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2014

University of Windsor

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Articles 1 - 15 of 15

Full-Text Articles in Education

University Of Windsor Faculty Survey: Report Of Findings, Ithaka S+R, Canadian Association Of Research Libraries Dec 2014

University Of Windsor Faculty Survey: Report Of Findings, Ithaka S+R, Canadian Association Of Research Libraries

Leddy Library Reports

The University of Windsor Faculty Survey: Report of Findings presents a non-analytic view of survey responses to the Ithaka S+R Local Faculty Survey administered in Fall 2014 as part of a larger CARL (Canadian Association of Research Libraries) initiative.


Leading The Leaders: Embedded Educational Leadership Initiatives At The University Of Windsor, Alan W. Wright, Beverley Hamilton, Jessica Raffoul, Peter Marval Jul 2014

Leading The Leaders: Embedded Educational Leadership Initiatives At The University Of Windsor, Alan W. Wright, Beverley Hamilton, Jessica Raffoul, Peter Marval

Centre for Teaching and Learning Reports

This project explored the impact and scope of embedded educational leadership initiatives (EELIs) at the University of Windsor. EELIs are programs through which individual members of the campus community autonomously and often collaboratively develop and pursue educational improvement projects within their own contexts. Such initiatives are quite common at Canadian universities, and can include, for example, small grants schemes, teaching chairs, and peer observation of teaching networks. They serve many needs at universities, and are widely believed to be an effective approach to improving teaching and learning, driving innovation, building leadership capacity, and communicating the value institutions place on quality ...


Teaching Culture Indicators: Enhancing Quality Teaching, Erika Kustra, Ken N. Meadows, Debra Dawson, Catharine Dishke Hondzel, Lori Goff, Peter Wolf, Donna Ellis, Jill Grose, Paola Borin, Sandy E. Hughes Jun 2014

Teaching Culture Indicators: Enhancing Quality Teaching, Erika Kustra, Ken N. Meadows, Debra Dawson, Catharine Dishke Hondzel, Lori Goff, Peter Wolf, Donna Ellis, Jill Grose, Paola Borin, Sandy E. Hughes

Centre for Teaching and Learning Reports

Canadian postsecondary institutions are committed to providing students with high quality teaching and learning experiences. In recent years, provincial and institutional stakeholders have shifted their focus toward better supporting this effort and enhancing an evolving, teaching- and learning-centred institutional culture. As Cox, McIntosh, Reason, and Terenzini (2011) note, a culture with improved teaching quality is likely to lead to improved student engagement and learning. Researchers in the United States, Europe, and Australia have investigated institutional culture and its relationship to high quality teaching over the last 20 years (Aitken & Sorcinelli, 1994; Cox et al., 2011; Hodge, Nadler, Shore, & Taylor, 2011; Gosling, 2013; Harvey & Stensaker, 2008; Kallioinen ...


Navigating Large Foundational Classes: Providing Scalable Infrastructure For Next Generation Blended Learning Classrooms To Enhance Student Learning Outcomes, Access And Choice, Nick Baker Jun 2014

Navigating Large Foundational Classes: Providing Scalable Infrastructure For Next Generation Blended Learning Classrooms To Enhance Student Learning Outcomes, Access And Choice, Nick Baker

Centre for Teaching and Learning Reports

Universities across the Province and around the world are struggling to meet the challenges of supporting a rapidly expanding, diverse, digitally literate, and time - poor student population who view education as a service for which they are paying (Garrison & Kanuka, 2004). As class sizes continue to grow and public funds available for expansion of physical campuses decline, there is an urgent need for universities to seek innovative and efficient approaches to utilisation of their existing spaces, leveraging technological and pedagogical advances to continue to provide high quality learning experiences for increasing numbers of students (Bates and Sangra, 2011; Owston, 2013).


Shared Modular Course Development: A Feasibility Study, Alan W. Wright, Beverley Hamilton, Joy Mighty, Elaine Scharfe, Bill Muirhead, Susan Vail Jun 2014

Shared Modular Course Development: A Feasibility Study, Alan W. Wright, Beverley Hamilton, Joy Mighty, Elaine Scharfe, Bill Muirhead, Susan Vail

Centre for Teaching and Learning Reports

This project evaluated the viability of shared course development (SCD) and identified the necessary baseline mechanisms, principles, policies, and procedures for future joint course development collaborations.

Although collaborative course design is still relatively new in Ontario, our institutionally-based project teams identified and researched a number of successful examples from Australia, Canada, Europe, New Zealand, the United Kingdom, and the United States.

These successful models demonstrated the transformative possibilities of blended learning, expanded course variety, maintained or enhanced the breadth of course offerings, and reduced institution-specific development costs while maintaining delivery autonomy. They also focused on enhancing student learning and produced ...


The Ontario Universities’ Teaching Evaluation Toolkit: Feasibility Study, Alan W. Wright, Beverley Hamilton, Joy Mighty, Jill Scott, Bill Muirhead Jun 2014

The Ontario Universities’ Teaching Evaluation Toolkit: Feasibility Study, Alan W. Wright, Beverley Hamilton, Joy Mighty, Jill Scott, Bill Muirhead

Centre for Teaching and Learning Reports

This feasibility study (the first of three phases) sought to develop a framework for improvement-oriented formative and summative assessment of teaching in Ontario. It is intended to inform future developments in teaching evaluation in the Province, and to offer a well-contextualized understanding of what the goals of teaching evaluation ought to be, what the challenges are, and the kinds of initiatives and infrastructure that would best promote the evolution of a data- informed and inquiry-inspiring approach to evaluating and improving teaching.

Our institutionally-based project teams identified and examined leading teaching evaluation practices in use internationally, compared to those in use ...


Adult Education And Publishing Canadian Fiction In A Global Context: A Foucauldian Analysis, Patricia A. Gouthro, Susan M. Holloway Apr 2014

Adult Education And Publishing Canadian Fiction In A Global Context: A Foucauldian Analysis, Patricia A. Gouthro, Susan M. Holloway

Education Publications

This paper draws upon findings from a research study on the relationship between fiction, citizenship, and lifelong learning. It includes interviews with authors from several genres, publishing houses, and arts councils. This paper explores many of the ambivalent outcomes of the shifting power elements in publishing that can simultaneously benefit and disadvantage the publication of a national body of fiction. Although focused on the Canadian context, fiction writers and publishers around the globe face similar challenges. Using a Foucauldian analysis, it considers the importance of fiction and adult learning in shaping discourses of citizenship and critical social learning.


Doing The Ppp: A Skeptical Perspective, Leo Groarke, Beverley Hamilton Jan 2014

Doing The Ppp: A Skeptical Perspective, Leo Groarke, Beverley Hamilton

Philosophy Publications

No abstract provided.


Statistical Discourse Analysis Of Online Discussion: Informal Cognition, Social Metacognition, And Knowledge Creation, M. M. Chiu, N. Fujita Jan 2014

Statistical Discourse Analysis Of Online Discussion: Informal Cognition, Social Metacognition, And Knowledge Creation, M. M. Chiu, N. Fujita

Office of Open Learning Publications

To statistically model large data sets of knowledge processes during asynchronous, online forums, we must address analytic difficulties involving the whole data set (missing data, nested data and the tree structure of online messages), dependent variables (multiple, infrequent, discrete outcomes and similar adjacent messages), and explanatory variables (sequences, indirect effects, false positives, and robustness). Statistical discourse analysis (SDA) addresses all of these issues, as shown in an analysis of 1,330 asynchronous messages written and self-coded by 17 students during a 13-week online educational technology course. The results showed how attributes at multiple levels (individual and message) affected knowledge creation ...


Creating A Knowledge Community: Embedded Professional Practice, Karen Roland Jan 2014

Creating A Knowledge Community: Embedded Professional Practice, Karen Roland

Education Publications

The Faculty of Education at a Southwestern Ontario, Canadian University appointed an Experiential Learning Specialist (ELS) as a member of the Faculty in 2007. The Experiential Learning Specialist acts as an impartial resource for all members of the educational community (teacher candidates, faculty, staff, school partners), by providing counselling, collaboration and mediation to promote social justice and equity in teacher education. In this regard, the Experiential Learning Specialist has developed professional resources, provided confidential counselling, guided conflict resolution through mediation processes, and endeavoured to build a knowledge community. The continued focus has been to contribute to the development and implementation ...


Conversations About Education: Professional Development Through A Multi-Epistemic Lens, Roland Karen, Julia Colella, Blessing Igbokwe Jan 2014

Conversations About Education: Professional Development Through A Multi-Epistemic Lens, Roland Karen, Julia Colella, Blessing Igbokwe

Education Publications

This study involves the program evaluation of the Conversations About Education pilot, developed as a community collaboration to offer professional development involving participants from a Faculty of Education, local school partners, and community organizations offering programming to Newcomers to Canada. The program sought to provide a collective forum where educational issues could be examined and discussed through a multi-epistemic lens. During the program events participants were encouraged to share their personal perspectives of the classroom experience, and together discuss the implications that lived/life experience has on confronting bias in teaching. The evaluation of the pilot program employed a qualitative ...


Investigating School Experiences Of Vulnerable Children In Singida, Tanzania: Challenges, Strategies, And Possible Interventions, Chrispina Lekule Jan 2014

Investigating School Experiences Of Vulnerable Children In Singida, Tanzania: Challenges, Strategies, And Possible Interventions, Chrispina Lekule

Electronic Theses and Dissertations

The number of vulnerable children in Tanzania is on the rise. For the purpose of this study, the concept of vulnerable children refers to those who are under18 whose life is in jeopardy due to socio-economic factors such as: abject poverty, orphanhood, and child abandonment, among others. Although vulnerability is known to have deleterious impacts on students' learning, studies conducted in Tanzanian schools on the issue of vulnerable children's education are scarce. Consequently, this research sought to: (a) examine vulnerable children's school experiences in Singida from the perspective of educators and vulnerable children alike; (b) explore challenges facing ...


Women’S Experiences In Learning To Write Fiction: Exploring Gendered Engagement In Communities Of Practice, Susan M. Holloway, Patricia A. Gouthro, Erin J. Careless Jan 2014

Women’S Experiences In Learning To Write Fiction: Exploring Gendered Engagement In Communities Of Practice, Susan M. Holloway, Patricia A. Gouthro, Erin J. Careless

Education Publications

This paper examines how gender impacts upon the participation women fiction authors in different communities of practice. While some communities of practice may provide valuable supports, in other instances, women may be systemically marginalized. The development of social media is also creating new opportunities and challenges for participation in virtual communities of practice for women writers.


Visual Literacies And Multiliteracies: An Ecology Arts-Based Pedagogical Model., Susan M. Holloway Jan 2014

Visual Literacies And Multiliteracies: An Ecology Arts-Based Pedagogical Model., Susan M. Holloway

Education Publications

No abstract provided.


Conferences As Lifelong Learning Sites: Engaging With Different Communities Of Practice, Patricia A. Gouthro, Susan M. Holloway Jan 2014

Conferences As Lifelong Learning Sites: Engaging With Different Communities Of Practice, Patricia A. Gouthro, Susan M. Holloway

Education Publications

Conferences can be understood as important lifelong learning sites for adults engaged in a variety of pursuits. As conferences often draw together people to focus on a particular topic, whether it relates to workplace learning, leisure, or health, they may be seen as avenues for fostering what Wenger (1998) terms as “communities of practice”. This paper explores how lifelong learning at conferences is linked to the members of a community of practice, the organization of the event, and the effects of new technologies.