ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Leadership in Teaching Excellence: The University of Guelph EnLITE Program
Author: Buchholz, Andrea
Date: 2014-00-00
Type: Journal Articles
Subjects: Excellence in Education,Reflective Teaching,Observation,Feedback (Response),Instructional Leadership,Program Descriptions,Universities,College Faculty,Scholarship,Educational Research,Teaching Methods,Learning Processes,Mentors,Teacher Collaboration,Peer Groups,Portfolios (Background Materials),Internet,Teacher Attitudes,Tenure,Faculty Promotion,Program Effectiveness,Faculty Development,Foreign Countries,Communities of Practice

Educational Leadership in Teaching Excellence (EnLITE) is a one-year program (Sept to Aug) at the University of Guelph. It is designed to engage mid-career faculty in the theory, practice and scholarship of teaching and learning, and to establish and support a faculty community of practice which provides mentorship and leadership in teaching and learning in higher education. Divided into two subprograms, faculty participants enrolled in EnLITE I critically examine and discuss scholarly topics on teaching and learning and in their own disciplines; collaborate with a teaching mentor; engage in classroom observation and peer feedback; and demonstrate commitment to continual improvement through completion of an individual program learning plan, critically reflective teaching practice, and creation of an electronic teaching dossier (ePortfolio). Participants meet twice monthly, in the larger cohort and in smaller groups called &quot;Action Learning Sets.&quot; Those wishing to engage in pedagogical research may concurrently or subsequently enrol in EnLITE II, also a one-year program. Participants in EnLITE II develop, implement and disseminate research on teaching and learning in higher education, and are expected to demonstrate how results of their research inform their teaching practice. Participants meet monthly in Action Learning Sets. Each participant in EnLITE I and II embarks upon a process unique to their individual goals and objectives. The expected time commitment for each program is approximately 5 hours per week. Participants' progress is evaluated on a pass/fail basis against their own individual learning plan, and program outcomes. We see commitment to teaching and learning as being rewarded both in the classroom from students, as well as faculty satisfaction and increasingly, in tenure and promotion decisions.
The Development of a New Master's of Science in Healthcare Quality Program
Author: Sears, Kim
Date: 2014-00-00
Type: Journal Articles
Subjects: Health,Health Education,Masters Programs,Program Development,Quality Assurance,Delivery Systems,Medical Services,Risk,Safety Education,Patients,Student Surveys,Pretests Posttests,Attitude Change,Student Attitudes,Enrollment Rate,Program Effectiveness,Program Evaluation,Foreign Countries

Working in silos or working within one discipline has not improved the delivery of healthcare. With a goal to advance the healthcare quality agenda and in response to an identified need within both the educational and healthcare sector, Queen's University has established a Master's degree in Healthcare Quality [MSc(HQ)]. The interprofessional MSc(HQ) offers Canadian and international perspectives on quality, risk, and safety in healthcare using both practical and theoretical perspectives. This paper outlines pedagogical principles and approaches, and provides preliminary evidence of the effective mix of theoretical and practical underpinnings. These preliminary findings indicate that the students have entered our program with a minimal understanding of quality and patient safety and our program has expanded their comprehension. Students have claimed to feel more confident that they can apply patient safety principles in their workplace. By engaging a wide interprofessional perspective we can advance the system.
A Multi-­Perspective Examination of the Barriers to Field-­Placement Experiences for Students with Disabilities
Author: Flanagan, Tara
Date: 2014-00-00
Type: Journal Articles
Subjects: Disabilities,Inclusion,Student Placement,Barriers,Equal Education,Field Instruction,Administrator Attitudes,Teacher Attitudes,Qualitative Research,Statistical Analysis,College Students

In light of the innumerable changes in post-secondary environments that reflect a movement toward inclusive education and a reliance on real-world evaluations in the form of field placements, we report on our findings from a collaborative research project that examines field placement experiences from a variety of perspectives. Our research project, prompted by our own observations of the barriers to equity for field placement students with disabilities at our institution, is an attempt to reflect on our disability service and our teaching and learning practices. We expanded on the traditional focus in the field by creating a multi-dimensional cross-sector collaboration and by including the perspectives of Professional Program Directors, Field Placement Coordinators, and students with disabilities. We found that all stakeholders reported barriers to success in field placement for students with disabilities, saw few solutions, and anticipated the barriers to continue into the world of employment. We discuss these findings in relation to the implications for teaching and learning and for disability service provision in post-secondary institutions.
Like Fire to Water: Building Bridging Collaborations between Disability Service Providers and Course Instructors to Create User Friendly and Resource Efficient UDL Implementation Material
Author: Fovet, Frederic
Date: 2014-00-00
Type: Journal Articles
Subjects: Disabilities,Postsecondary Education,Access to Education,Hypothesis Testing,Success,Failure,Program Implementation,Performance Factors,Predictor Variables,Adoption (Ideas),Partnerships in Education,Institutional Cooperation,Accessibility (for Disabled),Related Services (Special Education),College Faculty,Qualitative Research

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.
Knowledge Mobilization across Boundaries with the Use of Novel Organizational Structures, Conferencing Strategies, and Technological Tools: The Ontario Consortium of Undergraduate Biology Educators (oCUBE) Model
Author: Kajiura, Lovaye
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biology,Science Instruction,Science Teachers,Undergraduate Study,College Faculty,Conferences (Gatherings),Active Learning,Teaching Methods,Communities of Practice,Institutional Cooperation,Professional Development,Models

The Ontario Consortium of Undergraduate Biology Educators (oCUBE) brings together over 50 biology educators from 18 Ontario universities with the common goal to improve the biology undergraduate experience for both students and educators. This goal is achieved through an innovative mix of highly interactive face-to-face meetings, online conferencing platforms (wiki and video conferencing), monthly online newsletters, and other activities. The beauty of the oCUBE model is that it meshes with the active learning methods that its members use in their own teaching. It also creates a community of practice with intra- and inter-institutional collaborations that assist in resolving educational issues of both common and immediate importance to oCUBE members. oCUBE members report that oCUBE activities and resources are very effective in helping them learn new teaching strategies and in developing professionally.
Mix and Match: Promoting Interdisciplinary Teaching, Learning, and Community through Classroom-Level Partnerships
Author: Fox, Joanne A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,College Faculty,Teacher Collaboration,Teaching Methods,Workshops,Teamwork,Assignments,Cooperative Learning,Learning Activities,School Community Programs,Program Evaluation,Student Attitudes,Feedback (Response),Attitude Measures,Barriers,Foreign Countries

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 &quot;mix&quot; students together. The UBC Mix project provides a model for facilitating interdisciplinary teaching and learning within existing courses and programs at colleges and universities.
Building LGBTQ Awareness and Allies in Our Teacher Education Community and Beyond
Author: Kearns, Laura-Lee
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Consciousness Raising,Educational Environment,School Safety,Homosexuality,Sexual Orientation,Sexual Identity,Program Effectiveness,Workshops,Foreign Countries,Power Structure,Social Justice,Teacher Role,Interviews

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 highereducation 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.
Exploring the Role of the University Student as an Experiential Learner: Thoughts and Reflections from the 2013 Cohort of 3M National Student Fellows
Author: Acai, Anita
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Experiential Learning,Altruism,Volunteers,Service Learning,Student Role,Ethics,Student Responsibility,Foreign Countries,Social Bias,Social Justice,Consciousness Raising,Social Responsibility,Postsecondary Education,Relevance (Education),Reflection

In recent years, there has been a dynamic shift in the role of the university student through the creation and promotion of experiential learning opportunities on campuses across the country. Many post-secondary programs now include co-op placements, practicums, or internships where students can apply theoretical knowledge to real-world settings. However, in this article, we have chosen to focus on more &quot;altruistic&quot; forms of experiential learning--volunteerism, development work, and service-learning--which have gained increased focus in recent years but are often used, we feel, without appropriately reflecting on their meaning. In this article, we draw upon our experiences as student leaders to define each of these roles, outline what we see as the benefits of experiential learning for students, and provide recommendations for how these learning opportunities can continue to be improved. Moreover, we identify privilege, ethics, and responsibility as complexities related to experiential learning and discuss each of these topics in more detail. We end our discussion by addressing the role of experiential learning in helping to define the value of a post-secondary education.
What Is It &quot;To Lead?&quot;: A Nuanced Exploration of Leadership by 3M National Student Fellows
Author: Bajer-Koulack, Ameena
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership,Student Attitudes,College Students,Definitions,Workshops,Personal Narratives,Higher Education,Leadership Qualities,Aggression

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 &quot;leadership&quot; 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 &quot;leadership,&quot; 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.
Motivations for Going to University: A Qualitative Study and Class Project
Author: Schmidt, Heather
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Aspiration,Student Motivation,College Attendance,Semi Structured Interviews,Undergraduate Students,Academic Advising,Grounded Theory,Qualitative Research,Student Attitudes,High Schools,Guidance,Counseling Services,Graduation,Academic Persistence,Foreign Countries

We explored student motivations for attending university, including how motivations may change over the course of one's postsecondary career, by conducting semi-structured interviews with 8 upper-year undergraduates. Participants were also asked to reflect back on their own experiences and provide advice for new university students. We conducted a grounded theory analysis to identify common themes running across the 8 interviews. What emerged was a pattern of transition from a predominance of external/extrinsic motivators at the beginning of one's university career, into increasingly internal/intrinsic motivators as students discovered their passions and interests. Two unexpected external/extrinsic themes to emerge included: &quot;Unhelpful high-school guidance-counselling&quot; and a &quot;Motivation to disprove people who underestimate you.&quot; The strongest internal/intrinsic motivation was the &quot;Desire to help others.&quot; Students can apply these findings to their own lives and universities can gain a better understanding of the supports that are needed to retain students through to graduation.
From Teaching Assistant (TA) Training to Workplace Learning
Author: Korpan, Cynthia
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Higher Education,Holistic Approach,Apprenticeships,Workplace Learning,Models,Teaching Methods,Universities,Foreign Countries

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.
Inquiry Guided Learning Projects for the Development of Critical Thinking in the College Classroom: A Pilot Study
Author: Bentley, Danielle C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Inquiry,Curriculum Implementation,Task Analysis,Active Learning,Pilot Projects,College Students,Medical Students,Cognitive Style,Likert Scales,Program Improvement

This paper describes the inaugural success of implementing Inquiry Guided Learning Projects within a college-level human anatomy and physiology course. In this context, scientific inquiry was used as a means of developing skills required for critical thinking among students. The projects were loosely designed using the Information Search Process (Kuhlthau, 1991) as a framework with emphasis placed on three of the six stages: question selection, scientific research, and presentation of results. The projects were quantitatively assessed using self-reported confidence ratings using a 10-point Likert scale. The projects were also qualitatively assessed using student feedback focusing on student suggestions for project improvement. Moving forward, the Inquiry Guided Learning Projects will be integrated as a formal course component, with the next stage of implementation to include a thorough assessment of student learning outcomes.
Teaching Critical Reflection to Graduate Students
Author: Watson, Gavan Peter Longley
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Critical Thinking,Reflection,Foreign Countries,Teaching Methods,Educational Strategies,Interdisciplinary Approach,Assignments,Student Evaluation,Feedback (Response),Workshops,Skill Development

Critical reflection is a highly valued and widely applied learning approach in higher education. There are many benefits associated with engaging in critical reflection, and it is often integrated into the design of graduate level courses on university teaching as a life-long learning strategy to help ensure that learners build their capacity as critical reflective teaching practitioners. Despite its broad application and learning benefits, students often find the process of engaging in critical reflection inherently challenging. This paper explores the challenge associated with incorporating critical reflection into a graduate course on University Teaching at the University of Guelph. Strategies for effectively incorporating critical reflection are presented, based largely on Arsonson's (2011) framework for teaching critical reflection and the outcomes of a workshop offered at the 2013 STLHE Conference. The strategies discussed have multidisciplinary relevance, and can be broadly applied to improve how critical reflection is incorporated into post-secondary courses.
&quot;Place Based Tourism Curriculum: Making Connections to Community&quot;
Author: Reid, Robin Elizabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Assignments,Learner Engagement,School Community Relationship,Tourism,Place Based Education,College Students,Planning,Cooperative Learning,Visual Stimuli

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.
The Impact of a Required Undergraduate Health and Wellness Course on Students' Awareness and Knowledge of Physical Activity and Chronic Disease
Author: Kuruganti, Usha
Date: 2014-00-00
Type: Journal Articles
Subjects: Health Education,Health Promotion,Wellness,Surveys,Student Attitudes,Physical Activity Level,Chronic Illness,Knowledge Level,Course Descriptions,Guidelines,Outcomes of Education,Foreign Countries,Physical Fitness,Qualitative Research,Undergraduate Students,Statistical Analysis

As part of the undergraduate curriculum, the Faculty of Kinesiology at the University of New Brunswick (UNB) requires all students to take an undergraduate course in physical activity, health and wellness in their third year of study. This capstone course allows students to integrate concepts from their program regarding physical activity, fitness, and wellness. While students have anecdotally indicated that this course has improved their knowledge of health and wellness, this data had not been quantitatively assessed previously. The purpose of this study was to examine the effect of the course on students' views of the impact of physical activity on disease and overall health and wellness. A survey was administered to the students enrolled in the course at the beginning and again at the end of the semester. The survey requested data in four categories; 1) the demographics of the student, 2) students' knowledge of health agencies and guidelines, 3) students' physical activity, health and wellness awareness and 4) students' self-assessment of their knowledge of physical activity and chronic disease. The data showed that, at the end of the course, students felt that they improved in three areas: 1) their knowledge of health agencies and guidelines, 2) their awareness of physical activity and its impact on health and wellness and 3) their knowledge of physical activity and chronic disease. The results of this work provided information on the impact of a required health and wellness course on students' knowledge of health and suggested that the material in the course helped their overall understanding of health.
Learning Task Inventories (LTIs). Exploration of Optimal Conditions to Help Students Develop, Improve and Sustain Good Study and Learning Practices
Author: MacNeil, Stephen
Date: 2014-00-00
Type: Journal Articles
Subjects: Study Habits,Organic Chemistry,Science Instruction,Scaffolding (Teaching Technique),Mastery Learning,Teaching Methods,Likert Scales,Foreign Countries,College Students,Student Surveys,Student Characteristics,Student Attitudes,Grades (Scholastic),Regression (Statistics),Grade Point Average

To support students in an introductory organic chemistry course, scaffolding in the form of weekly Learning Task Inventories (LTIs) were introduced. LTIs are chapter-by-chapter lists of detailed learning tasks students are expected to master during the course. This paper describes efforts to effectively implement LTIs, the effect of differing implementations of LTIs on students' final exam grades and students' reactions to the use of LTIs.
Institutional Strategies That Foster Academic Integrity: A Faculty-­Based Case Study
Author: Prins, Sebastian
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,College Faculty,Ethics,Strategic Planning,Surveys,Incidence,Cheating,Intervention,Foreign Countries,Health Sciences,Statistical Analysis,Deans,Cooperation,Teaching Methods,Evaluation Methods,Risk,Integrity,Faculty Development,Workshops,College Students

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.