Operating at the interface between ideas and action, graduate education in geography and planning has a responsibility to provide students with theoretical and practical training. This paper describes service-learning as a form of engaged pedagogy, exploring its ability to interrogate notions related to the “professional turn” and its contributions to transformative learning. Using a case study of a graduate-level service-learning course at the University of Toronto, we address the challenges associated with service-learning and high- light opportunities for students, faculty, universities, and community organizations. Our case study is based on assessment and analysis of the course and contributions to student learning, professional development, and community engagement. We contend that, at the graduate level, service-learning is an underutilized
pedagogical tool. Service-learning can impart high-demand skills to graduate students by transforming how students learn and move from knowledge into ideas and ultimately action, and by offering opportunities for developing higher-order reasoning and critical thinking.
In their efforts to foster active engagement in the classroom, instructors are increasingly looking to integrate instructional technologies such as online quizzes and clickers into their large courses. While studies of STEM (science, technology, engineering, and mathematics) education have demonstrated that such approaches have the potential not only to enhance the quality of students’ learning experiences generally, but also to help improve their critical thinking skills specifically, much less is known about the effectiveness of instructional technologies in humanities education. This exploratory study seeks to add to our understanding of pedagogical best practices in the humanities by testing the efficacy of engagement strategies in a history course. One main finding of this study is that the adoption of a cluster of engagement strategies similar to those used in physics education did help develop the critical thinking skills of some students in a large first-year history course, but not always to a greater extent than more conventional approaches to instruction.
Student requests for academic accommodations are increasing across university campuses, and Bruce Pardy, Professor of Law at Queen’s University, believes students are taking advantage of available accommodations, such as extra time on exams, to get ahead of their peers.
Pardy argues against providing accommodation with this analogy: that if Andre De Grasse asked for a 20-metre head start in the recent World Track and Field Championships to accommodate for his injury, no one would take him seriously. This comparison assumes that academic accommodations give disabled students an advantage over others. The difference, however, between De Grasse and students with a mental illness, is that students are not asking for a 20-metre head start; mental illness and other disabilities are setbacks which have students starting the race from 20-meteres behind the starting blocks. The purpose of accommodation is not to give them an edge over other students, but to bring them forward to the starting line with everyone else.
In this study, we compared the effects of a traditional teaching assistant (TA) training program to those of a specialized program, with a substantial intercultural component, for international graduate students. We expected both programs to result in an increase in international graduate students’ teaching self-efficacy, observed teaching effectiveness, and adoption of student-centred approaches to teaching, and we anticipated a greater degree of change for the participants in the specialized program. We found the expected increases for graduate students in both programs, with a larger increase in observed teaching effectiveness for students in the specialized program. We discuss the implications of tailoring TA training programs for international graduate students and of providing time and learning activities for the development of student-centred teaching and reflective practice.
This report presents the results of research into the use of collaborative, multiple-choice format question-writing activities as a supplement to standard peer instruction (PI) methods in a large introductory physics course.
This report evaluates the impact of the University of Windsor Faculty of Arts and Social Sciences
Mentorship Program (FASSMP) on students, mentors and instructors. The FASSMP was established in 2005 in order to address issues of enrolment and retention by enhancing the first-year experience. The program addressed this challenge by integrating peer mentors into first-year foundation courses as a way to help students transition to university.
In a much-discussed article at Slate, social psychologist Michael Inzlicht told a reporter, “Meta-analyses are fucked” (Engber, 2016). What does it mean, in science, for something to be fucked? Fucked needs to mean more than that something is complicated or must be undertaken with thought and care, as that would be trivially true of everything in science. In this class we will go a step further and say that something is fucked if it presents hard conceptual challenges to which implementable, real-world solutions for working scientists are either not available or routinely
ignored in practice.
Making work-integrated learning a fundamental part of the Canadian undergraduate experience is one of several commitments recently made by Canada’s Business/Higher Education Roundtable – a year-old organization representing some of the country’s leading companies and post-secondary institutions.
The Organisation for Economic Cooperation and Development (OECD) has linked data from the Teaching and Learning International Survey (TALIS) of teachers of 15-year-old students with school-level data from the Programme for International Student Assessment (PISA), a survey of 15-year-old students. The purpose of this study is to present an exploratory analysis of the combined TALIS-PISA data by examining the relationship of school-level student measures to teacher outcomes. In other words, this paper examines how student factors in a school may influence teachers’ work, their attitudes, and their perceived needs for support. Survey responses were collected from teachers and students in eight countries. Data from 26 610 teachers were combined with student measures, aggregated by school, from 103 077 students.
In contemporary higher education there is a growing demand for academ-ics to increase their publication output. This requirement raises the question of how institutions can best support a sustainable academic writing culture, which is needed to challenge the assumption that all academics know how to write for publication. This case study examines two models used in a Faculty of Education to support writing groups for academic staff. From the analysis of reflective journals, interviews, and field notes, we identified four factors that influence the success of writing groups, as well as six conditions that sup-port the development of sustainable academic writing. We have learned from the study that the success of a writing group is predicated on a collaborative practice that blends relational, communal, and institutional forms of sustain-ability in a purposeful, engaged, and reflexive way.
Presentation courses are becoming more prevalent at Japanese universities. This paper focuses on one small cohort of students (n=5) that took an elective presentation skills course at Nanzan University. The paper initially looks at some of the salient themes related to teaching presentation skills and then outlines the design of the course. The main focus of the paper is on the students’ reflective comments on the course and how it affected their presentation skills. Finally, some example guidelines are offered for teachers who are teaching similar courses.
There has been rapid growth in value-added assessment of teachers to meet the widely supported identifying the most effective and the most ineffective teachers in a school system. The former group is to be r epwoalircdye gdo walh oilfe the lpartotbelre mgrso.u Cph iise tf oa mbeo nhge ltpheedm o ris f tirheed c foomr mthoenilry pfooourn dp ecrlfaosrsm-taon-cclea.s sB uatn,d v yaeluaer--taod-dyeeadr a upnprreolaiachbeilsi ttyo i nte tahceh escr oerveasl uoabttiaoinn ehda.v Tee macahneyr fvraolume -caladsdse tdo s ccloarsess a acpropsesa rt wtoo baed jhaicgehnlty yuenasrtsa.ble across two classes of the same subject that they teach in the same semester, or
Much of our work as educators consists of designing and delivering experiences in which students can develop their understanding and application of concepts and skills in our disciplines. Given that we have only 16 weeks with our students, we need various ways for deepening and expanding these formative experiences in our field. Visiting experts can be a wonderful way of developing expertise, and leveraging online tools like Skype and Zoom can open up powerful possibilities for new collaboration and conversation.
Three teacher education tasks are analyzed using Bateson's "levels of learning" and the distinction between reference experiences and cognitive maps (Dilts, l994). The tasks were 1) writing a risk log of classroom innovations, 2) writing articles, and 3) doing public presentations. Student feedback indicated perceived shifts in behaviors, beliefs, and identities
through both active tasking (reference experiences) and their ongoing dynamic "explanations" (cognitive mapping). The results and activities are then discussed in relation to Freeman's (1992, 1994, 1995) concept of the socialization of teachers into professional discourse and the value of communities of explanation toward continual teacher development.
We have all been there.
Midnight before an exam in the university library trying to memorize the key concepts of a semester’s worth of work. We write the exam. We leave the room. The concepts leave our mind. The cycle continues: record, memorize, forget. In doing so, we lose something essential to education: critical thought. What happened to challenging assumptions and questioning concepts? What about open-ended questions? What about no-answer scenarios? These notions serve as the core of the Liberal Arts and, yet, most existing courses fail to develop these skills.
This article contributes to the leterature on how teachers learn on the job and how schools and districts can support teaching learning to improve student learn ing and incorpirate changing standards and curricular materials into instructional practices.
This article contributes to the literature on how teachers learn on the job anbd how schools and istricts can support teacher learning to improve student learning and incorpiorate changing standards and curricular materials into instructional practices.
The purpose of this qualitative phenomenological study was to explore faculty and administrators’ perceptions of multicultural initiatives in higher education. A demographic survey was used to select the study participants, which consisted of 10 faculty members and 10 administrators with at least two to five years of experience working with diverse student populations in Maricopa County, Arizona. Data was obtained through the use of focus group sessions and coding was done by utilizing Liamputtong and Ezzy’s (2005) three column format and NVivo10. The four major themes that emerged were: 1) Leadership support is needed to facilitate diversity policies and programs, 2) Curriculum and programming need to be adapted to
engage students and enhance learning beyond the classroom, 3) Incorporating multicultural education created a welcoming environment in which students felt respected and safe to express themselves, and 4) No special instruction needed because incorporating culture does not necessarily enhance learning or the retention of knowledge. Findings indicated that faculty,
administrators, and those in key leadership positions are at odds when deciding how best to meet the needs of diverse students. As the diversity of students increases on college campuses, it will be important for academic affairs professionals to be prepared to meet the needs of these diverse student populations by constructing learning environments in which a diversity of perspectives are represented (Bolman & Gallos, 2011; Kuk & Banning, 2010). Study results suggest that important steps institutional leaders can take to achieve this goal are to: (1) carefully draft definitions and policies of what constitutes a multicultural program, (2) ensure that these definitions and policies are clearly communicated, understood, and implemented by all members
of the academic community, and (3) provide ongoing education to students and staff about the
benefits of multicultural initiatives within the campus and the community at large.
Currently, there is great interest across Ontario in the expansion of pathway programs between colleges and universities. Through strategic partnerships, two Ontario-based postsecondary institutions (a college and a university) have developed innovative and effective pathway programs that facilitate the transition of students between institutions for the completion of degrees, diplomas, and certificates. These programs support the training of highly qualified, market-ready graduates. This paper reports on a mixed-methods study of the successes and challenges of a particular Ontario college and university
pathway program, with a focus on the Bachelor of Commerce Pathway program. Preliminary results indicate that pathway students were more academically successful than their traditional university student counterparts but did experience a number of challenges in transitioning from college into university. Principal challenges included inefficient communication between
program administrators, academic advisors, and students; lack of orientation activities for pathway students; lack of college student preparedness in communication and critical thinking skills; and difficulties experienced by college
students integrating into the social–cultural life of the university.
This study examined the assessment literacy of primary/junior teacher candidates in all four years of their concurrent program. Candidates from each year of the program completed a survey pertaining to self‐described level of assessment literacy, main
purposes of assessment, utilization of different assessment methods, need for further training, and suggested methods for promoting assessment literacy in university and practice teaching settings. Levels of self‐efficacy remained relatively low for teacher candidates across each of the four years of this program. Most candidates suggested summative purposes for assessment and only a minority expressed formative purposes. They favoured observational techniques and personal communication.
Key words: classroom assessment; preservice education
Cette étude porte sur la capacité d’évaluation chez les étudiants en pédagogie durant les quatre années de leur programme de formation à l’enseignement au primaire et au premier cycle du secondaire. Des étudiants de chaque année du programme ont
rempli un questionnaire portant sur les sujets suivants : auto‐estimation de leur aptitude à l’évaluation, buts principaux des évaluations, utilisation de diverses méthodes d’évaluation, besoin d’une formation plus poussée et suggestion de
méthodes pouvant aider à perfectionner l’aptitude à l’évaluation à l’université et lors de stages pédagogiques. Les répondants dans chacune des années du programme estimaient que leur capacité d’évaluation était relativement faible. La plupart ont
parlé d’évaluations sommatives et seulement une minorité, d’évaluations formatives. Les répondants favorisaient les techniques d’observation et les communications personnelles.
Mots clés : évaluation des élèves, formation à l’enseignement