bluuebunny/crossref_metadata_2025 huggingface dataset:
8. Strategic Approaches to Academic Development: Relationship to Learning and Teaching
Authors: Ling Peter
Published: April 2017

Most universities in Australia have established at least one organizational unit with a responsibility for academic development. While ‘academic’ could embrace all aspects of the role of academics, including research, innovation, and contributions to community and professional bodies, the expectation is that the focus will be on learning and teaching. In this paper, I address the extent to which – and the sense in which – this is true. I use the results of several surveys conducted in Australia in 2007 and information emerging from a forum of Australian university personnel associated with the development of academics. These sources show that academic development units often perform a range of functions that go beyond the development of learning and teaching. Reviewing the available data, I conclude that the current role of academic developers is very much influenced by strategic pursuits of universities. In this climate, the potential for academic development to operate with the integrity of a practice informed by the disciplined study of learning and teaching is more limited than it was during periods where the understanding of learning and teaching drove the enterprise.
11. Dossier de Progression et Dossier de Réussite: Deux Outils Complémentaires au Service de la Professionnalisation Enseignante dans le Supérieur
Authors: Poumay Marianne , Georges François
Published: April 2017

Cet article aborde et illustre les notions de référentiel de compétences, de dossier de progression et de dossier de réussite (Tardif, 2006) tels qu’ils sont mis en oeuvre au sein du programme Formasup, master complémentaire en pédagogie de l’enseignement supérieur organisé à l’université de Liège. Les auteurs présentent l’articulation interne de ce programme qui cible un nombre limité de compétences critiques, accompagne le développement de ces compétences chez les enseignants participants et mesure ce développement à travers un portfolio. Ils discutent enfin des défis et difficultés qui persistent ainsi que des moyens mis en place par l’équipe encadrante pour tenter de les surmonter.
17. Feminist Group Process in Seminar Classes: Possibilities and Challenges
Authors: Barrett Betty J.
Published: April 2017

In this essay, I describe my experience applying the principles of feminist group process in a senior level social science course. I begin by providing an overview of feminist pedagogy as an approach to teaching and learning and discuss the relevance of feminist group process within this model. I then highlight the core components of feminist group process, outlined by Chinn (2004), that I integrated into my classroom. I conclude with a discussion of recommendations for curriculum development based on my own praxis.
25. Engaging New Faculty in Reflection and Inquiry About Their Teaching
Authors: Hickson Clive , Wilson Margaret
Published: April 2017

Similar to faculty development offerings at other North American post-secondary institutions, the University of Alberta has delivered orientations and short programs that primarily focus on teaching techniques. While this type of professional development is an important element of enhancing teaching, the literature stresses the need for learning opportunities that encourage reflection as well as time for practice and experimentation. Building upon programs and services already in existence, and in alignment with the University of Alberta’s new vision, a formally structured teaching program called the new professor Teaching program was developed and piloted with faculty. The purpose of the program was to engage new professors in the understanding of the academic scholarship of teaching and provide a supported environment for innovation in their teaching. A research study was undertaken to understand how this new program engaged newly hired faculty in reflection and stimulated inquiry about their teaching. The findings of the data collected from the participants indicated that the program was a success and of value. All participants remarked that the program was helpful in developing their teaching repertoire and extending their knowledge of how to become effective teachers.
10. Inspiring Writing in the Sciences: An Undergraduate Electronic Journal Project
Authors: Pritchard Peggy , Thomas Dan
Published: April 2017

Most faculty will agree that students must learn to write well (Emerson, MacKay, MacKay, & Funnell, 2006), and in the sciences, a variety of approaches have been taken. In the College of Physical and Engineering Science at the University of Guelph, we have developed a way of embedding research, writing, and analytical skills into an introductory Nanoscience course that gives students the true-to-life experience of writing for publication, ignites their imaginations, and inspires them to do their best. Following the process of scholarly publication, students become researchers, authors, and reviewers for an electronic journal. Through appropriately timed workshops and tutorials, they receive support and feedback. Rubrics for the assessment of the students’ performances as authors and peer reviewers provide them with more insight into what constitutes work that falls below expectations, or meets or exceeds them. These rubrics also enable faculty to evaluate student contributions efficiently and fairly. In this essay, we showcase a suite of pedagogical tools that includes learning activities, open access software and assessment rubrics, and share our experiences of a faculty-librarian collaboration.
16. Culture and Ethics in First Nations Educational Research
Authors: Taylor Josiah , Plaice Evie , Perley Imelda
Published: April 2017

In this paper, we share phenomena experienced by a multi-cultural research team working collaboratively with Wolastoq (Maliseet) First Nations Elders to document rapidly disappearing Wolastoq language, culture, and knowledge. This knowledge will ultimately be stored in databanks for future educational, community, and heritage use. Embedded within this research experience is a constantly evolving ebb and flow of culture, being, and relationships. As a collaborative research team, we explore ethical ramifications of dynamic, symbiotic relationships we share with Elder participants, requirements of university ethical review processes, and how this process shapes the knowledge that we collaboratively produce. We question how this nexus of cultures and ethics of researchers and collaborators directs the educational materials that we construct. Situated between the high tide of ethical standards and the low tide of the application of these ethics, is where the tides meet, and standards and praxis interact. Lastly, we suggest ways to supplement the ethics review process for social and educational research to better respect the individual rights and rationality of participants with whom we research, deepening the significance of such studies and promoting social justice.
17. Des Dilemmes Normatifs dans l’Enseignement du Français Langue Maternelle dans les Universités Anglocanadiennes : Le Cas de l’Université de Windsor
Authors: Mboudjeke Jean-Guy
Published: April 2017

10017Des Dilemmes Normatifs dans l’Enseignement du Français Langue Maternelle dans les Universités Anglocanadiennes : Le Cas de l’Université de WindsorJean-Guy MboudjekeUniversity of WindsorLe présent article examine le décalage entre la norme prescriptive de la variété de français enseigné et les normes d’usages des variétés de français pratiqué par les étudiants canadiens de français langue maternelle (désormais ECFLM). Il montre que dans la francophonie canadienne minoritaire, la ligne de démarcation entre les deux types de norme est parfois tenue, le français vernaculaire des ECFLM ayant gardé certaines formes que la norme du français enseigné considère comme des écarts. Cependant, une consultation des ouvrages normatifs tels que Le Bon usage révèle que certaines de ces formes ont été, du moins à une certaine époque, légitimes et valorisées. D’où les dilemmes normatifs du professeur : doit-il les sanctionner quand ils surgissent dans les productions orales ou écrites des ECFLM? Doit-il au contraire les tolérer? Pour apporter des éléments de réponses à ces deux questions, l’article examine quelques points de divergence entre le français véhiculaire enseigné et le français vernaculaire des ECFLM inscrits dans le programme de français de l’Université de Windsor.
22. High to Low Tide: The High School–University Transition
Authors: Stone David C.
Published: April 2017

In this paper I summarize some key findings from a three-year study of the high school-university transition for students attending a large arts and science faculty, within the context of their first university chemistry course. I then discuss these results within the broader context of research on success in higher education. Final conclusions are drawn from both my own observations and participant discussion from the session at the 2009 Society for Teaching and Learning in Higher Education (STLHE) conference at the University of New Brunswick.
24. Developing Effective Guidelines for Faculty Teaching First-Year University Students
Authors: Carter Irene , Leslie Donald , Leslie Donald , Moore Sarah , Moore Sarah
Published: April 2017

First-year university students are a diverse group of individuals with various abilities and needs. Failure of the university and its teaching faculty to meet the needs of first-year students may result in abandonment of the pursuit of a degree. This project informs instructors about the practices that strengthen a learning-centred approach and maximize inclusion of first-year students. The principles and teaching methods of Universal Instructional Design are learner-centred and have shown to improve academic achievement and benefit the campus community. Thus, it is suggested that the principles of this method be applied uniformly across university-level instruction.
7. Bump up the Energy: Engaging Students in Online Forums
Authors: Cunnin Betty , Macpherson Alice , Matteoni James Alan
Published: April 2017

Educators know that to engage learners in the enterprise of critical thinking, learner’s need to care enough to pay attention, and feel safe enough to take intellectual risks. When interacting asynchronously in online forums, it can become even more challenging to create a space that encourages reflective, integrative, and higher order thinking. In this paper, we present four strategies we found effective to connect university horticulture students to the course content and to each other in online forums. By building relationships to foster a social presence, making certain the topics for discussion are temporal and connected to students lives, have meaning both in content and course value, and by providing students some choice about what conservations they engage in, instructors can support students to create meaningful dialogical conversations that surpass the shallow fact finding exchanges that online learner’s habitually engage in.
8. A Team Approach to Supporting Pedagogical Change in University eLearning Environments
Authors: Johnson E. Marcia
Published: April 2017

In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting eLearning as a way to engage and motivate students. This paper reports on the first of a two-year (2009-2010) qualitative case study research project in New Zealand. A snapshot of each of the four 2009 cases and some focused findings are provided, followed by a discussion of implications for researchers investigating technology implementation in tertiary settings.
19. Digital Enlightenment: The Myth of the Disappearing Teacher
Authors: Longman David , Green Kerie
Published: April 2017

This paper argues that the emerging post-print digital culture of knowledge creation and dissemination in higher education is even more demanding of effective and committed teaching than hitherto. This may run counter to a widespread view that the digital environment reduces the need for a strong culture of teaching, to be replaced by an educational culture of independent, self-sufficient learners. However, evidence for the precariousness of this outlook is provided by many recent reports in the United Kingdom that have illustrated how the assumptions of a ‘digital natives’ perspective on students and academics are largely inaccurate. While acknowledging the phenomenal expansion of the cultural horizon that has been afforded to students and academics in the post-print digital environment of university learning, the crucial role of the academic in the creative use of digital technology in teaching should not be underestimated, or higher education may be rendered incapable of supporting effective learning. To substantiate this viewpoint the paper presents preliminary data from a small-scale pilot survey of the take-up of information and communication technology (ICT) for teaching in our own School of Education.
7. Wider Horizons: Fostering a Culture of Undergraduate Research
Authors: Harde Roxanne , Haave Neil
Published: April 2017

This essay synthesizes our roundtable discussion about how to develop a campus culture of undergraduate research. Our discussion began with descriptions of the University of Alberta, Augustana’s initiatives: Independent Studies courses, the Student Academic Conference, and summer research assistantships. Common concerns from roundtable participants included whether or not student access to undergraduate research should be limited by grade point average, how to implement undergraduate research from first to final year of student degree programs, how to fund undergraduate research, and finally how to approach undergraduate research across the academy.
1. The Courage to Teach: Whitehead, Emotion, and the Adventure of Ideas
Authors: Woodhouse Howard Robert
Published: April 2017

The importance of moral courage to teaching and learning has been recognized by a number of authors.  The process pedagogy of Alfred North Whitehead proposes that emotion is central to experience and to the imaginative questioning which enables learning and the ability to stand up for one’s beliefs.  Faculty who wish to connect with their students should recognize this fact lest ideas become “inert.”  In contrast, process pedagogy encourages a holistic, cyclical approach in which students and faculty engage in the “adventure of ideas” as a balance between freedom and self-discipline.  This search for new ideals involves certain risks, as both a recent example of alternative higher education and Whitehead’s own vision of the university show.  Process pedagogy’s synthesis of the emotional and intellectual can spur imaginative critique and the capacity to put one’s ideas into practice.
11. Referencing and Citation for Graduate Students: Gain Without Pain
Authors: Krol Ed S. , Krol Lisa M.
Published: April 2017

The objective of this paper is to share with other educators a teaching method that was developed to help graduate students, and potentially undergraduate students, understand how to properly reference and cite academic papers. In an attempt to teach rather than reprimand, a new teaching practice was developed for a graduate class at the University of Saskatchewan.  The innovative assignment gave graduate students a short literature review to complete independently. The project then became a formative assessment of their referencing and citation skills. Student response was overwhelmingly positive. Upon successful completion, the instructor was assured of the students’ understanding of appropriate referencing and citation practices.
9. Language Diversity & Practice in Higher Education: Can Discipline-Specific Language Instruction Improve Economics Learning Outcomes?
Authors: Nguyen Trien , Trimarchi Angela , Williams Julia
Published: April 2017

In the field of second language acquisition, discipline-specific language instruction is becoming widely known as Content and Language Integrated Learning. This method includes any activity that involves teaching a subject in a second language for the purpose of teaching both the subject content and the language. Research has shown that this two for one approach increases students’ content knowledge and language proficiency in both the short and long terms (Baik & Greig, 2009; Kasper, 1997; Song, 2006). These studies have been conducted using a variety of subjects in combination with several second languages, but the combination of economics and English has not been explored in the literature. Our research involved teaching English as an Additional Language (EAL) to international students taking an introductory economics course. Ten voluntary participants completed pre- and post-treatment assessments as well as exit interviews. Assessment results indicate that vocabulary instruction is correlated to success in economics although reading strategy instruction did not have the same impact.
8. New Faculty Perceptions of Supervision and Mentoring: The Influence of Graduate School Experiences
Authors: Gadbois Shannon Ann , Graham Elizabeth
Published: April 2017

This study examined new faculty members’ perceptions and approaches to student supervision and mentoring as related to their own experiences as doctoral students.  Previous research has examined the graduate student-supervisor/mentor relationship but has yet to examine its impact on subsequent graduate student practices when they enter academic positions.  Fourteen Canadian faculty members participated in a study on the experiences and expectations of doctoral candidates and early career academics. As a group, these new faculty members perceived that ideally a supervisor would also be a mentor.  They perceived that a mentor shares professional and personal experience, functions as a ‘sounding board,’ provides guidance and advice, and helps prepare students for the work they are currently doing and for their career responsibilities in the future.  A majority of these new faculty members reported that their graduate supervisors were not their only mentor or did not function as a mentor.  Furthermore, all participants reported that they consciously made an effort to include mentorship as part of their supervisory role. These findings indicated that graduate students’ own experiences of being supervised and/or mentored informed approaches with their own students. This research shows the apparent value in studying the influences of these important graduate school relationships and demonstrates the way in which our perspectives on supervisory relationships may influence subsequent practice.
29. Discovery, Integration, Communication, and Engagement: Learning Through Scaffolds in a Field-Based Course
Authors: Yates Thomas T.
Published: April 2017

A field-based course in an applied science program can have numerous learning outcomes. These are typically addressed through demonstration, active participation by the students, communication between students and instructor and amongst students, and independent work by students individually or in small groups.  Such courses are also opportunities for students to develop their critical thinking. The author’s experience is that teaching techniques used to deliver field courses are generally inherent and based on the experience of the instructor and the teaching culture within the academic unit. These techniques are typically not drawn from the pedagogical literature, although they do have similarities to such established concepts such as scaffolds. Recognition of teaching concepts drawn from the pedagogical literature and their application to the design and teaching of field-based courses may improve the delivery of course material and provide a better student experience. Thinking and teaching in terms of the support that scaffolds represent may also smooth the transition from classroom to outdoors back to classroom. Supported learning based on established teaching methods will improve a student’s opportunity for Discovery, Integration, Communication and Engagement.
23. An Internal Audit of a Virtual Learning Space to Facilitate Clinical Decision-Making in Nursing
Authors: McEwan Beryl , Hercelinskyj Gylo
Published: April 2017

In any nursing program, it is a challenge to foster an awareness of, and engagement with, the complexity and reality of nursing practice.  During their studies, nursing students have to learn the relevant underpinning theoretical knowledge for practice as well as develop their understanding of the role and responsibilities of the registered nurse in clinical settings. At a regional Australian university the Bachelor of Nursing is offered externally with the student cohort predominantly off-campus. There are significant challenges in providing opportunities to enhance learning (Henderson, Twentyman, Heel, & Lloyd, 2006) and to foster early professional engagement with the nursing community of practice (Andrew, McGuiness, Reid, & Corcoran, 2009; Elliot, Efron, Wright, & Martinelli, 2003; Morales-Mann & Kaitell, 2001) in a context for learning nursing knowledge and inter-professional collaborative practice. This paper presents the results of a series of internal audits of students’ feedback of the Charles Darwin Hospital (CDU) vHospital™ undertaken from 2008 to 2010, following integration into theory and clinical nursing subjects in the Bachelor of Nursing program.  The feedback from students demonstrates the value students place on teaching and learning activities that provide realistic situated learning opportunities (Hercelinskyj & McEwan, 2011).
10. Establishing Peer Mentor-Led Writing Groups in Large First-Year Courses
Authors: Marcoux Sarah , Marken Liv Catherine , Yu Stan
Published: April 2017

This paper describes the results of a pilot project designed to improve students’ academic writing in a large (200-student) first-year Agriculture class at the University of Saskatchewan. In collaboration with the course’s professor, the Writing Centre coordinator and a summer student designed curriculum for four two-hour Writing Group sessions carved out of weekly scheduled lab times, and trained peer mentors to lead students through the writing process.  Writing Groups fostered a sense of community in the otherwise-isolated process of writing a challenging term paper, and provided opportunities for rich and frequent feedback. Ultimately, Writing Groups were shown to demystify the process of academic writing, making it more manageable and accessible to students.
15. Real Life and the Classroom
Authors: Van Praagh Shauna
Published: April 2017

The choices teachers make about both form and content in designing their courses shape students’ perceptions of the connection between ‘real life’ and the classroom. The choice to begin a first-year law course with stories told by residential school survivors provides an example of how to bring ‘real life’ into the classroom in a way which develops both critical understanding of ideas and capacity for identity-based roles and responsibilities. Classroom and ‘real life’ merge through issues and pedagogical approaches that combine deep reflection with active participation.
3. Support for New Faculty Members: What do They Perceive They Need?
Authors: Boman Jennifer , Yeo Michelle , Matus Theresa
Published: April 2017

In this article we report the outcomes of a needs assessment administered to new faculty members who were hired within the last four years at Mount Royal University. Our purpose in conducting this needs assessment was to gather information to guide the redevelopment of the institution’s support program for new faculty in light of a changing institutional context (i.e., the transition from a college to a university).  Faculty members were asked what kinds of support and resources they perceived themselves as needing during the first year of their full-time appointment and what gaps were present in their professional development.  We review the key themes in faculty members’ self-identified needs and summarize the principles behind a new faculty development program that was informed by the results of this research.
8. Visualizing Boundaries and Embodying Conflicts: Lessons Learned From a Theatrical Professional Development Program
Authors: Mundy Amrit , Chan Judy
Published: April 2017

In the 2011-2012 academic year, the Organizational Development and Learning unit and the Centre for Teaching, Learning and Technology at the University of British Columbia co-developed an interactive theatre project, Conflict Theatre, to engage in discussion around conflict with our audience and to allow us to explore, engage with, and build resilience around workplace conflict in a University staff development context. The objectives of this essay are to narrate our thinking and experiences in developing and performing the interactive theatre sketches, and to share personal reflections from a range of Conflict Theatre participants.
18. Modified World Café Discussion Model for Conference and Course Settings
Authors: Cassidy Alice , Fox Joanne
Published: April 2017

A group facilitation technique called World Café usually involves dividing a large number of people into smaller groups at tables, exploring a variety of topics around a key focus, and collecting ideas from the discussions to debrief later as a large group. We used a modified version of World Café during the new Cracker Barrel session format at the 2012 STLHE conference. Inviting conference participants to explore science through writing, we met our goal of interactivity and collected ideas from 33 people in spite of the challenges of time (a 15-minute session repeated three times for different groups) and space (11 participants around one table each time). The success of involving conference participants actively in this new conference format shows its value as a conference technique and also led us to consider its utility in the classroom or other settings.
24. Developing and Validating an Instrument for Student Ratings of Teaching
Authors: Hunt Gary Alan , Baldwin Lyn , Tsui Ernest , Matthews Les
Published: April 2017

In May 2007, the Thompson Rivers University Faculty of Science established an ad hoc subcommittee to develop a new student ratings of teaching survey. The final survey, approved by the Faculty in February 2011, includes statements categorized in the dimensions of teaching shown in previous studies to be correlated with student achievement. The survey is learner-centred, discipline and pedagogically neutral, and includes only items that can be reasonably evaluated by students. The survey consists of 40 items including eight statements of student background information, 32 statements to rate on a six-point Likert scale, and four open-ended questions. We demonstrated that a faculty group with no formal training in survey design and informed by the literature, can, in collaboration with faculty, develop a survey established as having a high degree of inter-rater reliability.
Institutional Strategies that Foster Academic Integrity: A Faculty-Based Case Study
Authors: Prins Sebastian , Lathrop Anna Hildegarde
Published: April 2017

In recognition that student academic misconduct is a complex issue that requires a holistic and institutional approach, this case study explores the impact of an intervention strategy adopted by the Faculty of Applied Health Sciences (comprised of approximately 80 faculty and an average of 3,240 undergraduate students) at Brock University, St. Catharines, Ontario. In 2006, spearheaded by the Associate Dean for Undergraduate Studies, a Faculty-wide academic integrity strategic plan was designed and implemented. The plan identified 4 principles (collaboration, education, assessment, and monitoring and detection) and recommended 17 initiatives. This case study examines the impact of theses initiatives through an analysis of survey data and incidences of student misconduct cases adjudicated between 2005 and 2012 (with 2006 as the point of intervention). Data was coded and analyzed using the Welch’s t-test. Results indicated that the intervention strategy led to a significant reduction in the frequency of self-reported at risk behavior and the number of academic misconduct cases. This paper will report on these findings and identify the strategies that helped effect a positive change in the culture of academic integrity.
Like fire to water: building bridging collaborations between Disability service providers and course instructors to create user friendly and resource efficient UDL implementation material
Authors: Fovet Frederic , Mole Heather , Jarrett Tynan , Syncox David
Published: April 2017

This study presents a post-secondary campus` experience with systematic and global promotion of Universal Design for Learning. It analyzes data collected over a 24 months period, relating to course instructors’ responses to the framework, through the lens of the initial hypothesis that successes and failures in adoption might be explained by the existence of variables that act as facilitators or stressors in the eyes of the participants. It is argued that identifying these variables allows campuses to map winning conditions for the rapid adoption of UDL by course instructors, irrespective of institutional context and resources. Importantly the study highlights that the full identification of these factors requires the involvement and collaboration of not simply the disability service provider, but also the Teaching and Learning support unit and the equity and diversity office. The study argues that such a collaboration model is transferable to other institutions.
2013 3M Student Fellows Feature Article - What is it “To Lead?”: A Nuanced Exploration of Leadership by 3M National Student Fellows
Authors: Bajer-Koulack Ameena , Csorba Emerson Thomas , Rosa Lee Kyuwon , Smrke Brianna , Smyth Tristan
Published: April 2017

In Canadian higher education, students from across the world interact within tight-knit communities, sharing ideas and developing a wealth of soft and disciplinary skills. With many universities playing host to dozens if not hundreds of student groups, the word “leadership” is uttered by students and faculty in hallways, gymnasiums, outdoors areas and of course, student group meeting rooms. On June 20, 2013, five members of the 2013 3M National Student Fellowship cohort explored the term “leadership,” sharing their personal experiences and observations with Canadian faculty members as part of a Society for Teaching and Learning in Higher Education (STLHE) workshop. This paper explores the conversations and ideas that emerged at the workshop in light of the group’s pre-STLHE online discussions and the current emphasis on leadership in Canadian higher education.
From Teaching Assistant Training (TA) to Workplace Learning
Authors: Korpan Cynthia
Published: April 2017

In this paper, I propose a renewed look at how teaching assistants (TAs) are being prepared to fulfill their duties in higher education. I argue that the apprenticeship model of learning that is currently in use be replaced by the more holistic workplace learning approach. Workplace learning theories take into consideration the complexity of the learning situation of the TA.
Learner Characteristics and Motivation: How to Achieve Efficient and Effective Learning
Authors: Bates Catherine Marie Fraser
Published: April 2017

During the Society for Teaching and Learning in Higher Education Conference 2014, a workshop was held three consecutive times as part of the Pedagogical Speed Dating sessions to introduce experienced college/university faculty and instructional designers to an approach to instructional design that is based on increasing motivation. The purpose of the workshop was to demonstrate the use of Keller’s ARCS Model of Instructional Design for Motivation, specifically how to achieve effective learner/learner, learner/content, and learner/teacher interaction. The discussion focusses on the experiences of typical university and college students.
Realizing Partnership Potential: A Report on a Formal Collaboration Between a Teaching and Learning Centre and Libraries at the University of Toronto
Authors: Bolan John , Bellamy Patricia , Rolheiser Carol , Szurmak Joanna , Vine Rita
Published: April 2017

In 2010, the University of Toronto’s Centre for Teaching Support & Innovation (CTSI) and University of Toronto Libraries (UTL) jointly launched Partnering for Academic Student Success (PASS), a partnership to foster new opportunities for collaboration between academic librarians and those involved in developing excellence in university teaching. This article describes the challenge of professional education in support of the teaching mission for librarians, and a partnership designed to address this need.  The article reports on the genesis, goals, and key principles contributing to the partnership’s success, while discussing implications and recommendations for those seeking to develop similar programs of intentional collaboration that enable teaching/learning goals.
Integrated Testlets: A New Form of Expert-Student Collaborative Testing
Authors: Shiell Ralph , Slepkov Aaron
Published: April 2017

Integrated testlets are a new assessment tool that encompass the procedural benefits of multiple-choice testing, the pedagogical advantages of free-response-based tests, and the collaborative aspects of a viva voce or defence examination format. The result is a robust assessment tool that provides a significant formative aspect for students. Integrated testlets utilize an answer-until-correct response format within a scaffolded set of multiple-choice items that each provide immediate confirmatory or corrective feedback while also allowing for the granting of partial credit. We posit here that this testing format comprises a form of expert-student collaboration, we expand on this significance and discuss possible extensions to the approach.
Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing
Authors: Riddell Jessica
Published: April 2017

Abstract

This paper explores ways in which frequent feedback and clear assessment criteria can improve students’ essay writing performance in a first-year English literature course. Students (n = 68) completed a series of three scaffolded exercises over the course of a semester, where they evaluated undergraduate essays using a predetermined assessment process. They were then asked to write their own essays and evaluate them using the same assessment criteria. The efficacy of the project was evaluated based upon student feedback, both quantitative and qualitative, and an analysis of their marks. The essay-writing project was informed by fundamental principles supported by research in teaching and learning: namely, that early intervention in first-year courses helps students improve their essay-writing skills, clear and transparent expectations are crucial for positive student perceptions around learning, carefully scaffolded assignment help students develop their writing skills over time, and increasing the frequency of writing opportunities and feedback leads to higher learning outcomes. Findings suggest that a metacognitive approach to essay writing can provide significant opportunities for students to improve their essay-writing skills. The essay-writing project has implications for those who plan, support, and deliver first-year university courses, particularly those courses involving academic writing assignments.
The Road Less Travelled? Pathways from Passivity to Agency in Student Learning
Authors: Frost Gail , Connolly Maureen
Published: April 2017

This qualitative study examined fourth-year undergraduate students’ responses to reflective writing prompts and journal entries related to their practical experiences in two capstone courses, both based in SBL/PBL pedagogies. We examined their ‘strategic’ approaches to learning that make engagement with subject matter and learning processes more instrumental than meaningfully grasped and applied. Three levels of analysis were used in a recursive process of description, reduction, and interpretation, and the results were added to our previous work examining student responses to reflective activities that foster deep learning. Our provisional conclusions are that strategic learners are invested in a mastery relationship with subject matter that makes grade procurement the evidence of this mastery and this shifts their focus to product over process as an obvious consequence. This disconnect from process leads students to an unhelpful relationship with formative assessment and feedback. They tend to wrestle with the formative elements and see them as mini summative assessments or quasi final products, rather than the necessarily perplexing engagement that leads to the imaginative generation of possibilities and recursive building and refining of ideas and processes. Our future research will focus on environments that encourage more comfort with mistakes and contingencies as learning opportunities.
New Interdisciplinary Science Course for First-Year Faculty of Science Students: Overview and Preliminary Results from the Pilot
Authors: Cockcroft Robert , Symons Sarah L , Goff Lori , Knorr Kris , Robinson Sarah J , Van Wersch Geneviève , Charney Devra , Farquharson Michael
Published: April 2017

Transitioning to university can be a daunting endeavour, with student success dependent on a myriad of effects (Pascarella & Terenzini, 2005). Understanding how to navigate university systems, who to meet, how to get help, how to study, and what goals to set can be hard to grasp (Valle et al., 2003). We provide an overview of the new interdisciplinary foundations course, which piloted in fall 2014, for first-year Faculty of Science students at McMaster University. This course provides a taste of research-based learning (Healey, Jenkins, & Lea, 2014) and develops essential skills that are important for an undergraduate degree and future academic or career plans, exposes students to a wide range of departments and programs in the Faculty of Science, and invites students to reflect on their academic journey and how it may be changing as a result of the course. This customized approach intentionally teaches students how to locate and use institutional resources and the expectations that the institution has of its students, while offering opportunities to create networks of support essential for student success and retention (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008), and speaks to a number of considerations highlighted in the literature (e.g., Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010). Other factors considered include balancing the needs of the Faculty, the resources available, and the goals, demands, and interests of the students. In this paper, we describe the course’s design, structure and implementation, key components of the course, support from upper-level science students, and preliminary pedagogical results, which assess its impact on and perception by students.
Bento and Buffet: Two Approaches to Flexible Summative Assessment
Authors: Didicher Nicky
Published: April 2017

This practice-sharing piece outlines two main approaches to flexible summative assessment schemes, including for each approach one example from my practice and another from a published study. The bento approach offers the same assessments to all students but a variety of grade weighting schemes, allowing students to change weighting during the term. The buffet approach offers students choice of individualized assessments from a menu of possibilities and individualized grade weighting. I outline some (dis)advantages of each approach, exploring the dilemma of balance between instructor workload and high-value student learning experiences.
Mapping the Past, Present, and Future of Teaching Leadership Chairs in Canada: A Report
Authors: Andrews David M. , Bornais Judy A. K. , Cramer Ken M.
Published: April 2017

We explore the advent and initiatives of teaching leadership chairs – modeled after the Canada Research Chair framework – to instill individuals or small groups of teaching leaders at various centres across the country to stimulate educational change. In its past, present, and future, we explore the grassroots of teaching leadership chairs and their spread nationwide; outline the current situation of initiatives and challenges we have experienced at our institution; and conclude with some new avenues for teaching leadership via campus-wide joint projects.
Erratum: The article „Morphometric analysis of collagen and inflammatory cells in periodontal disease” [Morfometrijska analiza kolagena i inflamatornih celija u periodontalnoj bolesti]. Vojnosanit pregl 2015; 72(3): 219-224. (DOI:10.2298/VSP130627076G)
Authors: Editorial E
Published: April 2017

The authors and their affiliations were listed as follows: Ranko Golijanin*?, Bojan Kujundzic?, Zoran Milosavljevic?, Dragan R. Milovanovic???, Zlatibor Andjelkovic?, Miroslav Obrenovic?, Radivoje Nikolic**?? *Department of Dentistry, ?Department of Histology and Embriology, ?Department of Pharmacology and Toxicology, **Department of Surgery, Faculty of Medical Sciences, University of Kragujevac, Kragujevac, Serbia; ?Faculty of Dental Medicine, ?Faculty of Medicine, University of East Sarajevo, Foca, Republic of Srpska, Bosnia and Herzegovina; ??Clinical Center ?Kragujevac?, Kragujevac, Serbia Listed the authors and their affiliations should read as: Ranko Golijanin*?, Bojan Kujundzic?, Zoran Milosavljevic?, Dragan R. Milovanovic???, Zlatibor Andjelkovic?, Miroslav Obrenovic?, Radivoje Nikolic**?? *Department of Dentistry, ?Department of Histology and Embriology, ?Department of Pharmacology and Toxicology, **Department of Surgery, Faculty of Medical Sciences, University of Kragujevac, Kragujevac, Serbia; ?Department of Histology, Faculty of Medicine, University of Pristina, Kosovska Mitrovica, Serbia; ?Faculty of Dental Medicine, ?Faculty of Medicine, University of East Sarajevo, Foca, Republic of Srpska, Bosnia and Herzegovina; ??Clinical Center ?Kragujevac?, Kragujevac, Serbia

 Link to the corrected article 10.2298/VSP130627076G
Emerging Synthetic Fentanyl Analogs
Authors: Schueler Harold E.
Published: April 2017

Hundreds of synthetic substances have been introduced into the illicit drug market over the last ten years, but none of these drugs has had as poisonous a consequence as the emergence of the synthetic fentanyl analogs. Initially, pharmaceutical grade or illicit fentanyl was mixed with heroin, allegedly to boost the potency of the heroin. Then, the amounts of fentanyl spiked gradually increased until the proportion of fentanyl was greater than the proportion of heroin. Ultimately, many overdose cases began consisting of only fentanyl. The emergence of numerous synthetic fentanyl analogs, including acetylfentanyl, butyrylfentanyl, acrylfentanyl, furanylfentanyl and β-hydroxythiofentanyl, which are manufactured in China, were made available to the illicit drug traffickers over the Internet. In July of 2016, the most potent commercially available opioid, carfentanil, started appearing in illicit drug submissions and medical examiner death investigation cases in Northeast Ohio. Postmortem femoral blood carfentanil concentrations are in the picogram per milliliter (pg/mL) range, which is extremely low, and tests the limits of detection for most analytical forensic toxicology laboratories. The interpretation of these low carfentanil blood concentrations in antemortem and postmortem specimens is made difficult due to the overlap in the concentrations between these specimen types. The presence of these powerful synthetic fentanyl analogs presents a challenge to forensic toxicology laboratories preparing to analyze for these substances.
Fatal Rotavirus Infection in a 4-Year-Old with Unsuspected Autoimmune Adrenal Insufficiency
Authors: Krywanczyk Alison , Bundock Elizabeth A.
Published: April 2017

The diagnosis of adrenal insufficiency is often delayed, as the presenting symptoms of fatigue, abdominal pain, and anorexia are vague and nonspecific. However, timely diagnosis and treatment with replacement steroids are needed to prevent fatal adrenal crisis. While the most common cause of primary adrenal insufficiency in childhood is congenital adrenal hyperplasia, a significant minority (13-23%) is caused by autoimmune destruction of the gland. We present a case of a 4-year-old, previously healthy child who had a one-day history of nausea and vomiting, and was found unresponsive by her caretaker. Despite emergency rescue and transport to the hospital, she was pronounced dead. At autopsy, the adrenal glands were atrophied. Histologic examination revealed lymphocytic infiltration of the adrenal glands consistent with autoimmune adrenal insufficiency. Fecal viral antigen testing was positive for rotavirus. The cause of death was determined to be adrenal crisis in the setting of rotavirus gastroenteritis due to adrenal insufficiency (Addison disease).
Debreu's apologies for mathematical economics after 1983
Authors: Düppe Till
Published: April 2017

When reassessing the role of Debreu's axiomatic method in economics, one has to explain both its success and unpopularity; one has to explain the "bright shadow" Debreu cast on the discipline: sheltering, threatening, and difficult to pin down. Debreu himself did not expect to have such an influence. Before he received the Bank of Sweden Prize in 1983 he had never openly engaged with the methodology or politics of mathematical economics. When in several speeches he later rigorously distinguished mathematical form from economic content and claimed this as the virtue of mathematical economics, he did both: he defended mathematical reasoning against the theoretical innovations since the 1970s and expressed remorse for having promised too much because it cannot support claims about economic content. The analysis of this twofold role of Debreu's axiomatic method raises issues of the social and political responsibility of economists over and above standard epistemic issues.
On ceteris paribus laws in economics (and elsewhere): why do social sciences matter to each other?
Authors: Rol Menno
Published: April 2017

Stipulating universal propositions with a ceteris paribus clause is normal practice in science and especially in economics. Yet there are several problems associated with the use of ceteris paribus clauses in theorising and in policy matters. This paper first investigates three questions: how can ceteris paribus clauses be non-vacuous? How can ceteris paribus laws be true? And how can they help in formulating successful policy interventions in a diversity of contexts? It turns out that ceteris paribus clauses are not always used legitimately. They are meant to fence off a theory from disturbing factors, but economists who do not specify the clause well enough tend to fence variables in rather than off. In such cases, it would be better to use theoretical abstraction, which is something very different from the use of ceteris paribus clauses. However, abstract theorising conceptually leads one away from the concrete detail of real world situations in which policies take place. Hence, a fourth question arises: how can policy interventions be properly designed on the basis of abstract laws? To answer this question, I defend interdisciplinarity in concept choice.
Early marginalist ideas on money: some neglected exceptions to the quantity theory
Authors: Feldman Germán D.
Published: April 2017

The quantity theory of money (QTM) is an important building block of neoclassical economics. This has led scholars to believe that all monetary accounts proposed by marginalist economists are inherently based on the QTM. However, within the bimetallic controversy of the last quarter of the 19th century, there were some neoclassical proposals which departed from the framework of the QTM. In this article, I analyse three of these accounts: Alfred Marshall's symmetallism, Irving Fisher's compensated dollar plan, and Knut Wicksell's inconvertible paper standard. These monetary arrangements—especially the first two of them—have rarely been studied in the literature. Still, their relevance should not be neglected in current times in which the economics profession—both orthodox and heterodox approaches—has moved towards an endogenous money view. The proposals studied also show that the neutrality of money does not necessarily imply the QTM, as it is often suggested.