |
| |
|
|
Title: |
TBD
|
|
Instructor(s): |
TBD |
|
Preferred time: |
TBD |
|
Contact: |
Dr. XXX: (902)
xxx-xxx | xxx.xxxxx@dal.ca |
|
Description: |
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amet, consectetur adipiscing elit, sed
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Excepteur sint occaecat cupidatat non
proident, sunt in culpa qui officia
deserunt mollit anim id est laborum. |
|
11 |
|
|
Title: |
Module 11 |
|
Instructor(s): |
TBD |
|
Preferred time: |
TBD |
|
Contact: |
Dr.
XXX: (902) xxx-xxx | xxx.xxxxx@dal.ca
|
|
Description: |
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consectetur adipiscing elit, sed do eiusmod
tempor incididunt ut labore et dolore magna
aliqua. Ut enim ad minim veniam, quis nostrud
exercitation ullamco laboris nisi ut aliquip ex
ea commodo consequat. Duis aute irure dolor in
reprehenderit in voluptate velit esse cillum
dolore eu fugiat nulla pariatur. Excepteur sint
occaecat cupidatat non proident, sunt in culpa
qui officia deserunt mollit anim id est laborum. |
|
12 |
|
|
Title: |
Module 12 |
|
Instructor(s): |
TBD |
|
Preferred time: |
TBD |
|
Contact: |
name.name@Dal.Ca
| 902 xxx xxxx (office) |
|
Description: |
TBD |
| |
|
11+ |
|
|
Title: |
Faculty of Agriculture module selection (link to their site) |
|
Instructor(s): |
Faculty of Agriculture |
|
Preferred time: |
link to their site |
|
Contact: |
link to their site |
|
Description: |
Modules offered through the Faculty of
Agriculture (formerly NSAC) do count towards
BIOL5705/5706. |