Education Commons^™

The Capability Approach: A Proposed Framework For Experiential Learning In The Faculty Of Arts, Humanities And Social Sciences, Timothy A. Brunet, Hassan Shaban, Stephanie Gonçalves

Centre for Teaching and Learning Publications

This qualitative case study uses the Capability Approach (CA) as a framework for experiential learning courses in the Faculty of Arts Humanities and Social Sciences at the University of Windsor, in Ontario, Canada. Specifically, this is a case study of two courses titled Ways of Knowing and Ways of Doing that are offered as undergraduate general credit electives. In this paper, we describe the case study context and provide a brief introduction to the CA. The lead author presents the case study courses' pedagogical framework and describes the materials and methods of the case. Next, we provide a summary of …

Mentoring Faculty Online: A Literature Review And Recommendations For Web-Based Programs, Beth J. Hundey, Lauren M. Anstey, Heather Cruickshank, Gavan P.L. Watson

Centre for Teaching and Learning Publications

Teaching-focused faculty mentorship programs can expose instructors to new ideas, as well as opportunities for critical self-reflection, professional growth, and network building. In this literature review, we synthesize the research on teaching-focused faculty mentorship programs that have been facilitated at institutions of higher education through online or blended modalities. We identify key trends in the reported outcomes of these programs, as well as aspects of program design and implementation that might enable or impede program success. Finally, we provide eight recommendations to help guide the implementation of online and blended faculty mentorship programs.

Perceptions Of Institutional Teaching Culture By Tenured, Tenure-Track, And Sessional Faculty, Debra Dawson, Ken Meadows, Erika Kustra, Kathryn Hanson

Centre for Teaching and Learning Publications

The Institutional Teaching Culture Perception Survey (ITCPS) was used to investigate beliefs of tenured, tenure-track, and sessional faculty members (N=576) about the teaching culture within three large research-intensive universities in Canada. As predicted, we found significant differences between these three groups of faculty members’ perceptions of their institutions’ teaching cultures. Sessional faculty perceived that their universities rewarded effective teaching less than their tenured or tenure-track colleagues. Tenured faculty were less likely than the tenure-track and sessional faculty to believe it was important to encourage, recognize, or assess effective teaching. These results have important implications for the quality of teaching and, …

Group Career Counselling For International Students: Evaluation And Promising Practices, Snjezana Linkes, Frederick Ezekiel, Ashleigh Lerch, Ken Meadows

Centre for Teaching and Learning Publications

Similar to trends in universities across North America, Western University has seen a 134% increase in international student enrolment from 2009- 2017. Enrolment increases have corresponded with increased demand for career services to meet the unique needs of international students. Group career counselling for international students wishing to secure employment in Canada was piloted as a scalable program to meet increasing demands. Participants demonstrated significant improvements in their career development process, including improved cultural adjustment, self-understanding, job search strategies, and interview anxiety. Through this study, we present a promising, evidence-based, scalable model to meet growing career development demands among international …

Intercultural Teaching Competence In The Disciplines: Teaching Strategies For Intercultural Learning, Nanda Dimitrov, Aisha Haque

Centre for Teaching and Learning Publications

As universities continue to internationalize their curricula and recruit a growing number of international students, instructors facilitate learning in increasingly diverse classrooms. This chapter explores the application of Intercultural Teaching Competence (ITC) by faculty members across the disciplines at a large Canadian research university. Based on focus group interviews with instructors in eighteen disciplines, it provides varied and concrete examples of how instructors mobilize intercultural teaching competence to navigate diverse classrooms, promote perspective-taking and global learning goals among students, practice culturally relevant teaching, and validate different ways of knowing and communicating among students through assessment practices. Placing disciplines at the …

The Effects Of Long-Term Systematic Educational Development On The Beliefs And Attitudes Of University Teachers, Michael K. Potter, Erika Kustra, Thiemann Ackerson, Laura Prada

Centre for Teaching and Learning Publications

Focusing on Fundamentals of University Teaching – one of three levels in the program – the study examined its impact on participant beliefs and attitudes about teaching and learning, their teaching practices and the larger impact on departmental and institutional decision making. Participants also identified benefits, areas of improvement and barriers to participation in the program.

The study compared pre- and post-program learning plan documents and changes in program teaching philosophies. Exit surveys and focus groups were also used. A total of 23 UTC participants took part in the study – 8 from the 2009-10 cohort, 5 from the 2010-11 …

Exploring Canadian-American Cross Border Articulation In South Western Ontario, Timothy A. Brunet, Jessica Bukovac, Julie Norman

Centre for Teaching and Learning Publications

In 2011, the College University Consortium Council (CUCC) provided funding to the University of Windsor to explore the competition between United States (US) and Canadian post-secondary degree-granting institutions located in border cities that wished to attract college transfer students. The cities chosen for the exploration included Sault Ste. Marie, Niagara Falls & St. Catherines, Sarnia, and Windsor.

During the 2011/2012 Ontario college to university recruitment travel season, the first author encountered some Ontario colleges that referenced “2+2” agreements with US universities (two years at college plus two years at university for an honours degree) as a more favourable route to …

L’Accès Et La Réussite Au Postsecondaire Pour Les Étudiants Issus De Groupes Sous-Représentés : Un Défi Collectif, Alan W. Wright, Marie-Jeanne Monette

Centre for Teaching and Learning Publications

Le présent article présente les domaines d’intervention et des programmes canadiens qui ont pour objectif l’amélioration de l’accès et la persévérance des étudiants des groupes sous-représentés (notamment les étudiants autochtones, ceux provenant de familles à faible revenu et les étudiants de première génération) dans les études postsecondaires. Suivant des recherches financées par la Fondation Canadienne des Bourses d’Études du Millénaire, les auteurs proposent une approche holistique pour aider ces étudiants à surmonter les nombreux obstacles auxquels ils font face à divers moment de leur vie étudiante.

Paddle Your Own Canoe: Metaphors For Teaching Between The Tides, Alan W. Wright, Marie-Jeanne Monette, Beverley Hamilton

Centre for Teaching and Learning Publications

Nearly twenty college and university voyageurs hailing from Atlantic Canada to the Pacific Coast and points in between, as well as intrepid pedagogues from institutions of higher education from Asia and Australia rendezvous at the Small Craft Aquatic Centre in Fredericton, New Brunswick, on the shores of the St. John River. The sun shines brightly on this warm, mid-June morning, and the water sparkles, inviting the assembled paddlers to embark on a fleeting voyage of discovery in the great Canadian out-of-doors. The group leader addresses the circle of eager life vest-clad participants as they stand, paddles in hand, in anticipation …