ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Enlightenment: The Myth of the Disappearing Teacher
Author: Longman, David
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Educational Technology,Technology Uses in Education,Foreign Countries,Computer Mediated Communication,Higher Education,Surveys,Teacher Education Programs,Teacher Role,Questionnaires,Interviews,Teacher Attitudes

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 &quot;digital natives&quot; 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.
Two Approaches to Case-Based Teaching in Science: Tales from Two Professors
Author: Montpetit, Colin
Date: 2012-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Learning Strategies,Science Instruction,College Science,Undergraduate Students,Undergraduate Study,Science Process Skills,Biology,Genetics,Case Studies,Audience Response Systems,Educational Benefits

Case-based teaching and learning strategies can offer instructors effective pedagogical tools to scaffold student learning through activities designed to fulfill teaching objectives and desired student learning outcomes. In science disciplines, programs strive to impart knowledge in addition to providing students environments through which they can learn through collaboration. Case-based studies can effectively expose students to the process of science and encourage them to work through facts, analyze data, formulate solutions, draw conclusions, and predict consequences. Despite the versatility of case studies as teaching and learning tools, many factors influence their implementation in a given teaching environment. Inasmuch, the manner in which they are used is typically dependent upon specific teaching and learning objectives and the historical context of the course (e.g., student enrolment, year of instruction, lecture vs. lab vs. tutorial settings). In this article, we discuss two novel approaches for case-based teaching and learning in Biology as a means to convey lecture content, encourage students to apply fundamental concepts taught in lectures, while exposing them to the process of science in a dynamic environment.
Developing a New Activity: STUDENT APPROVED
Author: Smit, Julie
Date: 2011-00-00
Type: Journal Articles
Subjects: Biology,Science Course Improvement Projects,Laboratory Training,Laboratory Experiments,Student Surveys,Needs Assessment,Action Research,Instructional Development,Curriculum Enrichment,College Freshmen,Cost Effectiveness,Program Descriptions,Educational Practices,Educational Change,Student Attitudes,Program Attitudes,Foreign Countries

Do you have an idea for a new activity or laboratory exercise that you would like to incorporate into your course but feel unsure as to how it will be received by your students? This was our concern when developing first-year biology labs for a biology majors' course at University of Windsor. Through a Centred on Learning Innovation Fund (CLIF) grant at our institution, we were able to form new and revised laboratory exercises, incorporating on-line, active, and reflective components. But, would the students like the labs? Which labs should be replaced? Using student surveys and a &quot;trial&quot; lab, we were able to collect information about the new lab, as well as the old labs. It was a revelation to witness the enthusiasm and the appreciation first-year students had for being involved in the development of the labs. The goal of this essay is to identify the benefits and costs of incorporating a new activity into a course, as well as describing the process that we developed, which includes student input as an important component in the development of the activity.
Establishing Peer Mentor-Led Writing Groups in Large First-Year Courses
Author: Marcoux, Sarah
Date: 2012-00-00
Type: Journal Articles
Subjects: Mentors,Peer Teaching,College Freshmen,Group Activities,Writing Instruction,Agricultural Education,Pilot Projects,Writing Workshops,Academic Discourse,Pretests Posttests,Student Surveys,Writing Improvement,Instructional Effectiveness,Foreign Countries

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.
Undergraduate Essay Writing: Online and Face-to-Face Peer Reviews
Author: Chong, Mike R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Essays,Writing Assignments,Student Evaluation,Peer Evaluation,Evaluation Methods,Online Systems,Computer Mediated Communication,Comparative Analysis,Literature Reviews,Feedback (Response),Student Attitudes,Computer Uses in Education,Science Activities,Science Education,Foreign Countries

We implemented two different approaches of using peer review to support undergraduate essay assignments for students taking large second-year courses in life sciences and biology: a web-based online peer review (OPR) approach and a more traditional face-to-face peer review (FPR) approach that was conducted in tutorial settings. The essays consisted of a review of current literature to discuss the molecular involvement of cancer development or stem-cell growth. Following implementation of the peer reviews, we conducted a preliminary analysis of the pros and cons of using the two methods. Student and instructor feedback suggested that the activity of peer review was generally perceived as valuable regardless of which approach was used. OPR was convenient and saved time and resources relative to FPR, but the technical drawbacks using the OPR approach made it challenging for some students to use. A subsequent investigation using alternative OPR programs that offer additional functionality is planned.
Inspiring Academics to Engage in Collegial Socialization: Pedagogical Provocations
Author: Kanuka, Heather
Date: 2011-00-00
Type: Journal Articles
Subjects: College Faculty,Collegiality,Socialization,Interprofessional Relationship,Teacher Effectiveness,Teaching (Occupation),Foreign Countries

Academics who engage in collegial socialization can benefit in a variety of ways. The challenge, however, is creating a culture which inspires, within a voluntary model, academics to participate in such activities. Teaching development programs have tended to focus on teaching competencies and problem areas through offerings of workshops. It has been widely acknowledged that &quot;workshops don't work&quot; when working with academics to enhance teaching development. Further, it is usually expected those academics in need of improving their teaching will attend the learning activities offered by teaching centers on their own time. However, expecting academics to attend professional development activities on their time is not a reasonable assumption. For a voluntary model of teaching enrichment to work, creating a culture to support teaching is vital. In this paper we describe an activity, which we named &quot;pedagogical provocations,&quot; in an attempt to engage academics in collegial socialization about teaching and learning through provocative collegial dialogue.
Language Diversity &amp; Practice in Higher Education: Can Discipline-Specific Language Instruction Improve Economics Learning Outcomes?
Author: Nguyen, Trien
Date: 2012-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Economics Education,Second Language Instruction,Foreign Students,Introductory Courses,Pretests Posttests,Interviews,Vocabulary,Reading Strategies,Reading Instruction,College Students,Foreign Countries,Instructional Effectiveness,Language Proficiency

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 &amp; 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.
The Courage to Teach: Whitehead, Emotion, and the Adventures of Ideas
Author: Woodhouse, Howard Robert
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teaching Styles,Instructional Innovation,Adoption (Ideas),Affective Behavior,Integrity,Self Efficacy,Moral Development,Learning,Educational Practices,Educational Philosophy,Higher Education

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 &quot;inert.&quot; In contrast, process pedagogy encourages a holistic, cyclical approach in which students and faculty engage in the &quot;adventure of ideas&quot; 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.
Is Strategic Development of Leadership Capacity for the Higher Education Workplace Possible?
Author: Brown, Majorie Angel
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Leadership Training,Capacity Building,Strategic Planning,Goal Orientation,Socialization,Competence,Professional Identity,Leadership Effectiveness,Graduate Students,College Faculty,Teacher Improvement,Equal Education,Student Diversity,Inclusion,Colleges

Beginning graduate students who are working in higher education can benefit from establishing a professional development plan designed to enhance leadership capacity. The challenge is to align personal goals with those of the graduate program, yet ensure that collegial socialization and professional competency development occurs. Professional socialization refers to the acquisition of values, attitudes, skills, and competencies pertaining to a professional subculture. In this paper, I describe an activity I designed and the process I used that address equity, diversity, and inclusion as one professional competency area in my socialization process as a strategy to become a more effective leader.
Developing an Educational Technology Group for Pre-Service Teachers
Author: Wilson, Jay
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Preservice Teachers,Preservice Teacher Education,Technology Integration,Technology Education,Pilot Projects,Program Descriptions,Student Teaching,High Schools,Canada Natives,Learning Experience,Expectation,Motivation,Technological Literacy,Self Efficacy,Program Effectiveness,Participant Satisfaction,Capacity Building,Knowledge Base for Teaching,Foreign Countries

The College of Education Technology Group is a pilot program that supports teacher candidates in developing an understanding of the integration of technology. By engaging teacher candidates with local schools the program is enhancing technology-based learning in the classroom for high school students, especially those from First Nations and other cultural backgrounds. This innovative program is based on the key goals of the College of Education and the Learning Charter of the University of Saskatchewan. This paper will share an overview of the first two years of the pilot and what has been learned about the application of technology to provide an enhanced learning experience for teacher candidates.
Faculty Understanding and Implementation of Internationalization and Global Citizenship
Author: Hanson, Cindy
Date: 2012-00-00
Type: Journal Articles
Subjects: Global Approach,Global Education,College Faculty,Educational Practices,Scholarship,Classroom Techniques,Teaching Methods,Educational Strategies,Focus Groups,Semi Structured Interviews,College Role,Ethics,Critical Thinking,School Responsibility,Program Implementation,Knowledge Level,Familiarity,Citizenship,Adoption (Ideas),World Views,Foreign Countries

This paper shares insights into how university faculty understand and integrate internationalization and global citizenship ideas into their pedagogical practices. The study worked with a broad base of faculty to come to an understanding of what it means for scholarship to embrace internationalization in teaching and then to explore ways of sharing that knowledge through pedagogical practices in the classroom. The results demonstrate faculty commitments to global citizenship, willingness to share teaching strategies, and ethical concerns about internationalization. Through this project the researchers hope to inform capacity to understand, develop, and deliver teaching strategies that enhance values associated with global citizenship.
Connecting Inquiry and Practice: Lessons Learned from a Multi-Year Professional Learning Partnership Initiative
Author: Rolheiser, Carol
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Partnerships in Education,Foreign Countries,College Faculty,Elementary School Teachers,Secondary School Teachers,Educational Quality,Theory Practice Relationship,Educational Practices,Educational Improvement,College School Cooperation,Educational Change

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.
New Faculty Perceptions of Supervision and Mentoring: The Influence of Graduate School Experiences
Author: Gadbois, Shannon
Date: 2012-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Beginning Teachers,Mentors,Supervision,Graduate Students,Foreign Countries,Doctoral Programs,Educational Experience,Guidance,Career Development,Correlation,Semi Structured Interviews

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 &quot;sounding board,&quot; 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.
Improving Student Readiness: Examining K-16 Alignment of Content and Performance Standards
Author: Beaubier, Dean M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Alignment (Education),Academic Standards,College Readiness,Higher Education,Educational Assessment,Secondary Education,Educational Policy,Foreign Countries

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.
Creating Community: One Institution's Experience with Communities of Practice
Author: Heath, Sally
Date: 2012-00-00
Type: Journal Articles
Subjects: Communities of Practice,Feedback (Response),Reflective Teaching,Teacher Attitudes,College Faculty,Professional Identity,Writing Instruction,Faculty Development,Peer Relationship,Pilot Projects,Laboratories,Writing (Composition),Teaching Methods,Surveys,Futures (of Society),Foreign Countries

This article examines the use and benefits of communities of practice (CoPs) in academic settings. In the 2010-2011 academic year Teaching Support Services at Wilfrid Laurier University introduced four theme-based CoPs for faculty and academic support staff after a successful pilot initiative. This article explores our motivation for focusing our programming efforts on CoPs and our anticipated outcomes of the project. We highlight the successes and challenges as well as share survey data and participant feedback on their experience. Central to the article as well as our philosophy is the idea that &quot;good talk about good teaching&quot; (Palmer, 1993) can prompt personal reflection about one's teaching and meaningful exchange between colleagues.
&quot;Have You, My Little Serpents, a New Skin?&quot; Transforming English Studies and the Scholarship of Teaching and Learning
Author: Easton, Lee
Date: 2012-00-00
Type: Journal Articles
Subjects: English Instruction,Teaching Methods,English Teachers,Scholarship,Learning Processes,Reflection,Student Attitudes,Educational Theories

King and Knight (2010) argue that English Studies' instructors must &quot;articulate and develop their tacit assumptions [about English teaching] and create a discipline-grounded idiom for pedagogical research and reflection&quot; (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: &quot;For whom do these practices work?&quot;
A Transformative Experience: Expanding My Teaching and Learning Horizon
Author: Kruger, Mellissa L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Transformative Learning,Teacher Attitudes,Teaching Methods,Inclusion,Learning Processes,Teaching Skills,Graduate Study,Discovery Learning,Reflective Teaching,Student Diversity,Foreign Countries,Cooperative Learning,Problem Based Learning,Distance Education,Computer Mediated Communication,College Faculty,Rural Areas,Teacher Student Relationship,Cognitive Style

At the beginning of my academic journey I held the belief that I would learn to teach simply by teaching. To my dismay, I had underestimated the complicated nature of teaching in higher education and gave little consideration to the ways students learn. Feeling overwhelmed by my situation, I began questioning my teaching practices and student learning. It was then I understood that my teaching skill and conceptions of teaching and learning lacked a theoretical framework. Missing an important piece of the teaching and learning puzzle, I have been on a quest to seek answers. This paper outlines my journey of professional discovery through my experiences in the Graduate Certificate in Education. This transformative experience has aided in expanding my teaching and learning horizon by focusing on diverse learners and inclusive teaching practices.