bluuebunny/crossref_metadata_2025 huggingface dataset:
Estimating discharge in rivers through the combined use of dimensionless isovels and point velocity measurements
Authors: Farina G. , Alvisi S. , Franchini M.
Published: April 2017

This paper presents a procedure for estimating discharge in a river cross-section based on the combined use of dimensionless isovels and point velocity measurements. Specifically, taking the Biot–Savart law on the magnetic field induced by an electric current in a wire as their basis as already done by other researchers, the authors propose a new formulation of the relationship characterizing the effect of the wetted perimeter on the range of velocities in a cross-section in order to take explicit account of roughness, expressed by means of Manning's coefficient. Once appropriately nondimensionalized, the isoeffect contours can be read as dimensionless isovels. Assuming in situ velocity measurements are available, discharge at a cross-section can be computed using two different methods. The proposed procedure was applied to six case studies characterized by river cross-sections which differed greatly from one another. The results show that the two methods proposed for estimating discharge lead to equivalent outcomes, and in all the cases the procedure as a whole enables a sufficiently accurate estimation of discharge, even when it is based on a limited number of velocity measurements or on the measurement of maximum surface-water velocity alone.
Stosowanie metafor jako wyraz kompetencji komunikacyjnej u wybranych pisarzy wczesnochrześcijańskich
Authors: Marcyński Krzysztof
Published: April 2017

Abstrakt
Eugenio ZOLLI, Nazarejczyk, przeł. Artur J. Katolo, Fundacja Instytut Globalizacji, Gliwice 2015
Authors: Chrostowski Waldemar
Published: April 2017

recenzja
ISOLATION, SCREENING AND CHARACTERIZATION OF ANTIBIOTIC PRODUCING ACTINOMYCETES FROM KAPULUPPADA PLASTIC WASTE DUMPING YARD, VISAKHAPATNAM
Authors: Duddu Midhun Kumar , Guntuku Girijasankar
Published: April 2017

Objective: To isolate, screen and characterize antibiotic producing actinomycetes from Kapuluppada plastic waste dumping yard, Visakhapatnam.Methods: A total of 12 soil samples were collected, serially diluted and spread on starch casein agar supplemented with Rifampicin and Cycloheximide for inhibition of bacteria and fungi, respectively. Cross-streak method was used to check the antagonistic activity of isolated actinomycetes against bacteria and fungi. Crude extracts from submerged state fermentation were used for the production of antimicrobial compounds. Agar well diffusion method was used for antimicrobial activity of crude extracts against test organisms. The isolates were characterized by morphological, physiological and biochemical methods.Results: A total of 110 actinomycete isolates were isolated from plastic waste dumping yard. All isolates had shown antimicrobial activity against one or more tested bacteria/fungi. The crude extract of the isolates PD66 (12.2 mm), PD85 (11.5 mm) were most active against methicillin-resistant Staphylococcus aureus, PD4 (14.1 mm), PD66 (15.6 mm) were active against Pseudomonas aeruginosa, whereas the extracts of PD10 (19.2 mm), PD47 (19.8 mm), PD106 (19.1 mm) were active against Candida albicans, PD10 (14.6 mm), PD82 (15.7 mm) active against Saccharomyces cereviciae. The isolates had shown varying morphological, physiological and biochemical characteristics.Conclusion: The actinomycetes isolated from Kapuluppada plastic waste dumping yard were found to be most promising microorganisms for the production of antibacterial and antifungal antibiotics.
OPTIMIZATION OF EXTRACTION PARAMETERS FOR TOTAL FLAVONOIDS FROM GARDENIA GUMMIFERA GUM RESIN BY RESPONSE SURFACE METHODOLOGY
Authors: Bhandare Snehal B. , Laddha Kirti S.
Published: April 2017

Objective: To optimize the extraction parameters for determining the highest yield of Total Flavonoids from Gardenia gummifera gum resin.Methods: In the present study, response surface methodology (RSM) with three level Box Behenken design (BBD) was performed to optimize extraction parameters for total flavonoids. Solvent concentration(A), extraction time (B) and extraction temperature(C) were considered for single factor experiment.Results: The highest flavonoid concentration was obtained with acetone 45.00% v/v, time 101.46 min, temperature 41.57 °C. The average experimental TFC under optimal conditions was 161.14 mg/g which was in close agreement with the predicted value of 163.42 mg/g.Conclusion: RSM-BBD is successfully applied in optimizing extraction conditions for extraction of total flavonoids from G. gummifera gum resin.
RP-HPLC METHOD DEVELOPMENT, VALIDATION, AND QUANTIFICATION OF LORNOXICAM IN LIPID NANOPARTICLE FORMULATIONS
Authors: Dasgupta Sandipan , Dey Sanjay , Pal Paulomi , Mazumder Bhaskar
Published: April 2017

Objective: A simple, reliable, sensitive and validated reversed phase-high performance liquid chromatography (RP-HPLC) method was developed for quantification of lornoxicam (LX) in rat plasma.Methods: Solid lipid nanoparticle (SLN) and nanostructured lipid carriers (NLC) gel formulations containing lornoxicam were prepared using high-speed homogenization followed by ultra-sonication. Pharmacokinetic study of formulated LX loaded SLN and NLC were performed on Wister albino rats.Results: The chromatographic separation was performed on hypersil octadecylsilane (ODS)-18 column using a mobile phase of 10 mmol. Phosphate buffer (pH, 4.5) and acetonitrile (65:35 v/v). Elute was monitored at 377 nm with a flow rate of 1 ml/min. Calibration curve was linear over the concentration range of 25.38–2046.45 ng/ml. Retention times of LX and internal standard (piroxicam) were 9.3 and 10.2 min, respectively. Maximum plasma drug concentration, the area under the plasma drug concentration versus time curve and elimination half-life for LX loaded SLN gel were found 6381.51±971.27ng/ml, 19917.21±7111.24 ng h/ml and 7.27±1.21h and 8558.13±1564.08 ng/ml, 21317.99±4568.71 ng/ml and 6.22±2.16 h. respectively. In vivo in vitro correlation study, the fraction of drug dissolved from nanoparticle in pH 7.4 was plotted against the fraction of drug absorbed and a linear correlation (R2= 0.9987) was obtained.Conclusion: A novel simple, simple, sensitive, precise, rapid, accurate, and economical and reliable RP-HPLC method was developed and validated for the estimation of LX in rat plasma.
COMPARATIVE SEQUENCE ANALYSIS OF TLR2 TLR4 AND TLR9 GENES AMONG SELECTED VERTEBRATES-A META-ANALYSIS
Authors: Das Avishek , Guha Pokhraj , Chaudhuri Tapas Kumar
Published: April 2017

Objective: Toll-like receptors are the pattern recognition receptors that recognize a diverse set of conserved pathogens. The receptors are also constantly under selection pressure because of the host antigen modifications. The present study focuses on how selection and mutation have modified the TLRs throughout the evolution in selected groups.Methods: We have selected the sequences of TLR2, 4 and 9 among Hominid group, Homo sapiens, Bubalus bubalis and Danio rerio in our analysis and analyzed different parameters like relative synonymous codon usage (RSCU), sequence divergence, amino acid composition and estimated evolutionary selection forces using Tajima’s test.Results: The phylogenetic assessment proved that positive selection influences TLR2 and TLR4, but neutral selection/balancing selection occurred in TLR9 which concluded from the Tajima's test. Synonymous codon usage described the selection of leucine and arginine in all the sequences which describe the structural similarities of TLRs. Values of nucleotide pairs and disparity index proved the close relationship of Hominid and Human between TLR2 and TLR4 and TLR9 where the distant relationship was found with Danio. It can be hypothesized that some of the codons may be best selected for binding with the antigens and it was selected in the genome and some were eliminated due to selection pressure.Conclusion: The present study aimed to substantiate the closeness of TLR2 and TLR4 due to their functional similarity but distant with TLR9 because of the different antigens they recognized in the endosome.
ANTI-DEPRESSANT EFFECT OF CEFTRIAXONE IN FORCED SWIMMING TEST AND IN TAIL SUSPENSION TEST IN MICE
Authors: Borah Ajoy , Singha Binita , Phukan Swopna
Published: April 2017

Objective: Depression is a major psychiatric disorder affecting nearly 350 million people worldwide and imposes a substantial health burden on the society. Ceftriaxone has demonstrated neuroprotective effects in animals. It has also undergone trials as a treatment option for amyotrophic lateral sclerosis. This study was therefore undertaken to evaluate the antidepressant-like effect of ceftriaxone in mice.Methods: Ceftriaxone was administered at three different doses (0.130, 0.195 and 0.260g/kg) to Swiss albino mice of either sex by intra peritoneal (i. p.) route. The period of immobility in control and drug-treated mice were recorded in forced swimming test (FST) and tail suspension test (TST). The antidepressant effect of ceftriaxone indicated by the decrease in duration of immobility was compared to that of fluoxetine (0.020 g/kg, i. p.).Results: Ceftriaxone decreased the duration of immobility in mice. It showed a significant dose-dependent antidepressant effect. The antidepressant effect of 0.260g/kg of ceftriaxone was comparable to that of fluoxetine in the TST but not in the FST.Conclusion: The results of the present study indicate antidepressant activity of Ceftriaxone. The study shows that ceftriaxone has additional action on the central nervous system other than neuroprotection. Ceftriaxone therapy in cases of encephalomeningitis and in various cases of hemorrhages in the brain can, therefore, prevent the development of depression in future
EVALUATION OF THE IMMUNOMODULATORY ACTIVITY OF THE ALCOHOLIC EXTRACTS OF RUTA GRAVEOLENS LEAVES
Authors: Pandey Pinkee , Mehta Archana , Hajra Subhadip
Published: April 2017

Objective: The present study was undertaken to evaluate the immunomodulatory activity of the alcoholic extracts of Ruta graveolens leaves in vivo.Methods: Immunomodulatory activity was determined by neutrophil adhesion test, phagocytic activity, haemagglutinating antibody (HA) titre and delayed-type hypersensitivity (DTH) response.Results: Oral administration of the extracts (50, 100, 150 and 200 mg/kg bw, p. o) evoked a significant (**P<0.01) increased in percent of neutrophil adhesion to nylon fibers. Both the extracts were also increased the antibody titre in a dose-dependent manner. Oral administration of both the compound significantly (**P<0.01) potentiated delayed type hypersensitivity reaction induced by sheep red blood cells and response towards phagocytosis in carbon clearance assay. In this study indicated that leaves extracts possesses potent immune-modulatory activity in a concentration-dependent manner. The response was statistically significant when compared with the control (*P<0.05, **P<0.01).Conclusion: The study stated that Ruta graveolens leaves extracts showed a significant stimulation of the cell-mediated immunity as well as humoral immunity. Further investigations are required to determine its active constituents and also its mechanism of action.
TOTAL POLYPHENOLIC CONTENT AND ANTIOXIDANT ACTIVITY OF SILYBUM MARIANUM CULTURES GROWN ON DIFFERENT GROWTH REGULATORS
Authors: Mekky Hattem , Sohafy Samah El , El-khair Rasha Abu , Hawiet Amr El
Published: April 2017

Objective: The present study was designed to study the effect of supplementing Silybum marianum cultures with different combinations and concentrations of growth regulators on the total phenolic content and the antioxidant activity of the produced cultures.Methods: The total polyphenolic content of 23 extracts of calli was calculated as µg of gallic acid/mg of dry weight extract (DWE) using Folin–Ciocalteu reagent. The antioxidant activity was calculated as trolox equivalent antioxidant capacity using 1,1-Diphenyl-2-picryl-hydrazyl (DPPH) assay for extracts containing more than 10 µg gallic acid/mg DWE.Results: Most of the combinations showed an increase in the total polyphenolic concentration compared to the wild plant. However, cultures grown on media supplemented with combinations of benzyl aminopurine (BAP) and gebberellic acid (Gb), adenine (Ad) and kinetin (Kin), BAP and indole acetic acid (IAA) possessed the highest total polyphenolic contents 20.5, 13.09 and 12.15 µg gallic acid/mg DWE, respectively. However, only (BAP+Gb), (BAP+1-Naphthaleneacetic acid (NAA), IAA, kin and (BAP+Ad) showed a significant increase in the antioxidant activity calculated as trolox equivalent with 2.65, 1.56, 1.56, 1.35 and 1.22 folds increase over the wild plant, respectively.Conclusion: The results obtained clearly indicated that changing the growth regulator system of Silybum marianum cultures serves as an easy and reliable method for increasing the total phenolic content and the antioxidant activity of cultures.
Effects of Ease of Retrieval on Confirmatory Information Search
Authors: Ling Bin , Sun Lijun , Gu Jinliang
Published: April 2017

We investigated the effects of ease of retrieval on confirmatory information search during and after decision making. In 2 experiments, 166 participants (96 and 70 in Experiments 1 and 2, respectively) were asked to make a decision and then to provide reasons for that decision by describing
whether or not they felt that evaluating the reasons for their selection or rejection was easy or difficult. Uniform results in both experiments showed that participants who experienced easy retrieval exhibited stronger confirmatory tendencies in information search than did those who experienced
difficult retrieval, irrespective of favorable (Experiment 1) or unfavorable (Experiment 2) reasons. Theoretical and practical implications are discussed.
Gender Differences in Strategies for Coping with Foreign Language Learning Anxiety
Authors: Kao Po-Chi , Chen Kate Tzu-Ching , Craigie Philip
Published: April 2017

We investigated gender and differences in level of anxiety in regard to use of coping strategies for foreign language learning anxiety (FLLA). Participants were 122 Taiwanese university students enrolled in English as a foreign language courses. Results of multivariate analysis of variance
showed that the female students scored significantly higher than did the male students in two coping strategies: peer seeking and positive thinking. In contrast, the male students were more inclined to use relaxation as a way of coping. There was no difference between the groups with different
levels of anxiety in their choice of coping strategies and no interaction effect between gender and anxiety level in the coping strategies used. Results thus showed that gender played a significant role in university students' choice of strategies to cope with FLLA.
14. The Medicine Wheel: A Versatile Tool for Promoting Positive Change in Diverse Contexts
Authors: Kemppainen David , Kopera-Frye Karen , Woodard Julie
Published: April 2017

This essay describes the utility of employing the medicine wheel with university students in both counselling and instructional contexts. A brief description of the medicine wheel, its history, symbolic significance, and use in diverse contexts is discussed. The preliminary data suggest this to be a valuable tool in addressing both the academic performance and psychological adjustment issues often faced by university students.
19. A Research-Based Approach to Participation Assessment: Evolving Beyond Problems to Possibilities
Authors: Flaherty Joan , Choi HS Chris , Johan Novie
Published: April 2017

This research study, undertaken across a department, presents the results of two focus groups in which twenty undergraduate students offer their views on participation assessment and its underlying goal of student engagement. Barriers to fairly assessing participation are discussed along with their solutions. Assessing participation, though, isn’t just about identifying and then dealing with problems, as necessary as that is. It’s also about fostering and acknowledging personal and academic growth on the part of the student and, as strange as this may sound, on the part of the professor.
3. Democracy Across the Disciplines: Design Your Course for Democracy
Authors: Newton Janice
Published: April 2017

If a liberal arts education should prepare our students to participate in a meaningful way in democracy, what does that mean for how we design our courses across disciplines? In this paper, I first address the question: who should teach democratic skills? Using an upper-level course in Canadian politics, I then illustrate how to explicitly integrate democratic skills and attitudes into course design through learning objectives, classroom activities, assignments, and grading techniques. Finally, I argue that these practices can and should be adapted to other disciplines.
7. Assessing the Personal: Inclusion, Anecdote, and Academic Writing
Authors: Westphalen Linda
Published: April 2017

In the School of Education at the University of Adelaide, the use of oral evidence is increasingly common as students engage with reflective practices now dominant in teacher-education programs. These experiences offer both a dynamic perspective and a challenge to academic assessors and raise three questions, each of which are addressed in this paper: How should one regard oral history or personal experience in an academic context? How does one assess an academic argument which uses oral evidence or personal experience? What does it mean to be culturally inclusive in one’s teaching? This paper argues that academics must accept the disruptive challenge of alternative constructions of knowledge, including personal histories, if the notion of what it means to be culturally inclusive is to be more than a token.
12. Interactive Groups: Examining and Interrogating Issues of Heterogeneity and Accountability
Authors: Frost Gail , Connolly Maureen
Published: April 2017

Teachers and learners alike bring past experiences into present teaching and learning contexts. Group work is an experience that carries equal measures of joyful anticipation and mournful trepidation. Learners typically experience group work as an uneven distribution of time, competence, and accountability, and seem to have lingering memories of one or two people doing all the work in order to salvage a respectable grade. While students must understand the group process when they work in problem- or inquiry-based teams, we think the onus should also be on the instructor to devise methods of equity and accountability, which address the aforementioned justifiable fears. Our paper will describe several strategies we have used to anticipate and offset the inevitable tensions and contingencies inherent in group work.
13. Collaboration and Adaptation: Bridging the Space Between Classroom and Open Learning
Authors: Ratsoy Ginny
Published: April 2017

This essay draws on a case study and provides strategies for closer collaboration to enhance mutual understanding between face-to-face and open learning. The ways that students and faculty benefit from the team approach used in open learning course creation are outlined. Practical methods of adapting group work and other learner-centred classroom pedagogies to the print medium are also examined.
23. Teaching International Students at Saint Mary’s: Opportunities and Challenges
Authors: Richardson Roxanne
Published: April 2017

International students share a host of problems. For many, it is the first time they leave home and soon discover that their new host country has traditions, cultures, and educational standards that differ from their own. The initial excitement upon arrival is often followed by a difficult period of adjustment. As university instructors, we must reflect on our own practices and find new ways to provide better learning opportunities for our international students, ones that will also benefit our Canadian students. Practices that increase student engagement and internationalization in the classroom will have a positive effect on learning by all.
28. Creating a Chain of Teaching and Learning Support: Documenting the Effects of the Teaching Development Graduate Assistant Program
Authors: Force Kristin A.
Published: April 2017

This essay will demonstrate that the teaching development graduate assistant (TDGA) program at the Centre for the Support of Teaching, York University, creates a chain of teaching support between the TDGA coordinator, TDGAs, teaching assistants, faculty, and undergraduate students within a heavily populated university. The importance of teaching and learning workshops for graduate students with minimal university teaching experience will be demonstrated. The methodology for this project includes documenting personal experiences as the TDGA coordinator and informal interviews with TDGAs, discussing their workshops and other activities.
1. Rising With the Tide: Applying Adaptive Mentorship in the Professional Practicum
Authors: Ralph Edwin G. , Walker Keith
Published: April 2017

The Adaptive Mentorship (AM) model (formerly called Contextual Supervision) is described and implications are raised for its wider implementation. The researchers derived the AM model from earlier contingency leadership approaches, and during the last two decades, have further refined it. They argue for the transferability of AM, because it may be adapted by mentors in any field to assist protégés in developing professional proficiency in their respective contexts.
12. Canadian Educational Development Centre Websites: More Ebb Than Flow?
Authors: Simmons Nicola
Published: April 2017

This paper examines information portrayed on Canadian educational development (ED) centre websites and, in particular, whether information that corresponds to questions compiled from a literature search of ED centre practices is readily available from centre websites. This study phase is part of a larger national study of Canadian educational development centres’ practices.
3. Analyse des Pratiques d’Évaluation Formative de l’Enseignement à la Mi-Session
Authors: Bélanger Claire , Raymond Diane
Published: April 2017

Notre article présente une étude qualitative et exploratoire menée dans le but de comprendre et de conceptualiser le processus de l’évaluation formative de l’enseignement mis en oeuvre par les enseignants à la mi-session. Cette étude a été menée dans le contexte de l’Université de Montréal, qui jouit déjà d’une longue expérience en matière d’évaluation des enseignements en fin de session. Notre analyse des pratiques de rétroaction illustre les enjeux de cette forme d’évaluation ainsi que les choix qu’elle implique. Elle met aussi en évidence les valeurs, croyances et attitudes implicites des enseignants à la base de cette démarche.
10. Utilizing Science Outreach to Foster Professional Skills Development in University Students
Authors: Eng Edward , Febria Catherine
Published: April 2017

Students seek unique experiences to obtain and enhance professional development skills and to prepare for future careers. Through the Let’s Talk Science Partnership Program (LTSPP), a voluntary science outreach program at University of Toronto Scarborough, students are given the opportunity to continually improve on skills which include: the “3 Cs” (creativity, communication, cooperation), and leadership and organization skills through hands-on activities in classrooms and community centres across the city and in isolated rural communities. Volunteers serve as mentors, and frequently transfer knowledge related to their research and coursework to youth. Here, we present results from surveys on current and past volunteers (2004-2010). Volunteers were asked to evaluate the value of the skills they obtained through science outreach, and the relevance of those skills to obtaining current work and achieving long-term career goals. Respondents commented on the effectiveness of the skills they obtained and ranked the transferable skills. We show that volunteer work through LTSPP largely improves their communication and confidence skills. As well, students identified clear links between science outreach and professional goals, and highly recommended LTSPP to others.
12. Engaging Students in the Community as Part of Classroom Learning and for Future Benefits
Authors: Thompson Angela M.
Published: April 2017

This paper shares the survey results of students’ perceptions of the benefits of their experiences with service learning. The service learning experiences were related to children and their physical growth and development and/or to children and their health education. An open-ended questionnaire was sent to 376 graduated students (representing 11 courses over six years) to gather their thoughts regarding the benefits of their service learning experiences several years after completion. Responses were overwhelmingly positive with the most prevalent themes relevant to educational and career goals: “confirmation of future goals,” “practical skill development,” and “enhance my resume and/or application to a particular field of study/occupation.” Given these findings, service learning should be included in post-secondary education not only for the practical experiences that link theory with reality, but also for the potential benefits to students’ future career and education.
14. Participatory Pedagogy: A Compass for Transformative Learning?
Authors: Simmons Nicola , Barnard Michelle , Fennema Wendy
Published: April 2017

In the Fall 2009 term, we participated as students and instructor in a graduate education course modeled after participatory pedagogy. Siemens (2008) defines this approach as “one that does not fully define all curricular needs in advance of interacting with learners...Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final context of the learner experience.” Since completing this course, we have continued our collaborative travel reflecting on our course experiences and how this learning has affected us beyond the course boundaries. In this synthesis of our journey we invite readers to join us in understanding the impact of this pedagogical approach and its transformative possibilities.
15. Considering the Use of Standardized Clients in Professional Social Work Education
Authors: Carter Irene , Bornais Judy , Bilodeau Daniel
Published: April 2017

Counselling professionals seek to preserve their success by demonstrating excellent communication skills. Prior to contact with clients, students become familiar with counselling skills that reflect the needs of vulnerable populations. This involves creating a therapeutic relationship with the client using counselling skills. One way to promote student confidence in counselling education is to consider the use of standardized clients. The authors discuss the effectiveness of using standardized clients in teaching counselling skills in social work education. The discussion considers the benefits and challenges of using standardized clients in social work education as well as other professions and the need for scholarly research on the effectiveness of this teaching tool.
31. Exhilarated Learning and the Scholarship of Engagement: From Here (the University) to the Horizon (the Community)
Authors: Strean William Ben
Published: April 2017

In this paper, I explain the components of “exhilarated learning,” a model for effective classroom environments, and show how this model can be applied to the broader context of community-university engagement. I describe the following three dimensions: human connection, whole body engagement, and linking content to context; and I explore how this model relates to the Scholarship of Teaching and Learning and Scholarship of Engagement.
19. Improving Student Readiness: Examining K-16 Alignment of Content and Performance Standards
Authors: Beaubier Dean M.
Published: April 2017

Student readiness continues to be an issue among the professoriate (Cramer, 2010; Greenberg, 2010; Kelley, 2010).  Enrolment growth trends in Canadian universities suggest this concern may remain prevalent for some time (Overall, 2011).  At the secondary level, government bodies have developed and implemented policies and standardized assessment instruments with the expressed means of improving accountability and student academic proficiency.  Despite these efforts, there does not appear to be a perceived change in the readiness of students attending tertiary institutions.  The purposes of this study were to determine the current state of alignment between high school and university learning outcomes and assessment standards, and outline policies/factors that would establish or strengthen this alignment.
22. Transcribe Your Class: Using Speech Recognition to Improve Access for At-Risk Students
Authors: Bain Keith , Lund-Lucas Eunice , Stevens Janice
Published: April 2017

Through a project supported by Canada's Social Development Partnerships Program, a team of leading National Disability Organizations, universities, and industry partners are piloting a prototype Hosted Transcription Service that uses speech recognition to automatically create multimedia transcripts that can be used by students for study purposes.  This paper focuses on the accessibility and educational impacts of receiving complete and accurate lecture transcripts for students with disabilities.
3. Connecting Inquiry and Practice: Lessons Learned From a Multi-Year Professional Learning Partnership Initiative
Authors: Rolheiser Carol , Evans Mark , Gambhir Mira , Broad Kathy
Published: April 2017

Since 2002 the Initial Teacher Education Program at the Ontario Institute for Studies in Education, University of Toronto, has run a series of professional learning partnership projects between university instructors and K-12 educators. The Inquiry Into Practice Series, based on a collaborative inquiry approach, has strengthened the commitment to program principles and benefited the participants by deepening understanding about a range of educational questions and issues and improving practice. In this article we review key features and principles of this multi-year initiative and discuss challenges, lessons learned, and outcomes.  We also provide reflections regarding the importance of high quality professional learning models that support teaching and learning and that are responsive to changing and complex educational pressures and contexts both in higher education and K-12 education.
21. Applying Universal Instructional Design to Course Websites by Using Course Evaluations
Authors: Carter Irene , Leslie Donald , Kwan Denise
Published: April 2017

The authors explore their use of learner-centred teaching strategies and Universal Instructional Design (UID) on course websites. UID is based on universal design, the design of products and environments intended to be usable by all people to the greatest extent possible (Burgstahler & Cory, 2008).  UID applies universal design to instructional products and environments, including course websites.  Seeking to assess and improve course website accessibility, faculty aimed to consider to what extent they employ UID as a means to promote inclusive practices and greater accessibility. Through the University of Windsor’s university-wide learning management system (CLEW) Learning Community, faculty administered teaching evaluations to students in eight undergraduate courses.  Although the evaluations indicated students considered website course delivery involved a fairly high level of accessibility, future studies are required to determine to what extent course websites reflect UID-based teaching strategies that promote accessibility.
28. Community-Based Research: Learning About Attitudes Towards the Criminal Justice System
Authors: Marche Tammy A , Briere Jennifer
Published: April 2017

Research points to the pedagogical value of an engaged and community service-learning approach to developing understanding of course content (Astin, Vogelgesang, Ikeda, & Yee, 2000).  To help students achieve a better understanding of how the discipline of psychology contributes to the discipline of law, some students in a second year psychology class participated in a community-based research project, partnering with the Elizabeth Fry Society and the John Howard Society.  The objective of the study was to determine whether there are differences in attitudes towards the criminal justice system between individuals who have, and have not, been in conflict with the law.  The student-researchers interviewed men and women from the John Howard and Elizabeth Fry Societies, who had been in conflict with the law, regarding their attitudes toward the criminal justice system, and compared their responses to those given by undergraduate psychology students who did not participate as student-researchers in the project. Responses revealed some commonalities (e.g., recommendations to change sentencing practices) as well as differences (e.g., satisfaction with the justice system). The students wrote a research report describing the findings of the study as well as their reflections on their experience.  In addition to the positive feedback received from the community organizations, the students participating in the project reported that they found it to be a  positive, enriching, and rewarding experience.
17. Using Arts-Based Activities to Foster Transformative Learning During a Teaching Practicum in Kenya
Authors: Black Glenda , Bernardes Rogerio
Published: April 2017

This essay explores and presents strategies we, as Canadian faculty facilitators of a teaching practicum in Kenya, used to foster the pre-service teachers’ knowledge and understanding of critical reflection and transformative learning processes by using arts-based activities. Participation in the arts-based activities while in Kenya encouraged the pre-service teachers to reflect upon and make sense of their cultural, social, and pedagogical experiences, and provided opportunities for them to gain insights that perhaps would not have been revealed using more traditional reflection formats. The transformational learning experienced by the pre-service teachers as they were immersed in arts-based pedagogical activities was evident on a personal and professional level.
13. Have You, My Little Serpents, a New Skin? Transforming English Studies and the Scholarship of Teaching and Learning
Authors: Easton Lee , Hewson Kelly
Published: April 2017

King and Knight (2010) argue that English Studies' instructors must "articulate and develop their tacit assumptions [about English teaching] and create a discipline-grounded idiom for pedagogical research and reflection" (p. 323).  We suggest that the scholarship of teaching and learning (SoTL) invites English educators to reflect more deeply about the assumptions upon which our favoured methodologies are based.  At the same time, SoTL's often uncritical reliance on students' umarked voices for many of its insights troubles us.  We suggest that while the scholarship of teaching and learning can provide the necessary structure for systematic reflection about English Studies' pedagogies, SoTL would benefit from a more substantial engagement with what English Studies calls theory. In so doing, SoTL can add another critical question to its agenda: "For whom do these practices work?"
20. The Transformative Potential of Creative Assignments in Higher Education
Authors: Duenkel Nicky
Published: April 2017

This paper encourages shifts in praxis to promote the thoughtful inclusion of creativity into higher education assignments in order to broaden and deepen student experience, and offer greater integration between required assignments and the complexity of students’ lives. Obstacles to integrating creativity into academia are also briefly explored. An example of what is meant by a creative assignment, from a second-year undergraduate Community Studies course, is offered, illustrating the transformative learning potential that can be stimulated through this application. Faculty observations and quotes from student surveys serve as additional evidence of students’ enthusiasm, growth, and personal empowerment achieved through this type of assignment.
16. Publishing an Article: A Main Goal for a Graduate Course
Authors: Hilke Michael
Published: April 2017

This essay discusses the effectiveness of a graduate course for physics students, with a course goal to write a publishable article on a modern research topic (graphene). I analyze the tools used to this end, which included Web 2.0 methods, in-class discussions and presentation, as well as extensive peer-review. In addition to producing a published article, this course led students to not only advance their mastery of a modern research topic but also to significantly improve their writing, discussion and presentation skills.
5. Transcending Boundaries in Legal Education: A Vehicle for Teaching Students to Think Critically
Authors: Jukier Rosalie
Published: April 2017

Legal education has traditionally been defined by many boundaries.  Characterized by taxonomic structures and doctrinal categories, legal education is, for the most part, still seen as inextricably linked to a particular political geography and state normativity.  The purpose of this paper is to demonstrate the pedagogical benefits of shattering established boundaries in legal education.  It will assess how teaching from multiple perspectives in an integrated curriculum inculcates critical thinking skills in students, better enabling them to question assumptions, uncover hidden assumptions, and graduate as independent and innovative legal thinkers.  Focusing on the transsystemic McGill Law Program, this paper will discuss the rewards of engaging students in an intellectually pluralistic and tradition-neutral legal curriculum, one that eschews silos and borders and focuses on creating agile and creative minds in future jurists who will be able to confront contemporary legal issues holistically and with a critical perspective.
23. Teaching Experience Preferred?” Preparing Graduate Students for Teaching Opportunities Beyond North America
Authors: Sheffield Suzanne Le-May
Published: April 2017

Over the last 15 years, graduate students applying for academic positions in post-secondary education have increasingly been asked to include a statement of teaching interests, a teaching philosophy, or a teaching dossier with their applications.  Even if a potential employer does not request any of these documents, many interviewees are expected to be able to reflect and articulate intelligently about their teaching philosophy in a job interview and/or to demonstrate their teaching.  In Canada and the United States, research has shown that hiring committees are looking for candidates that not only have teaching experience, but who can also talk about and demonstrate their teaching (Meizlish & Kaplan, 2008; Schonwetter, Taylor, & Ellis, 2006).  However, what types of teaching documentation are required of applicants when they are applying for entry-level academic positions outside of North America?  Especially as developing countries are increasingly seeking Canadian faculty for their experience in student-centered pedagogical approaches (Tamburri, 2011). In addition, North American graduates are searching global markets for further career opportunities. An investigation was launched to examine permanent, tenure-track academic positions on six job sites during a four-month period to compare requests for teaching-related materials and teaching experience in job ads beyond North America. This study found that the international job market is comparable to the North American one with respect to teaching expectations and documentation.  These findings underscore the importance of graduate student teaching development for those graduates seeking academic employment outside of North America.
4. Inquiry, Critique, and Dissemination of Knowledge: Graduate Students Contributing to Wikipedia
Authors: Simmons Nicola
Published: April 2017

Graduate students use existing knowledge and are ultimately expected to add to that knowledge. Students in a Masters of Education entry course were asked to find a Wikipedia page related to the course topics, critique it, and make improvements to it to begin to develop these skills. In this paper, I examine ways in which their perspectives were transformed (Mezirow, 1991) regarding their roles in knowledge use and construction and how they grew as a result.
Educational Leadership in Teaching Excellence: The University of Guelph EnLITE Program
Authors: Buchholz Andrea , Wolstenholme Janet
Published: April 2017

Educational Leadership in TeachingExcellence (EnLITE) is a one-year program (Sept to Aug) at the University ofGuelph.  It is designed to engage mid-careerfaculty in the theory, practice and scholarship of teaching and learning, andto establish and support a faculty community of practice which providesmentorship and leadership in teaching and learning in higher education.     Divided into two subprograms, faculty participantsenrolled in EnLITE I critically examine and discuss scholarly topics onteaching and learning and in their own disciplines; collaborate with a teachingmentor; engage in classroom observation and peer feedback; and demonstratecommitment to continual improvement through completion of an individual programlearning plan, critically reflective teaching practice, and creation of anelectronic teaching dossier (ePortfolio). Participants meet twice monthly, in the larger cohort and in smaller groupscalled “Action Learning Sets.”     Those wishing to engage in pedagogicalresearch may concurrently or subsequently enrol in EnLITE II, also a one-yearprogram. Participants in EnLITE II develop, implement and disseminate researchon teaching and learning in higher education, and are expected to demonstratehow results of their research inform their teaching practice. Participants meetmonthly in Action Learning Sets.     Eachparticipant in EnLITE I and II embarks upon a process unique to theirindividual goals and objectives. The expectedtime commitment for each program is approximately 5 hours per week. Participants’progress is evaluated on a pass/fail basis against their own individual learningplan, and program outcomes. We see commitment to teaching and learning as beingrewarded both in the classroom from students, as well as faculty satisfaction andincreasingly, in tenure and promotion decisions.
Why is it so Hard to do a Good Thing? The Challenges of Using Reflection to Help Sustain a Commitment to Learning
Authors: Frost Gail , Connolly Maureen , Lapanno Elyse
Published: April 2017

Our service learning research includes assessment of reflective assignments done by students who apply theoretical knowledge in practical, real-life contexts by working with actual clients. For many of these students our classes are a departure from traditional forms of learning, and a challenge to their ability to apply what they know in often very unpredictable situations. The reflective assignments, which include field notes and journal entries, are designed to 1) train the professional competencies of client case management, writing and recording and 2) foster a sustained commitment to learning and professional development. This paper will describe several teaching and learning issues related to reflective writing which we have encountered in our students’ work, and outline our plans to address them as we continue to promote critical thinking and reflection as important skills for our students to master.
Building LGBTQ awareness and allies in our teacher education community and beyond
Authors: Kearns Laura-Lee , Mitton-Kukner Jennifer , Tompkins Joanne
Published: April 2017

In this article we share the impact of a training program (Positive Space I and Positive Space II) on pre-service teachers’ understandings of and abilities to create safe spaces for Lesbian, Gay, Bi-sexual, Transgendered and Queering/Questioning (LGBTQ) youth and allies in our teacher-education program and in schools. Research has demonstrated LGBTQ youth are more likely to feel unsafe, alienated and more vulnerable than their heterosexual counterparts in schools and society.  Our discussion focuses upon the impact of this training program, and considers challenges and best practices to build awareness and allies in our own higher-education context, as well as to help create better learning communities for LGBTQ youth and allies in schools. We suggest this particular program is an example of how to work towards the development of a pedagogy that does not oppress; one that truly embraces, celebrates, and honours all learners.
Mix and Match: Promoting Interdisciplinary Teaching, Learning, and Community through Classroom-level Partnerships
Authors: Fox Joanne A , Baloy Natalie , Sens Allen
Published: April 2017

Developed at the University of British Columbia (UBC), UBC Mix creates interdisciplinary learning experiences for students by developing partnerships between existing courses, and between existing courses and other learning opportunities. UBC Mix connects faculty members interested in making their courses more interdisciplinary, and facilitates the creation of shared learning activities that “mix” students together. The UBC Mix project provides a model for facilitating interdisciplinary teaching and learning within existing courses and programs at colleges and universities.
Place Based Tourism Curriculum: making connections to community."
Authors: Reid Robin Elizabeth
Published: April 2017

Drawing from a research project with the Thompson Rivers University (TRU) and from place based curriculum and literature, this paper explores the effectiveness of a student-created half hour walking tour and postcard assignment as a way of deepening student engagement with course content and the local community. The project was designed to engage travelers and locals in the Kamloops landscape. This paper explores how the project was able to extend the learning community beyond the parameters of the university and bring both international and domestic students into public space and onto the local landscape
Teaching Culture Perception: Documenting and Transforming Institutional Teaching Cultures
Authors: Kustra Erika , Doci Florida , Gillard Kaitlyn , Dishke Hondzel Catharine , Goff Lori , Gabay Danielle , Meadows Ken , Borin Paola , Wolf Peter , Ellis Donna , Eiliat Hoda , Grose Jill , Dawson Debra , Hughes Sandy
Published: April 2017

An institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students’ perception of the teaching culture at their institution and identify indicators of that teaching culture. Themes included support for teaching development; support for best practices, innovative practices and specific effective behaviours; recognition of teaching; infrastructure; evaluation of teaching and implementing the student feedback received from teaching evaluations. The study contributes to a larger project examining the quality of institutional teaching culture.
Strategic Planning in an Educational Development Centre: Motivation, Management, and Messiness
Authors: Albon Simon P , Iqbal Isabeau , Pearson Marion L.
Published: April 2017

Strategic planning in universities is frequently positioned as vital for clarifying future directions, providing a coherent basis for decision-making, establishing priorities, and improving organizational performance. Models for successful strategic planning abound and often present the process as linear and straightforward. In this essay, we examine our own experiences of strategic planning for a new educational development centre situated in a Faculty of a research intensive university. Drawing from the literature, we provide a brief history of strategic planning in university contexts and consider criticisms and benefits. We investigate complicated issues related to our own process and, throughout, we argue that in spite of established formulas for creating a strategic plan, the process is non-linear and messy. We end this paper with recommendations for educational developer colleagues.