# bib

id: pplt-30331
author: Chick, Nancy
date: 2016-12-31
pages: 3
extension: .pdf
mime: application/pdf
words: 1065
sentence: 61
flesch: 50
cache: cache/pplt-30331.pdf
txt: txt/pplt-30331.txt
title:
  Boys, Jos. (2011). Toward Creative Learning Spaces: Re-Thinking the Architecture of Post-Compulsory Education. New York, NY: Routledge. Pages: 194. Price: $53.95 CDN, paper. ISBN 978-0415570640

summary:
  [Review of the book Toward creative learning spaces: Rethinking the architecture of post compulsory education, by J. Boys]. [Review of the book Toward creative learning spaces: Rethinking the architecture of post compulsory education, by J. Boys].


id: pplt-43146
author: Hirst, Sandra P; Jeffs, Cheryl; Paris, Brit
title: Starting Conversations that Matter
date: 2017-11-14
pages: 3
extension: .pdf
mime: application/pdf
words: 1233
sentence: 62
flesch: 46
cache: cache/pplt-43146.pdf
txt: txt/pplt-43146.txt
summary:
  While the role of interactive digital simulations in student conversation was explored by Goulding and colleagues, they recognized that incoming learners into postsecondary institutions are digital natives. The authors tell us that holding effective classroom conversations, requires teachers to do more than just ask a few spontaneous questions in the middle of a planned lecture.


id: pplt-41558
author: Jeffs, Cheryl; Paris, Britney; Hilman, Brianna
title: Exploring Creativity in Postsecondary Learning and Teaching
date: 2016-12-31
pages: 4
extension: .pdf
mime: application/pdf
words: 1838
sentence: 88
flesch: 41
cache: cache/pplt-41558.pdf
txt: txt/pplt-41558.txt
summary:
  Papers on Postsecondary Learning and Teaching: Proceedings of the University of Calgary Conference on Learning and Teaching, 1, i-v. Jos Boys was a keynote speaker at the 2016 conference and she set the stage for conversations about and on creativity in postsecondary learning and teaching. It is with great appreciation that we thank and acknowledge the support of a University of Calgary Teaching and Learning Grant, the authors, peer reviewers (a list of reviewers follows below), and Laurie Hill for being one of the first members of the editorial team.


id: pplt-30328
author: Hall, David
date: 2016-12-31
pages: 5
extension: .pdf
mime: application/pdf
words: 2351
sentence: 98
flesch: 43
cache: cache/pplt-30328.pdf
txt: txt/pplt-30328.txt
title:
  Flexible Approaches to Using Online Case Data When Coupled with Textbook Based Case Studies in Medical Sciences Teaching and Learning

summary:
  CONCLUSIONS This session allowed exploration of important catalysts and barriers to creativity when linking textbook case studies with online case study data. Guiding questions: While textbook case studies are a source of structured learning, provision of case study data does not have to be provided in a manner that is highly structured and may be more amenable to generating creativity among students where guidance for application and interpretation is limited.


id: pplt-52922
author: Chase, Manisha Kaur
title: Critical Assessment: A Student-Centered Approach to Assessment
date: 2019-04-04
pages: 6
extension: .pdf
mime: application/pdf
words: 2558
sentence: 155
flesch: 50
cache: cache/pplt-52922.pdf
txt: txt/pplt-52922.txt
summary:
  Engaging students can reveal that assessments do not indicate the conclusion of learning, in turn helping students perceive learning as a lifelong process. I hypothesized that engaging students in assessment would in fact increase interest in the subject matter, as including students in dialogue of their assessment might ease anxiety related to assessment, as well as increase feelings of agency and motivation, which has been shown to lead to increases in learning goals (Black & Deci, 2000).


id: pplt-42671
author: Arcellana-Panlilio, Mayi; Lohmeier-Vogel, Elke
title: iGEM Team Meetings: Settings for Conversations on Teaching & Learning
date: 2017-11-14
pages: 5
extension: .pdf
mime: application/pdf
words: 2542
sentence: 124
flesch: 50
cache: cache/pplt-42671.pdf
txt: txt/pplt-42671.txt
summary:
  iGem team meetings: Settings for conversations on teaching and learning. These accomplishments demonstrate some of the other, unspoken benefits of iGEM team meetings, such as providing practice and feedback on nascent Arcellana-Panlilio & Lohmeier-Vogel 66 skills for asking questions and identifying critical issues, for seeking answers, and contributing to the larger conversation of research and scholarship.


id: pplt-53079
author: Clancy, Tracey L; Ferreira, Carla; Thompson, Paige
title: Student-Faculty Partnership as a Foundation for Authentic Learning
date: 2019-04-04
pages: 6
extension: .pdf
mime: application/pdf
words: 2556
sentence: 127
flesch: 39
cache: cache/pplt-53079.pdf
txt: txt/pplt-53079.txt
summary:
  Through active engagement in authentic learning students shifted from simply doing to developing an awareness of what is being done and why. Within the course, assessment strategies that build on one another provide opportunities for active integration of student understanding in various contexts of practice.


id: pplt-53127
author: Squires, Vicki
title: Voices and Insights: Using Student Voice to Understand and Address Mental Health Issues on Campus
date: 2019-04-04
pages: 6
extension: .pdf
mime: application/pdf
words: 2700
sentence: 134
flesch: 42
cache: cache/pplt-53127.pdf
txt: txt/pplt-53127.txt
summary:
  This paper describes the urgency for addressing student mental health on campuses by referring to secondary sources and recent research, and then proposes how a holistic framework such as the Okanagan Charter may provide a hopeful approach for campuses focused on improving student mental health. The data uncovered regarding student health supports the urgent case for immediate attention and action. Squires (2019) 42 REFERENCES American College Health Association.


id: pplt-42241
author: Hirst, Sandra P; LeNavenec, Carole Lynne; Stares, Rebecca
title: Lifelong Learning, Certification, and Nursing Practice: Their Interrelationship
date: 2017-11-14
pages: 6
extension: .pdf
mime: application/pdf
words: 2711
sentence: 172
flesch: 44
cache: cache/pplt-42241.pdf
txt: txt/pplt-42241.txt
summary:
  To create optimal conditions conducive to lifelong learning and certification, educators and nursing associations need to ask specific questions: Why do registered nurses learn? Lifelong learning, certification, and registered nursing practice: their interrelationship.


id: pplt-53141
author: Koh, Kim; Chapman, Olive
date: 2019-04-04
pages: 7
extension: .pdf
mime: application/pdf
words: 2971
sentence: 161
flesch: 43
cache: cache/pplt-53141.pdf
txt: txt/pplt-53141.txt
title:
  Problem-Based Learning, Assessment Literacy, Mathematics Knowledge, and Competencies in Teacher Education

summary:
  Our work in progress, discussed next, contributes to this in exploring how PBL can be Koh & Chapman (2019) 77 used to maximize authentic learning opportunities for undergraduate student teachers to develop their assessment literacy, mathematical knowledge, and professional competencies. Thus, more attention is needed to address the use of PBL in assessment education for prospective teachers.


id: pplt-30325
author: Taylor, Laura
title: Using Active Learning Activities to Enhance Student Engagement in a Business English Program
date: 2016-12-31
pages: 6
extension: .pdf
mime: application/pdf
words: 3347
sentence: 167
flesch: 44
cache: cache/pplt-30325.pdf
txt: txt/pplt-30325.txt
summary:
  Using active learning activities to enhance student engagement in a business English program. Using active learning activities to enhance student engagement in a business English program.


id: pplt-53078
author: Zuban, Nicole; Clancy, Tracey L; Ferreira, Carla
title: Authentic Learning Within the Brave Space Created Through Student-Faculty Partnerships
date: 2019-04-04
pages: 8
extension: .pdf
mime: application/pdf
words: 3431
sentence: 174
flesch: 42
cache: cache/pplt-53078.pdf
txt: txt/pplt-53078.txt
summary:
  Students enter into authentic learning with some trepidation. Authentic learning experiences are those that are personally relevant from the learner's perspective and situated within appropriate social contexts (Iucu & Marin, 2014).


id: pplt-42652
author: Grewal, Eshleen Kaur; Doyle-Baker, Patricia K
title: The Kinesiology Curriculum: Using Student Responses to Evaluate Course Content
date: 2017-11-14
pages: 6
extension: .pdf
mime: application/pdf
words: 3191
sentence: 150
flesch: 50
cache: cache/pplt-42652.pdf
txt: txt/pplt-42652.txt
summary:
  A lecture addressing the background history of public health, with supported reading, was given to forty students enrolled in an upper level Bachelor of Kinesiology-health course. Students were asked to provide their opinion, through a written response to the question: Does public health belong in the Faculty of Kinesiology?


id: pplt-30327
author: Alharbi, Hawazen; Jacobsen, Michele
title: Educational Development for Quality Graduate Supervision
date: 2016-12-31
pages: 7
extension: .pdf
mime: application/pdf
words: 3245
sentence: 159
flesch: 34
cache: cache/pplt-30327.pdf
txt: txt/pplt-30327.txt
summary:
  Graduate supervisors need to constantly advance their own knowledge and research in the discipline while also mentoring graduate students as emerging scholars, as well as manage and keep up with all their course- based teaching and service responsibilities. In conclusion, graduate student supervision is an important component of every faculty member’s teaching responsibilities and an area that needs more educational development focus, study and support.


id: pplt-53122
author: Dorland, AnneMarie; Johnston, Dawn; Henderson, Monica Jean
date: 2019-04-04
pages: 9
extension: .pdf
mime: application/pdf
words: 3417
sentence: 129
flesch: 37
cache: cache/pplt-53122.pdf
txt: txt/pplt-53122.txt
title:
  Movements in Mentorship: Exploring Shifting Boundaries and Roles in a Faculty-Graduate Student-Undergraduate Student Mentorship Micro-community

summary:
  These findings have clear implications for teaching and learning in academic communities and can be used to guide best practices for those interested in nurturing and developing mentorship relationships across the temporal or role-focused boundaries of student – faculty – administrative engagement. Our intent in this workshop was to critically explore the typically hierarchical nature of academic mentorship relationships, and to ask how we can acknowledge all members as meaningful agents.


id: pplt-53125
author: Azulai, Anna; Fulton, Amy; Walsh, Christine; Gulbrandsen, Carolyn; Tong, Hongmei
date: 2019-04-04
pages: 7
extension: .pdf
mime: application/pdf
words: 3200
sentence: 140
flesch: 33
cache: cache/pplt-53125.pdf
txt: txt/pplt-53125.txt
title:
  Evolving from Student to Teacher: Insights from the Conversation Café on Doctoral Student Mentorship

summary:
  The goal of this conference presentation was to share the findings from the aforementioned study of doctoral student mentorship (Fulton et al., 2018) in order to deepen the collective understandings and promote further exploration and development of mentorship process in support of doctoral student teaching. Evolving from student to teacher: Insights from the conversation café on doctoral student mentorship.


id: pplt-42628
author: Reid, Leslie Frances; Kawash, Jalal
title: Let’s Talk About Power: How Teacher Use of Power Shapes Relationships and Learning
date: 2017-11-14
pages: 8
extension: .pdf
mime: application/pdf
words: 3422
sentence: 190
flesch: 55
cache: cache/pplt-42628.pdf
txt: txt/pplt-42628.txt
summary:
  This was very surprising to me since I had the opposite perception of myself, especially my openness to student questions in the classroom. The types of conversations we hold or avoid with students send cues regarding how we use power to develop relationships, influence behaviour and entice motivation.


id: pplt-42653
author: Marasco, Emily; Gatti Junior, Wilian; Kim, Beaumie; Behjat, Laleh; Eggermont, Marjan
date: 2017-11-14
pages: 7
extension: .pdf
mime: application/pdf
words: 2982
sentence: 190
flesch: 49
cache: cache/pplt-42653.pdf
txt: txt/pplt-42653.txt
title:
  Curious Conversations: Using Game-Based Learning to Develop Creative Culture within Technical Courses

summary:
  Game design, on the other hand, is a much more powerful learning tool, as they need to deeply understand the algorithms (technical outcomes) in order to use them as mechanics of the game and to imagine the interactions that occurs through game play. For the future practice of using game design in engineering courses, we will implement more structure and scaffolding activities to help them monitor their own progress and gradually move into the mode of creative design.


id: pplt-30322
author: Aljarrah, Ayman
title: Creativity in Classroom Settings: Multiple Paths are the Rule not the Exception
date: 2016-12-31
pages: 7
extension: .pdf
mime: application/pdf
words: 3518
sentence: 229
flesch: 51
cache: cache/pplt-30322.pdf
txt: txt/pplt-30322.txt
summary:
  This theoretical paper is driven by the question, “What does creativity look like in classroom settings?” They argued that, in order to foster creativity in classroom settings, teachers need to have pedagogical autonomy, professional agency, and a free space to work outside the safe, the known and the predictable.


id: pplt-42287
author: Carpenter, Yuen-ying; Sullivan, Erin Rae
title: The Role of Interactive Digital Simulations in Student Conversations About Visualizing Molecules
date: 2017-11-14
pages: 8
extension: .pdf
mime: application/pdf
words: 3543
sentence: 149
flesch: 34
cache: cache/pplt-42287.pdf
txt: txt/pplt-42287.txt
summary:
  Limited availability of touchscreens meant that student groups took turns manipulating the sim, using two distinct sim windows to allow the groups to progress independently of each other; notably, we did not observe any significant conflicts or delays in group dialogue as a consequence of this screen sharing. One common behaviour we observed among student groups was a tendency towards turn-taking; we rarely witnessed a single student assume sole control of the touchscreen.


id: pplt-30323
author: Chapman, Olive; Pia, Jessica; Craigue, Kelly; Leiva-Sandino, Janeska; Godin, Scott; Hilton, Michael
title: Integrating Design Thinking in Teacher Education to Foster Creativity
date: 2016-12-31
pages: 7
extension: .pdf
mime: application/pdf
words: 3696
sentence: 188
flesch: 47
cache: cache/pplt-30323.pdf
txt: txt/pplt-30323.txt
summary:
  They found that “there are different levels of creative knowledge, skills and mindsets that can be achieved by design thinking education, culminating in a capability that is called ‘creative confidence’” (p. 1). INTEGRATING DESIGN THINKING IN TEACHER EDUCATION TO FOSTER CREATIVITY Olive Chapman, Jessica Pia, Kelly Craigue, Janeska Leiva-Sandino, Scott Godin, & Michael Hilton University of Calgary


id: pplt-53137
title: Something to Say: Writing for Publication
date: 2019-04-04
pages: 8
extension: .pdf
mime: application/pdf
words: 3611
sentence: 209
flesch: 47
cache: cache/pplt-53137.pdf
txt: txt/pplt-53137.txt
author:
  Hirst, Sandra; Jeffs, Cheryl; Paris, Britney; Arcellana-Panlilio, Mayi; Charles, Anne; Hill, Laurie; Hilman, Brianna

summary:
  Fear that the writing is not good enough for publication, fear that others might think less of the writer, or fear of rejection are reasons for delays in writing and publication success. Bringing individuals together will advance the collective understanding of the writing and publication process.


id: pplt-42634
author: Goulding, Richard R. J.; Harlick, Anna Maria; Kelly, Richard; Oksanen, Karoliina
title: Impact of the Quick-Response Code Based In-Class Assignments on Students Engagement and Retention
date: 2017-11-14
pages: 9
extension: .pdf
mime: application/pdf
words: 3355
sentence: 179
flesch: 48
cache: cache/pplt-42634.pdf
txt: txt/pplt-42634.txt
summary:
  The product of the research and development was a paper-based tool, which employs QR codes to store and process student information rather than linking it to an activity. Impact of the quick response code based in class assignments on student engagement and retention.


id: pplt-42227
author: Dyjur, Patricia; Lindstrom, Gabrielle; Arguera, Nahum; Bair, Haboun
title: Using Mental Health and Wellness as a Framework for Course Design
date: 2017-11-14
pages: 9
extension: .pdf
mime: application/pdf
words: 3605
sentence: 211
flesch: 52
cache: cache/pplt-42227.pdf
txt: txt/pplt-42227.txt
summary:
  We therefore propose that individual instructors have the opportunity to support student wellness at the course level, through course design. Course design is the process of planning and developing what is to be learned in a course, structuring the student learning activities, and creating the assessments of student learning (Biggs & Tang, 2003).


id: pplt-53074
author: Boschman, Lorelei; Whidden, Colleen; McLester, Jason
date: 2019-04-04
pages: 8
extension: .pdf
mime: application/pdf
words: 3886
sentence: 225
flesch: 47
cache: cache/pplt-53074.pdf
txt: txt/pplt-53074.txt
title:
  An Experiential Learning Model: Collaborative Student Creations of Multidisciplinary Community Classroom Experience

summary:
  The elements of community classroom experience that became our pillars were interdisciplinary planning and activity, meaningful connections to the real world, and inquiry-based, exploratory learning (Barnum, 2017; Kydd, 2005). Our students also discovered that experiences outside of the classroom are vital for student learning.


id: pplt-53136
author: Aparicio-Ting, Fabiola E; Slater, Donna M; Kurz, Ebba U
title: Inquiry-Based Learning (IBL) as a Driver of Curriculum: A Staged Approach
date: 2019-04-04
pages: 8
extension: .pdf
mime: application/pdf
words: 3751
sentence: 153
flesch: 44
cache: cache/pplt-53136.pdf
txt: txt/pplt-53136.txt
summary:
  Framing IBL as strictly unstructured and unguided learning activities has been found to be limiting in practice, detrimental to novice student learning and a barrier for IBL implementation by teaching faculty (Brown, Abell, Demir, & Schmidt, 2006; Hmelo-Silver et al., 2007; Kirschner, Sweller, & Clark, 2006). Our staged approach works to balance structure and independence according to student level of knowledge and capacity for self- directed learning.


id: pplt-30326
author: Bhola, Shaily; Parchoma, Gale
title: Threshold Concepts and Conceptual Change Processes
date: 2016-12-31
pages: 8
extension: .pdf
mime: application/pdf
words: 3722
sentence: 227
flesch: 46
cache: cache/pplt-30326.pdf
txt: txt/pplt-30326.txt
summary:
  Threshold concepts and conceptual change processes. This paper reviews the idea of threshold concepts in the context of conceptual change processes students experience at the cognitive and social dimensions of learning.


id: pplt-53139
author: Trottier-Scully, Taylor; Ritchie, Kerry
title: Transforming a Volunteer Program into a Meaningful Experiential Learning Opportunity.
date: 2019-04-04
pages: 8
extension: .pdf
mime: application/pdf
words: 3613
sentence: 162
flesch: 35
cache: cache/pplt-53139.pdf
txt: txt/pplt-53139.txt
summary:
  This project sought to determine if an existing, student-led, volunteer opportunity could be enhanced to meet accepted EL criteria and frameworks and engage students in meaningful learning, despite being not-for-credit. High impact educational practices, (HIP), refer to well-recognized pedagogical approaches, such as first year seminars, internships and community/service learning, that have been shown to improve student engagement and enhance student learning across a variety of settings (Kuh, 2008).


id: pplt-53129
title: Pathfinders: Realizing Reconciliation Through Lessons Learned
date: 2019-04-04
pages: 8
extension: .pdf
mime: application/pdf
words: 3859
sentence: 191
flesch: 49
cache: cache/pplt-53129.pdf
txt: txt/pplt-53129.txt
author:
  Poitras Pratt, Yvonne; Danyluk, Patricia; Beech, Sarah; Charlebois, Sarah; Evans, Clancy; Fehr, Alyssa; Nielsen, Amanda; Sanregret, Angela

summary:
  I believe doing this work right requires educators and other professionals to challenge entrenched approaches to Indigenous education and instead adopt a more relational pedagogy within their professional practice. PATHFINDERS: REALIZING RECONCILIATION THROUGH LESSONS LEARNED Yvonne Poitras Pratt, Patricia Danyluk*, Sarah Beech, Sarah Charlebois, Clancy Evans, Alyssa Fehr, Amanda Nielsen, and Angela Sanregret University of Calgary In 2016, a group of Indigenous and non-Indigenous scholars came together to imagine a better world through a bold approach to education at the Werklund School of Education.


id: pplt-30324
author: Hirst, Sandra; LeNavenec, Carole-Lynne; Stebbins, Robert
title: University of the 3rd Age (U3A): Coming to Calgary
date: 2016-12-31
pages: 8
extension: .pdf
mime: application/pdf
words: 4142
sentence: 241
flesch: 49
cache: cache/pplt-30324.pdf
txt: txt/pplt-30324.txt
summary:
  This case study is specific to the development of a University of the Third Age in Calgary (U3A Calgary). The third option is a combination of the first two modalities and is the format proposed by the development team for U3A Calgary.


id: pplt-53142
author: Samson, Patricia L
title: Participatory Collaboration: Building Partnerships in Curriculum Planning
date: 2019-04-04
pages: 10
extension: .pdf
mime: application/pdf
words: 4369
sentence: 258
flesch: 37
cache: cache/pplt-53142.pdf
txt: txt/pplt-53142.txt
summary:
  Engagement in the design process encourages students to think critically while being involved in reshaping the curriculum; it helps shift the focus of education toward student learning as a central driver, rather than being teacher-focused (Bass, 2012). Facilitating student learning and curricular improvement through a graduate social work integrative seminar.


id: pplt-42289
author: Wilson-Mah, Rebecca; Walinga, Jennifer
title: Convening Interdisciplinary Communities of Practice in an Institution of Higher Education
date: 2017-11-14
pages: 10
extension: .pdf
mime: application/pdf
words: 5076
sentence: 259
flesch: 46
cache: cache/pplt-42289.pdf
txt: txt/pplt-42289.txt
summary:
  In aiming to understand learning through the lens of work practices, Brown and Duguid (1991) state their perception that societies in the USA value abstract knowledge more than knowledge in practice, and provide a commentary on CoP and the potential transformation in learning and innovation that the concept could engender in organizations. Community research as empowerment: Feminist links, postmodern interruptions.


id: pplt-53143
author: D'Souza, Megan; Ferreira, Carla
title: Students Empowering Students Through Peer Mentorship: An Untapped Resource
date: 2019-04-04
pages: 5
extension: .pdf
mime: application/pdf
words: 2574
sentence: 103
flesch: 37
cache: cache/pplt-53143.pdf
txt: txt/pplt-53143.txt
summary:
  Nursing students help their peers understand, critique, and resolve professional identity questions that arise throughout their undergraduate preparation. Along the way, nursing students find different ways to manage the challenges.


id: pplt-68035
author: Jeffs, Cheryl; Hirst, Sandi P; Paris, Brit
title: Students as Creators, Drivers, Innovators, and Collaborators
date: 2019-04-04
pages: 3
extension: .pdf
mime: application/pdf
words: 1251
sentence: 50
flesch: 28
cache: cache/pplt-68035.pdf
txt: txt/pplt-68035.txt
summary:
  They describe the characteristics and advantages of PBL and its applicability to the impact of student learning and developing student innovation. Students as creators, drivers, innovators, and collaborators.


id: pplt-53145
author: Marasco, Emily; Behjat, Laleh; Kelly, Robert; Maguire, Shannon
title: Creative Crossroads: Combining Engineering and Arts for Creative Development
date: 2019-04-04
pages: 7
extension: .pdf
mime: application/pdf
words: 3019
sentence: 185
flesch: 41
cache: cache/pplt-53145.pdf
txt: txt/pplt-53145.txt
summary:
  Creative design of products and systems. Tested by both faculty and student demographics, the final three-module framework uses disruptive thinking that leads to the accelerated development of creative solutions.


id: pplt-53146
author: Urch, Geoffrey; Carpenter, Yuen-ying
title: Conversations and Perspectives on Peer Feedback for Problem Solving
date: 2019-04-04
pages: 6
extension: .pdf
mime: application/pdf
words: 2770
sentence: 130
flesch: 40
cache: cache/pplt-53146.pdf
txt: txt/pplt-53146.txt
summary:
  However, even the broader literature on peer feedback offers comparatively few examples of peer feedback activities which are not assessment-oriented (Carnell, 2016; Hamer, Kell, & Spence, 2007; Reinholz, 2015; Reinholz & Dounas-Frazer, 2016), especially for non-essay-based tasks. Conversations and perspectives on peer feedback for problem solving.


id: pplt-53144
title: The Role of Authentic Assessment Tasks in Problem-Based Learning
date: 2019-04-04
pages: 8
extension: .pdf
mime: application/pdf
words: 3848
sentence: 201
flesch: 46
cache: cache/pplt-53144.pdf
txt: txt/pplt-53144.txt
author:
  Koh, Kim; Delanoy, Nadia; Thomas, Christy; Bene, Rose; Chapman, Olive; Turner, Jeff; Danysk, Gail; Hone, Gabrielle

summary:
  The role of authentic assessment tasks in problem-based learning. Specifically, how do they use authentic assessment tasks to promote assessment for learning and assessment as learning in PBL lessons?


id: pplt-53171
author: Mayall, Robert; Arcellana-Panlilio, Mayi
title: Vignettes of the iGEM Experience: Student Partnerships Toward Authentic Learning
date: 2019-04-04
pages: 7
extension: .pdf
mime: application/pdf
words: 2912
sentence: 129
flesch: 47
cache: cache/pplt-53171.pdf
txt: txt/pplt-53171.txt
summary:
  From these vignettes, as well as the results from the thematic analysis, we conclude that the team-based collaborative nature of the iGEM program provides a fertile ground for authentic learning experiences as defined by Harrington and Harrington (2006). Vignettes of the iGEM experience: Student partnerships toward authentic learning.


id: pplt-68842
author: Frampton, Nina; Jenney, Angelique; Shaw, Jessica
title: Implementation of Practice-Based Research in Social Work Education
date: 2020-02-24
pages: 5
extension: .pdf
mime: application/pdf
words: 2106
sentence: 95
flesch: 41
cache: cache/pplt-68842.pdf
txt: txt/pplt-68842.txt
summary:
  To this end we are continuing to recruit research practicum students and are developing such opportunities for experiential learning so that we might learn from student and faculty experiences moving forward. Some of the questions we considered included possible reasons for student anxiety about research, as well as the types of conversations being had with students/colleagues about student research anxieties.


id: pplt-68631
author: Braun, Rachel Alexandra
date: 2020-02-24
pages: 8
extension: .pdf
mime: application/pdf
words: 3299
sentence: 175
flesch: 43
cache: cache/pplt-68631.pdf
txt: txt/pplt-68631.txt
title:
  Into the Wild Experiential Learning Yonder: Community Cafe Participant Hypotheses on What's Next for Experiential Learning 

summary:
  The scan included a literature review, qualitative analysis of EL definitions and activities at 29 North American postsecondary institutions (17 Canadian and 12 American), and a survey of the strengths, challenges, and desired supports for EL activities at the University of Calgary. This paper summarizes participants’ conversations and discusses what their hypotheses illuminate about the current EL postsecondary landscape, as well as emerging and recurrent features that may be of interest to explore in one’s role, scholarship, or teaching practice.


id: pplt-68645
author: Dyjur, Patricia; Braun, Rachel; Saito, Kevin; Kaipanen, Erin
title: Capturing Experiential Learning in a Program by Curriculum Mapping
date: 2020-02-24
pages: 9
extension: .pdf
mime: application/pdf
words: 3224
sentence: 165
flesch: 45
cache: cache/pplt-68645.pdf
txt: txt/pplt-68645.txt
summary:
  EL activities are intentionally designed and assessed. Having an institutional definition of EL along with a shared understanding of how it is implemented in different faculties is essential to establishing a baseline of what EL activities are already happening in a program of study.


id: pplt-53152
author: Marshall, Nancy; Martin, Jennifer
date: 2019-04-04
pages: 8
extension: .pdf
mime: application/pdf
words: 4208
sentence: 195
flesch: 42
cache: cache/pplt-53152.pdf
txt: txt/pplt-53152.txt
title:
  Simulation Innovation in Cyberspace: A Collaborative Approach to Teaching and Learning in Child and Youth Care Education

summary:
  This paper examines the experiential use of technology in an online relational practice course with CYC students in a one-year Master’s level program offered through a faculty of community services. [big smile and kind eyes], [said with a head nod] and [eye-roll]” Other students reflected this to be ‘cheesy’: “I judged her use of emoting in the brackets like “[groan]” and


id: pplt-68677
author: Bourhill, Tarryn; Rancourt, Derrick
title: Vicarious Learning through Informational Interviews: A New Experiential Learning Tool
date: 2020-02-24
pages: 7
extension: .pdf
mime: application/pdf
words: 3687
sentence: 218
flesch: 50
cache: cache/pplt-68677.pdf
txt: txt/pplt-68677.txt
summary:
  The assignment gives students the opportunity to source information from industry experts and expand their professional network. It helps students develop their professional presence, find careers of interest, and ultimately succeed in their transition into the workforce.


id: pplt-53345
author: Wilson-Mah, Rebecca
title: A Study of Authentic Assessment in an Internship Course
date: 2019-04-04
pages: 9
extension: .pdf
mime: application/pdf
words: 4457
sentence: 248
flesch: 45
cache: cache/pplt-53345.pdf
txt: txt/pplt-53345.txt
summary:
  This study explored authentic assessment concepts and the practice of internship assessment in a graduate internship course in international and intercultural communications. A study of authentic assessment in an internship course.


id: pplt-68832
author: Bene, Rose; McNeilly, Elizabeth
title: Getting Radical: Using Design thinking to Tackle Collaboration Issues
date: 2020-02-24
pages: 8
extension: .pdf
mime: application/pdf
words: 3216
sentence: 189
flesch: 44
cache: cache/pplt-68832.pdf
txt: txt/pplt-68832.txt
summary:
  During design thinking student teachers were inspired to reach out to partner teachers and other faculty to obtain new ideas, diverse viewpoints, and innovative solutions to their problem. Getting radical: Using design thinking to foster collaboration.


id: pplt-68841
author: Naeem, Iffat; E. Aparicio-Ting , Fabiola
title: Experiential Learning through Community-based Experiences: A Graduate Student Perspective
date: 2020-02-24
pages: 8
extension: .pdf
mime: application/pdf
words: 3046
sentence: 144
flesch: 36
cache: cache/pplt-68841.pdf
txt: txt/pplt-68841.txt
summary:
  CBL not only enhances graduate skills, but also places graduate student research within a larger social context and encourages deeper understanding within their discipline. Experiential learning (EL) has become essential for graduate students to meet the demanding nature of professional environments, equipping them with skills in leadership, problem solving, and civic consciousness.


id: pplt-69952
author: Cheryl Jeffs; Paris, Brit
title: Expanding the Exploration of Experiential Learning: An Introduction to the 4th Volume
date: 2020-02-24
pages: 6
extension: .pdf
mime: application/pdf
words: 2614
sentence: 103
flesch: 36
cache: cache/pplt-69952.pdf
txt: txt/pplt-69952.txt
summary:
  Not everyone will have the opportunity or means for an archaeology excavation, yet, based on their experience, the authors encourage others to consider and adopt EL programs to foster Indigenous relationships, reconciliation, and student learning. Furthermore, they suggest that this type of EL activity can be conducted in large classes.


id: pplt-68840
author: Bylsma, Megan
title: Learning from the H.I.P.: Engagement through Reacting to the Past
date: 2020-02-24
pages: 7
extension: .pdf
mime: application/pdf
words: 3810
sentence: 158
flesch: 49
cache: cache/pplt-68840.pdf
txt: txt/pplt-68840.txt
summary:
  In a RTTP class, ESL students can collaborate with other students, and speak in ways that they would not usually – thus giving them the opportunity to recognize that they are academically important and intellectually relevant in a manner that lecture classes could never achieve. Reacting to the Past is a pedagogical approach that can inspire students with a passion for learning.


id: pplt-68763
author: Gatti Junior, Wilian; Marasco, Emily; Kim, Beaumie; Behjat, Laleh
title: Supporting Design Thinking Through a Game-Based Pedagogy in Entrepreneurship Education
date: 2020-02-24
pages: 11
extension: .pdf
mime: application/pdf
words: 3707
sentence: 209
flesch: 51
cache: cache/pplt-68763.pdf
txt: txt/pplt-68763.txt
summary:
  Furthermore, a pedagogy based on game design produces more inclusive learning environments that can engage students with different skills through the exploration of their interests and creativity in the design process (Kim & Bastani, 2017). However, they mentioned that it would be challenging to adapt this game-based activity to large classes and also expressed concerns on how to assess students' work based on game design.


id: pplt-68839
author: Hirst, Sandra; Stares, Rebecca; LeNavenec, Carole-Lynne
title: Social Entrepreneurship Education within Post-Secondary Institutions
date: 2020-02-24
pages: 9
extension: .pdf
mime: application/pdf
words: 3670
sentence: 237
flesch: 37
cache: cache/pplt-68839.pdf
txt: txt/pplt-68839.txt
summary:
  Social entrepreneurship education within post-secondary institutions. However, curricular content on social entrepreneurship education is not as well developed as it is in academic programs for students in management or public policy.


id: pplt-68856
author: Schechtel, Shauna; Mozol, Vivian; Clapson, Marissa; Gilbert, Brian ; Tran, Judy; White, Stephen
date: 2020-02-24
pages: 8
extension: .pdf
mime: application/pdf
words: 4037
sentence: 224
flesch: 53
cache: cache/pplt-68856.pdf
txt: txt/pplt-68856.txt
title:
  The Name of the Game: Utilizing Experiential Learning in the Classroom to Engage, Empower and Reflect on Student Learning and Assessment 

summary:
  However, few studies were found in the literature that examined the relationship between student learning and student puzzle design. Name of the game: Utilizing experiential learning in the classroom to engage, empower and reflect on student learning and assessment.


id: pplt-72966
author: Whidden, Colleen; Main, Carolyn
date: 2022-02-22
pages: 8
extension: .pdf
mime: application/pdf
words: 3337
sentence: 213
flesch: 48
cache: cache/pplt-72966.pdf
txt: txt/pplt-72966.txt
title:
  Unstable Ground: How Mentorship Altered Our View of Experiential and Active Education on Student Learning

summary:
  Conclusion Our case study revealed that, when we engaged with peer-to-peer mentoring focusing on active learning strategies, student learning was positively impacted. These results are supported in the literature review which identifies engagement in class due to the implementation of active learning strategies as linked to increased student learning (Bowen, 2012; Roberts, 2016).


id: pplt-68853
author: Omar, Kassem; Mozol, Vivian
title: Exploring the Role of Viewing Technologies in the Chemistry Classroom
date: 2020-02-24
pages: 8
extension: .pdf
mime: application/pdf
words: 3972
sentence: 209
flesch: 55
cache: cache/pplt-68853.pdf
txt: txt/pplt-68853.txt
summary:
  Various technologies have been used to improve spatial ability. Research has shown that some individuals are more capable (faster and more correct) than others when it comes to tasks involving spatial ability.


id: pplt-68600
date: 2020-02-24
pages: 11
extension: .pdf
mime: application/pdf
words: 4964
sentence: 286
flesch: 44
cache: cache/pplt-68600.pdf
txt: txt/pplt-68600.txt
author:
  Nowell, Lorelli; Grant, Kimberley A.; Berenson, Carol; Dyjur, Patti; Jeffs, Cheryl; Kelly, Patrick; Kenny, Natasha; Mikita, Kiara

title:
  Innovative Certificate Programs in University Teaching and Learning: Experiential Learning for Graduate Students and Postdoctoral Scholars

summary:
  Engagement in SoTL is demonstrated to strengthen instructors’ approaches to teaching, and to improve student learning experiences (Brew & Ginns, 2008; Trigwell, 2013). Participants reflect on, identify and implement research-informed teaching methods that enhance both their learning and student learning.


id: pplt-73209
author: Nowell, Lorelli
title: Beyond Tradition: Innovative Mentorship Models for Higher Education
date: 2022-02-22
pages: 8
extension: .pdf
mime: application/pdf
words: 3523
sentence: 203
flesch: 40
cache: cache/pplt-73209.pdf
txt: txt/pplt-73209.txt
summary:
  A systematic review of graduate student peer mentorship in academia. Although mentorship models may lack consistent terms and definitions, the benefits of mentorship for mentors and mentees are abundant in the literature (Lorenzetti et al., 2019; Nowell (2022) 2 Nowell et al., 2016; Oddone Paolucci et al., 2021; Pethrick et al., 2020).


id: pplt-68854
author: Pennanen, Kelsey; Guillet, Lynnita-Jo
title: Experiential Learning and Archaeology: Reconciliation through Excavation
date: 2020-02-24
pages: 10
extension: .pdf
mime: application/pdf
words: 4993
sentence: 225
flesch: 41
cache: cache/pplt-68854.pdf
txt: txt/pplt-68854.txt
summary:
  In this paper the authors discuss the creation, implementation, and qualitative feedback of a community-directed and curriculum-based education program developed by graduate students that uses archaeology to mediate student learning and meet curriculum goals in both classroom and land-based environments. Examination and critique of the program and activities, as well as continued self-examination, co-construction, and consultation is central to ensuring that as an ally to truth and reconciliation, programming developed is a benefit to student learning and aligns with community education goals.


id: pplt-72832
author: Aparicio-Ting, Fabiola E; Slater, Donna; Urrego, Daniela; Pethrick, Helen
title: Disrupting the Hierarchy: Mentoring Graduate Students as Co-educators
date: 2022-02-22
pages: 8
extension: .pdf
mime: application/pdf
words: 3488
sentence: 163
flesch: 46
cache: cache/pplt-72832.pdf
txt: txt/pplt-72832.txt
summary:
  Student course evaluations are collected for both co-instructors, providing a chance for the graduate student to obtain feedback about their teaching and to be mentored on how that feedback can be interpreted and used (Finch & Fernández, 2014). Walters and Misra (2013) apply a co-teaching model typically applied to collaborations between instructors to graduate student teaching training.


id: pplt-73172
author: Friedman, Rachel; George, Angela; Li, Miao; Vijayan, Devika
title: Making Teaching Communal: Peer Mentoring through Teaching Squares
date: 2022-02-22
pages: 8
extension: .pdf
mime: application/pdf
words: 3661
sentence: 181
flesch: 47
cache: cache/pplt-73172.pdf
txt: txt/pplt-73172.txt
summary:
  Peer mentoring through teaching squares. This paper first introduces the key practices, principles, and goals of teaching squares and highlights ways in which teaching squares can be useful in diverse teaching contexts.


id: pplt-74882
author: Jeffs, Cheryl; Fedorko-Bartos, Kristi-Mari
date: 2022-02-22
pages: 5
extension: .pdf
mime: application/pdf
words: 1753
sentence: 73
flesch: 35
cache: cache/pplt-74882.pdf
txt: txt/pplt-74882.txt
title:
  Exploring Mentorship in Higher Education: Introduction to the Fifth Volume of Papers on Postsecondary Learning and Teaching

summary:
  They focus on the health care student and provide evidence that higher education could mitigate the transition by investing in mentorship models. This approach can uncover the “complexity of a real relationship” (p. 113) and ensure that all voices are included to truly evaluate mentorship models and experiences.


id: pplt-77256
author: Jeffs, Cheryl; Fedorko-Bartos, Kristi-Mari ; Scott, Michelle
title: Acknowledgements for the Sixth Volume of Papers on Postsecondary Learning and Teaching
date: 2023-03-23
pages: 1
extension: .pdf
mime: application/pdf
words: 321
sentence: 8
flesch: 24
cache: cache/pplt-77256.pdf
txt: txt/pplt-77256.txt
summary:
  Anne C. Charles, School of Liberal Studies, Conestoga College, Waterloo, Ontario, Canada Laurie Hill, St. Mary's University, Calgary, Alberta, Canada Sandra Hirst, Faculty of Nursing, University of Calgary, Alberta, Canada Brit Paris, Centre for Teaching Excellence, Capilano University, North Vancouver, BC, Canada Reviewers Subrata Bhowmik, University of Calgary, Calgary, Canada Yuan Burton, Taylor Institute of Teaching and Learning, Calgary, Canada Ruth (Lute) Faleolo, La Trobe University, Melbourne, Australia Geoff Hamilton, Medicine Hat College, Medicine Hat, Canada Margaret McKeon, St. Mary’s University, Calgary, Canada Tori McMillan, Mount Royal University, Calgary, Canada Sarah Meade, University of Calgary, Calgary, Canada Ezgi Ozyonum, Concordia University, Edmonton, Canada Alicia Romero, University of Calgary, Calgary, Canada Jalissa Schmidt, CityU Canada, Vancouver, Canada Joyce Tsui, Centennial College, Toronto, Canada Lorraine Weaver, Thompson Rivers University, Kamloops, Canada Mayi Arcellana-Panlilio, Dept. of Biochemistry & Molecular Biology, University of Calgary, Alberta, Canada.


id: pplt-77229
author: Jeffs, Cheryl; Fedorko-Bartos, Kristi-Mari ; Scott, Michelle
date: 2023-03-23
pages: 3
extension: .pdf
mime: application/pdf
words: 1211
sentence: 55
flesch: 38
cache: cache/pplt-77229.pdf
txt: txt/pplt-77229.txt
title:
  Moving Forward in a Good Way: Nurturing the Spirit of Learning in Postsecondary Education : Introduction to the Sixth Volume of Papers on Postsecondary Learning and Teaching

summary:
  They describe how they open spaces in their respective classrooms to create ethical space (Ermine, 2007), and for Indigenous ways of knowing, being, and doing to be centered. This article brings forward Indigenous ways of knowing, being, and doing, and weaves the voices of the Métis learners and community members who participated in a grant funded program: The Professional Project Administrator Program.


id: pplt-73270
author: Armos, Nicole ; Chasse, Callista
title: Performing Mentorship in Collaborative Research Teams
date: 2022-02-22
pages: 7
extension: .pdf
mime: application/pdf
words: 2724
sentence: 105
flesch: 38
cache: cache/pplt-73270.pdf
txt: txt/pplt-73270.txt
summary:
  We propose that ongoing reflection on mentorship supports research teams in modifying their interactions—their performance of mentorship—in real-time in order to foster meaningful, equitable and fulfilling experiences for everyone involved. However, while research teams may be adept at cooperating on purely administrative tasks such as on funding applications, many struggle to enact meaningful collaboration, knowledge sharing and mentorship (McGinn et al., 2019), especially when connecting digitally.


id: pplt-73269
author: Schechtel, Shauna; Carpenter, Yuen-ying; Mozol , Vivian
title: Shifting Values and Voices: An Exploration in Holistic Mentorship Evaluation
date: 2022-02-22
pages: 8
extension: .pdf
mime: application/pdf
words: 3507
sentence: 176
flesch: 46
cache: cache/pplt-73269.pdf
txt: txt/pplt-73269.txt
summary:
  First, most metrics have been developed for formal programs of mentorship, limiting their utility to specific types of mentorship relationship such as peer mentoring (Mullen & Klimaitis, 2021) or graduate student-faculty (Tenenbaum et al., 2001). Post-assessments offer feedback to both partners which they can take forward into new mentoring relationships, but do not allow the mentor or mentee to adapt responsively within their own partnership.


id: pplt-73283
title: Leadership, SoTL, and Mentorship in a Teaching Scholars Community of Practice
date: 2022-02-22
pages: 7
extension: .pdf
mime: application/pdf
words: 3216
sentence: 157
flesch: 39
cache: cache/pplt-73283.pdf
txt: txt/pplt-73283.txt
author:
  Din, Cari; Alharbi, Hawazen ; Maclinnis, Martin; Mardjetko, Andrew; Archer-Kuhn, Beth ; Jamniczky, Dr. Heather; Jacobsen, Dr. Michele 

summary:
  Situating Our Projects in a SoTL Framework Miller-Young and Yeo (2015) suggested that SoTL extends beyond quantitative studies often conducted in educational research (Grauerholz & Main, 2013) to include qualitative subjective works that draw upon a broader array of research methodology. In this study, we collaborate with expert supervisors from across disciplines and programs at two universities to deliver synchronous and asynchronous online learning experiences for University of Calgary and Athabasca University academic colleagues with the end goal of improving graduate student learning experiences.


id: pplt-73163
author: Johnston, Sonja Lynne; Glancey, Megan
title: Integrating Mentorship in Workplace-Integrated Learning Curriculum
date: 2022-02-22
pages: 8
extension: .pdf
mime: application/pdf
words: 3143
sentence: 146
flesch: 40
cache: cache/pplt-73163.pdf
txt: txt/pplt-73163.txt
summary:
  In the most recent iteration of Capstone design, areas of concerns that were identified were: a) Students did not want a textbook but demanded resources, they did not want lecture but demanded structure, and they wanted flexibility but were fixated on the structure of graded components; b) Faculty needed manageable projects, flexible curriculum to allow for valuable mentorship personalized Johnston & Glancey (2022) 38 to the needs of groups, and support for various modalities for execution (foresight that was helpful when the COVID-19 shutdown in March 2020 required quick transition to online learning from the campus-based classroom); c) Graduates and employers completing new graduate surveys identified workplace readiness challenges and a lack of student experiences the developed and encouraged agency, critical thinking, and real problem impacts. Dissonance in experience of teaching and its relation to the quality of student learning.


id: pplt-72706
author: Hirst, Sandra; LeNavenec, Carole-Lynne
title: Professor Emeritus : A “Neglected” Mentor on University Campuses
date: 2022-02-22
pages: 8
extension: .pdf
mime: application/pdf
words: 3945
sentence: 249
flesch: 41
cache: cache/pplt-72706.pdf
txt: txt/pplt-72706.txt
summary:
  Both retirement and the decision by individual university faculty members to retire are uniquely personal experiences. As faculty members contemplate retirement, some would like to continue to teach part- time after they formally step down.


id: pplt-73311
author: Mardjetko, Andrew; White Prosser, Christina
title: Reciprocal Mentoring as a Method to Enhance Doctoral Success
date: 2022-02-22
pages: 8
extension: .pdf
mime: application/pdf
words: 2993
sentence: 153
flesch: 31
cache: cache/pplt-73311.pdf
txt: txt/pplt-73311.txt
summary:
  Peer-Pedagogies Looking to enhance the discussion of mentorship in gaining an increased understanding of reciprocal mentorship, we shift our focus to the idea of peer mentorship. What tools would you use to facilitate mentorship relationships?


id: pplt-73228
author: Robinson, Oral; Wilson, Alexander
title: Building Assistive Communities: The Potential of Liberating Structures for In-Class Peer Mentorship
date: 2022-02-22
pages: 8
extension: .pdf
mime: application/pdf
words: 3688
sentence: 205
flesch: 49
cache: cache/pplt-73228.pdf
txt: txt/pplt-73228.txt
summary:
  Theoretically, SOTL aims to deepen our understanding of student learning, explore the effectiveness of pedagogy and evaluate the functionality and “desirability” of higher education practices (Kreber, 2013, p. 858). Analysis occurred inductively via open-coding with the goal of teasing out explicit links between the theory of pedagogical practices (peer- Robinson & Wilson (2022) 62 mentorship strategies) and the reported effect on student learning.


id: pplt-73214
author: Hirst, Sandra; Stares, Rebecca; El-Hussein, Mohamed
title: Exploring the Transition of Health Workers from Students to Professionals
date: 2022-02-22
pages: 9
extension: .pdf
mime: application/pdf
words: 4419
sentence: 264
flesch: 44
cache: cache/pplt-73214.pdf
txt: txt/pplt-73214.txt
summary:
  New nurse transition: Success through aligning multiple identities. In brief, there is comprehensive agreement that a transition challenge exists for health care students entering employment post-graduation.


id: pplt-73268
author: McDonald, Moira; Wilson-Mah, Rebecca
title: The Role of Mentorship in Internships
date: 2022-02-22
pages: 9
extension: .pdf
mime: application/pdf
words: 4237
sentence: 205
flesch: 45
cache: cache/pplt-73268.pdf
txt: txt/pplt-73268.txt
summary:
  Student mentorship, guidance and associated psycho-social factors are significant for student success (Keating, 2012, Smith-Ruig, 2014). The four themes included 1) Mentors having expertise in their field; 2) Mentors were viewed as role models; 3) Informal mentorship is valued; and 4) Teamwork is essential in mentorship.


id: pplt-75694
author: Danyluk, Patricia; Plante, Maureen; Wessel, Samara
title: Integrating Indigenous Perspectives into Teacher Education in Alberta
date: 2023-03-23
pages: 8
extension: .pdf
mime: application/pdf
words: 3591
sentence: 191
flesch: 39
cache: cache/pplt-75694.pdf
txt: txt/pplt-75694.txt
summary:
  In schools, Indigenous teachers in schools are key to building a strong foundation for the incorporation of Indigenous perspectives into the classroom (Morcom & Freeman, 2018). A 2019 survey of post-secondary faculty and researchers reported that First Nations, Metis, and Inuit faculty and researchers accounted for 1.9% of academic community respondents, and only 21% of Indigenous faculty were tenured compared to 37% of non-Indigenous faculty (Statistics Canada, 2019).


id: pplt-73254
author: Bene, Rose; Murphy, James
date: 2022-02-22
pages: 11
extension: .pdf
mime: application/pdf
words: 4854
sentence: 231
flesch: 40
cache: cache/pplt-73254.pdf
txt: txt/pplt-73254.txt
title:
  Co-Teaching as Mentors: Maximizing Instructor and Librarian Collaboration for Teaching Information Literacy Skills

summary:
  One of the most impactful aspects of this collaboration was the instructor’s interest in and support for developing student information literacy skills. Scholarship of Teaching and Learning (SoTL) literature explores best practices that impact and improve student learning.


id: pplt-76038
author: Atay, Elaine; Murry, Adam
title: Not So “Mainstream”: The Need for Models of Indigenous Mentorship
date: 2023-03-23
pages: 8
extension: .pdf
mime: application/pdf
words: 3261
sentence: 197
flesch: 39
cache: cache/pplt-76038.pdf
txt: txt/pplt-76038.txt
summary:
  As Indigenous peoples enter institutions of higher learning, individuals have the opportunity to provide direct support to Indigenous students in the form of mentorship. The legacy of these institutions on Indigenous peoples has contributed to distrust of Western education and the disparities in the post-secondary attainment of Indigenous students.


id: pplt-75787
author: Roberts, Carolyn
title: Looking Back to Find a Way Forward: Teaching from my Ancestors
date: 2023-03-23
pages: 7
extension: .pdf
mime: application/pdf
words: 3840
sentence: 198
flesch: 61
cache: cache/pplt-75787.pdf
txt: txt/pplt-75787.txt
summary:
  Bending the box: Learning from Indigenous students transitioning from high school to university (Doctoral dissertation, University of British Columbia). This lens helps me to think more broadly on the key aspects on what I believe needs to change in colonial classrooms.


id: pplt-75868
author: Campbell Chudoba, Roberta; Pelletier, Terrance
title: Knowing Community through Story: It's Where We Come Together
date: 2023-03-23
pages: 8
extension: .pdf
mime: application/pdf
words: 3808
sentence: 237
flesch: 49
cache: cache/pplt-75868.pdf
txt: txt/pplt-75868.txt
summary:
  Indigenization done in a good way should support Indigenous students and integrate Indigenous worldviews, perspectives, and knowledge into Western curricula alongside changes to institutional structures (University of Saskatchewan, 2018). In reconsidering what counts as knowledge and pedagogy, we can create classrooms and curricula where we include and therefore legitimize and value diversity (Mihesuah, & Wilson, 2004), and we must do so in relationship with Indigenous communities (Sammel & Segura, 2020).


id: pplt-76077
author: Cortes, Valeria; Loffler, Kelly ; Brigham, Tim
title: Natoonikew Aansaamb: Searching Together for Learning and Resurgence
date: 2023-03-23
pages: 11
extension: .pdf
mime: application/pdf
words: 5005
sentence: 279
flesch: 56
cache: cache/pplt-76077.pdf
txt: txt/pplt-76077.txt
summary:
  The work I do with the PPA Program and other programs in partnerships with Indigenous communities reflects my values of bringing the university to communities and co- creating learning opportunities for Indigenous students. Perspectives on enabling education for indigenous students at three comprehensive universities in regional Australia.


id: pplt-75860
author: King, Jessie
date: 2023-03-23
pages: 13
extension: .pdf
mime: application/pdf
words: 7047
sentence: 382
flesch: 57
cache: cache/pplt-75860.pdf
txt: txt/pplt-75860.txt
title:
  Indigeneity, Positionality, and Ethical Space: Navigating the In-Between of Indigenous and Settler Academic Discourse

summary:
  Within this, we still see a lack of awareness around Indigenous ways of knowing, culture, and history. Exploring how these philosophies are incompatible with Indigenous ways of knowing and being, would be an ideal place to start a decolonization journey.


# url

id: pplt-30331
domain: www.sswm.info
url:
  http://www.sswm.info/sites/default/files/reference_attachments/crouch%20and%20mazur%202001%20pee%20instruction%20ten%20years%20of%20experience%20and%20results.pdf


id: pplt-53127
domain: internationalhealthycampuses2015.sites.olt.ubc.ca
url:
  http://internationalhealthycampuses2015.sites.olt.ubc.ca/files/2016/01/okanagancharter-january13v2.pdf


id: pplt-30325
domain: econpapers.repec.org
url:
  http://econpapers.repec.org/scripts/redir.pf?u=https%3a%2f%2fwww120.secure.griffith.edu.au%2fresearch%2fitems%2f0209ea42-7151-4d26-8d64-26e3cbb79284%2f1%2f2015-09-are-classroom-games-useful-for-teaching-sticky-finance-concepts.pdf;h=repec:gri:fpaper:finance:201509


id: pplt-43146
domain: citeseerx.ist.psu.edu
url:
  http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=c9bd585ea9d99fee7781b119fced3b17?doi=10.1.1.492.1981&rep=rep1&type=pdf


id: pplt-42287
domain: onlinelibrary.wiley.com
url:
  http://onlinelibrary.wiley.com/doi/10.1002/tea.1033/abstract?systemmessage=wiley+online+library+will+be+unavailable+on+saturday+01st+july+from+03.00-09.00+edt+and+on+sunday+2nd+july+03.00-06.00+edt+for+essential+maintenance.++apologies+for+the+inc


id: pplt-53137
domain: www.councilscienceeditors.org
url:
  https://www.councilscienceeditors.org/resource-library/editorial-policies/whitepaper-on-publication-ethics/2-2-authorship-and-authorship-responsibilities


id: pplt-53137
domain: www.timeshighereducation.com
url:
  https://www.timeshighereducation.com/world-university-rankings/2019/worldranking#!/page/0/length/25/sort_by/rank/sort_order/asc/cols/stats


id: pplt-53125
domain: www.ucalgary.ca
url:
  http://www.ucalgary.ca/taylorinstitute/community/teaching-scholars/pilot-programrecipients/program-sages-sotl-advancing-graduate-education-stem


id: pplt-53139
domain: www.ontario.ca
url:
  https://www.ontario.ca/page/published-plans-andannual-reports-2017-2018-ministry-advanced-education-and-skills-development


id: pplt-30324
domain: www.ageuk.org.uk
url:
  http://www.ageuk.org.uk/work-and-learning/further-education-and-training/university-of-the-third-age


id: pplt-30323
domain: ucalgary.ca
url:
  http://ucalgary.ca/taylorinstitute/conference/sessions/integrating-design-thinking-postsecondary-teaching-and-learning-foster-creativity


id: pplt-30323
domain: dschool.stanford.edu
url:
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