item: #1 of 77 id: pplt-30322 author: Aljarrah, Ayman title: Creativity in Classroom Settings: Multiple Paths are the Rule not the Exception date: 2016-12-31 words: 3518 flesch: 51 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. keywords: classroom; creativity; learning; new; settings; teaching cache: pplt-30322.pdf plain text: pplt-30322.txt item: #2 of 77 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 words: 3696 flesch: 47 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 keywords: creativity; design; design thinking; learning; students; teaching; thinking cache: pplt-30323.pdf plain text: pplt-30323.txt item: #3 of 77 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 words: 4142 flesch: 49 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. keywords: adults; age; calgary; learning; lifelong; stebbins; teaching; u3a; u3a calgary; university cache: pplt-30324.pdf plain text: pplt-30324.txt item: #4 of 77 id: pplt-30325 author: Taylor, Laura title: Using Active Learning Activities to Enhance Student Engagement in a Business English Program date: 2016-12-31 words: 3347 flesch: 44 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. keywords: activities; business; english; game; learning; students; teaching cache: pplt-30325.pdf plain text: pplt-30325.txt item: #5 of 77 id: pplt-30326 author: Bhola, Shaily; Parchoma, Gale title: Threshold Concepts and Conceptual Change Processes date: 2016-12-31 words: 3722 flesch: 46 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. keywords: change; conceptions; concepts; knowledge; learning; processes; students; threshold cache: pplt-30326.pdf plain text: pplt-30326.txt item: #6 of 77 id: pplt-30327 author: Alharbi, Hawazen; Jacobsen, Michele title: Educational Development for Quality Graduate Supervision date: 2016-12-31 words: 3245 flesch: 34 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. keywords: development; graduate; learning; research; students; supervision; supervisors cache: pplt-30327.pdf plain text: pplt-30327.txt item: #7 of 77 id: pplt-30328 author: Hall, David title: Flexible Approaches to Using Online Case Data When Coupled with Textbook Based Case Studies in Medical Sciences Teaching and Learning date: 2016-12-31 words: 2351 flesch: 43 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. keywords: case; data; learning; studies; teaching cache: pplt-30328.pdf plain text: pplt-30328.txt item: #8 of 77 id: pplt-30331 author: Chick, Nancy 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 date: 2016-12-31 words: 1065 flesch: 50 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]. keywords: learning; spaces; teaching cache: pplt-30331.pdf plain text: pplt-30331.txt item: #9 of 77 id: pplt-41558 author: Jeffs, Cheryl; Paris, Britney; Hilman, Brianna title: Exploring Creativity in Postsecondary Learning and Teaching date: 2016-12-31 words: 1838 flesch: 41 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. keywords: calgary; conference; creativity; learning; teaching; university cache: pplt-41558.pdf plain text: pplt-41558.txt item: #10 of 77 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 words: 3605 flesch: 52 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). keywords: course; design; health; instructors; learning; student; wellness cache: pplt-42227.pdf plain text: pplt-42227.txt item: #11 of 77 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 words: 2711 flesch: 44 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. keywords: care; certification; learning; lifelong; nurses; nursing; practice cache: pplt-42241.pdf plain text: pplt-42241.txt item: #12 of 77 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 words: 3543 flesch: 34 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. keywords: activity; chemistry; learning; sim; simulation; students; topic; tutorial cache: pplt-42287.pdf plain text: pplt-42287.txt item: #13 of 77 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 words: 5076 flesch: 46 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. keywords: action; communities; community; cop; education; learning; practice; research; wenger cache: pplt-42289.pdf plain text: pplt-42289.txt item: #14 of 77 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 words: 3422 flesch: 55 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. keywords: learning; power; richmond; students; teacher; use cache: pplt-42628.pdf plain text: pplt-42628.txt item: #15 of 77 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 words: 3355 flesch: 48 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. keywords: assignments; class; course; engagement; information; physics; students; teaching cache: pplt-42634.pdf plain text: pplt-42634.txt item: #16 of 77 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 words: 3191 flesch: 50 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? keywords: course; health; kinesiology; knowledge; public; responses; students cache: pplt-42652.pdf plain text: pplt-42652.txt item: #17 of 77 id: pplt-42653 author: Marasco, Emily; Gatti Junior, Wilian; Kim, Beaumie; Behjat, Laleh; Eggermont, Marjan title: Curious Conversations: Using Game-Based Learning to Develop Creative Culture within Technical Courses date: 2017-11-14 words: 2982 flesch: 49 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. keywords: creativity; design; education; engineering; game; learning; project; students cache: pplt-42653.pdf plain text: pplt-42653.txt item: #18 of 77 id: pplt-42671 author: Arcellana-Panlilio, Mayi; Lohmeier-Vogel, Elke title: iGEM Team Meetings: Settings for Conversations on Teaching & Learning date: 2017-11-14 words: 2542 flesch: 50 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. keywords: conversations; igem; learning; teaching; team cache: pplt-42671.pdf plain text: pplt-42671.txt item: #19 of 77 id: pplt-43146 author: Hirst, Sandra P; Jeffs, Cheryl; Paris, Brit title: Starting Conversations that Matter date: 2017-11-14 words: 1233 flesch: 46 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. keywords: conversations; education; learning; teaching cache: pplt-43146.pdf plain text: pplt-43146.txt item: #20 of 77 id: pplt-52922 author: Chase, Manisha Kaur title: Critical Assessment: A Student-Centered Approach to Assessment date: 2019-04-04 words: 2558 flesch: 50 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). keywords: assessment; education; learning; pedagogy; practice; students cache: pplt-52922.pdf plain text: pplt-52922.txt item: #21 of 77 id: pplt-53074 author: Boschman, Lorelei; Whidden, Colleen; McLester, Jason title: An Experiential Learning Model: Collaborative Student Creations of Multidisciplinary Community Classroom Experience date: 2019-04-04 words: 3886 flesch: 47 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. keywords: classroom; community; education; experience; experiential; learning; students; teacher cache: pplt-53074.pdf plain text: pplt-53074.txt item: #22 of 77 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 words: 3431 flesch: 42 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). keywords: faculty; learning; partnership; space; students; teaching cache: pplt-53078.pdf plain text: pplt-53078.txt item: #23 of 77 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 words: 2556 flesch: 39 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. keywords: faculty; learning; partnership; students; teaching cache: pplt-53079.pdf plain text: pplt-53079.txt item: #24 of 77 id: pplt-53122 author: Dorland, AnneMarie; Johnston, Dawn; Henderson, Monica Jean title: Movements in Mentorship: Exploring Shifting Boundaries and Roles in a Faculty-Graduate Student-Undergraduate Student Mentorship Micro-community date: 2019-04-04 words: 3417 flesch: 37 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. keywords: academic; community; mentorship; micro; relationships; teaching cache: pplt-53122.pdf plain text: pplt-53122.txt item: #25 of 77 id: pplt-53125 author: Azulai, Anna; Fulton, Amy; Walsh, Christine; Gulbrandsen, Carolyn; Tong, Hongmei title: Evolving from Student to Teacher: Insights from the Conversation Café on Doctoral Student Mentorship date: 2019-04-04 words: 3200 flesch: 33 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. keywords: fulton; mentorship; students; teaching; work cache: pplt-53125.pdf plain text: pplt-53125.txt item: #26 of 77 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 words: 2700 flesch: 42 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. keywords: association; canadian; college; health; mental; students cache: pplt-53127.pdf plain text: pplt-53127.txt item: #27 of 77 id: pplt-53129 author: Poitras Pratt, Yvonne; Danyluk, Patricia; Beech, Sarah; Charlebois, Sarah; Evans, Clancy; Fehr, Alyssa; Nielsen, Amanda; Sanregret, Angela title: Pathfinders: Realizing Reconciliation Through Lessons Learned date: 2019-04-04 words: 3859 flesch: 49 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. keywords: action; education; learning; pratt; reconciliation; service; students; work cache: pplt-53129.pdf plain text: pplt-53129.txt item: #28 of 77 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 words: 3751 flesch: 44 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. keywords: ibl; inquiry; learning; research; students cache: pplt-53136.pdf plain text: pplt-53136.txt item: #29 of 77 id: pplt-53137 author: Hirst, Sandra; Jeffs, Cheryl; Paris, Britney; Arcellana-Panlilio, Mayi; Charles, Anne; Hill, Laurie; Hilman, Brianna title: Something to Say: Writing for Publication date: 2019-04-04 words: 3611 flesch: 47 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. keywords: academic; authors; journal; manuscript; process; publication; publishing; workshop; writing cache: pplt-53137.pdf plain text: pplt-53137.txt item: #30 of 77 id: pplt-53139 author: Trottier-Scully, Taylor; Ritchie, Kerry title: Transforming a Volunteer Program into a Meaningful Experiential Learning Opportunity. date: 2019-04-04 words: 3613 flesch: 35 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). keywords: activities; learning; opportunity; program; student; volunteers cache: pplt-53139.pdf plain text: pplt-53139.txt item: #31 of 77 id: pplt-53141 author: Koh, Kim; Chapman, Olive title: Problem-Based Learning, Assessment Literacy, Mathematics Knowledge, and Competencies in Teacher Education date: 2019-04-04 words: 2971 flesch: 43 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. keywords: assessment; learning; pbl; problem; students; teachers cache: pplt-53141.pdf plain text: pplt-53141.txt item: #32 of 77 id: pplt-53142 author: Samson, Patricia L title: Participatory Collaboration: Building Partnerships in Curriculum Planning date: 2019-04-04 words: 4369 flesch: 37 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. keywords: collaboration; curriculum; design; education; journal; learning; participatory; process; students; teaching; thinking cache: pplt-53142.pdf plain text: pplt-53142.txt item: #33 of 77 id: pplt-53143 author: D'Souza, Megan; Ferreira, Carla title: Students Empowering Students Through Peer Mentorship: An Untapped Resource date: 2019-04-04 words: 2574 flesch: 37 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. keywords: committee; mentorship; nursing; peer; students cache: pplt-53143.pdf plain text: pplt-53143.txt item: #34 of 77 id: pplt-53144 author: Koh, Kim; Delanoy, Nadia; Thomas, Christy; Bene, Rose; Chapman, Olive; Turner, Jeff; Danysk, Gail; Hone, Gabrielle title: The Role of Authentic Assessment Tasks in Problem-Based Learning date: 2019-04-04 words: 3848 flesch: 46 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? keywords: assessment; course; koh; learning; pbl; students; tasks; teachers cache: pplt-53144.pdf plain text: pplt-53144.txt item: #35 of 77 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 words: 3019 flesch: 41 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. keywords: creativity; design; engineering; ideas; ideation; participants; thinking cache: pplt-53145.pdf plain text: pplt-53145.txt item: #36 of 77 id: pplt-53146 author: Urch, Geoffrey; Carpenter, Yuen-ying title: Conversations and Perspectives on Peer Feedback for Problem Solving date: 2019-04-04 words: 2770 flesch: 40 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. keywords: assessment; feedback; learning; participants; peer; peer feedback; students cache: pplt-53146.pdf plain text: pplt-53146.txt item: #37 of 77 id: pplt-53152 author: Marshall, Nancy; Martin, Jennifer title: Simulation Innovation in Cyberspace: A Collaborative Approach to Teaching and Learning in Child and Youth Care Education date: 2019-04-04 words: 4208 flesch: 42 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 keywords: cyc; learning; martin; practice; simulation; students; teaching; work cache: pplt-53152.pdf plain text: pplt-53152.txt item: #38 of 77 id: pplt-53171 author: Mayall, Robert; Arcellana-Panlilio, Mayi title: Vignettes of the iGEM Experience: Student Partnerships Toward Authentic Learning date: 2019-04-04 words: 2912 flesch: 47 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. keywords: herrington; igem; learning; program; students; themes; university; vignettes cache: pplt-53171.pdf plain text: pplt-53171.txt item: #39 of 77 id: pplt-53345 author: Wilson-Mah, Rebecca title: A Study of Authentic Assessment in an Internship Course date: 2019-04-04 words: 4457 flesch: 45 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. keywords: assessment; course; internship; learners; learning; participants; practice; work cache: pplt-53345.pdf plain text: pplt-53345.txt item: #40 of 77 id: pplt-68035 author: Jeffs, Cheryl; Hirst, Sandi P; Paris, Brit title: Students as Creators, Drivers, Innovators, and Collaborators date: 2019-04-04 words: 1251 flesch: 28 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. keywords: conference; learning; students; teaching; university cache: pplt-68035.pdf plain text: pplt-68035.txt item: #41 of 77 id: pplt-68600 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 date: 2020-02-24 words: 4964 flesch: 44 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. keywords: development; education; experiences; experiential; graduate; learning; participants; postdoctoral; program; students; teaching cache: pplt-68600.pdf plain text: pplt-68600.txt item: #42 of 77 id: pplt-68631 author: Braun, Rachel Alexandra title: Into the Wild Experiential Learning Yonder: Community Cafe Participant Hypotheses on What's Next for Experiential Learning date: 2020-02-24 words: 3299 flesch: 43 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. keywords: challenges; experiential; learning; participants; supports; teaching cache: pplt-68631.pdf plain text: pplt-68631.txt item: #43 of 77 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 words: 3224 flesch: 45 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. keywords: categories; courses; experiential; learning; program; skills cache: pplt-68645.pdf plain text: pplt-68645.txt item: #44 of 77 id: pplt-68677 author: Bourhill, Tarryn; Rancourt, Derrick title: Vicarious Learning through Informational Interviews: A New Experiential Learning Tool date: 2020-02-24 words: 3687 flesch: 50 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. keywords: assignment; career; iis; interview; learning; professional; skills; students cache: pplt-68677.pdf plain text: pplt-68677.txt item: #45 of 77 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 words: 3707 flesch: 51 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. keywords: board; business; design; entrepreneurship; figure; game; learning; thinking; workshop cache: pplt-68763.pdf plain text: pplt-68763.txt item: #46 of 77 id: pplt-68832 author: Bene, Rose; McNeilly, Elizabeth title: Getting Radical: Using Design thinking to Tackle Collaboration Issues date: 2020-02-24 words: 3216 flesch: 44 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. keywords: collaboration; design; ideas; learning; problem; process; team; thinking cache: pplt-68832.pdf plain text: pplt-68832.txt item: #47 of 77 id: pplt-68839 author: Hirst, Sandra; Stares, Rebecca; LeNavenec, Carole-Lynne title: Social Entrepreneurship Education within Post-Secondary Institutions date: 2020-02-24 words: 3670 flesch: 37 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. keywords: business; care; content; education; entrepreneurship; entrepreneurship education; health; management; students; teaching cache: pplt-68839.pdf plain text: pplt-68839.txt item: #48 of 77 id: pplt-68840 author: Bylsma, Megan title: Learning from the H.I.P.: Engagement through Reacting to the Past date: 2020-02-24 words: 3810 flesch: 49 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. keywords: art; clary; classes; higbee; immersion; learning; past; students cache: pplt-68840.pdf plain text: pplt-68840.txt item: #49 of 77 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 words: 3046 flesch: 36 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. keywords: cbl; community; education; graduate; learning; student; workshop cache: pplt-68841.pdf plain text: pplt-68841.txt item: #50 of 77 id: pplt-68842 author: Frampton, Nina; Jenney, Angelique; Shaw, Jessica title: Implementation of Practice-Based Research in Social Work Education date: 2020-02-24 words: 2106 flesch: 41 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. keywords: education; practice; research; students; work cache: pplt-68842.pdf plain text: pplt-68842.txt item: #51 of 77 id: pplt-68853 author: Omar, Kassem; Mozol, Vivian title: Exploring the Role of Viewing Technologies in the Chemistry Classroom date: 2020-02-24 words: 3972 flesch: 55 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. keywords: ability; model; students; study; technologies; wbve cache: pplt-68853.pdf plain text: pplt-68853.txt item: #52 of 77 id: pplt-68854 author: Pennanen, Kelsey; Guillet, Lynnita-Jo title: Experiential Learning and Archaeology: Reconciliation through Excavation date: 2020-02-24 words: 4993 flesch: 41 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. keywords: archaeology; education; experience; experiential; history; learning; program; reconciliation; school; students cache: pplt-68854.pdf plain text: pplt-68854.txt item: #53 of 77 id: pplt-68856 author: Schechtel, Shauna; Mozol, Vivian; Clapson, Marissa; Gilbert, Brian ; Tran, Judy; White, Stephen title: The Name of the Game: Utilizing Experiential Learning in the Classroom to Engage, Empower and Reflect on Student Learning and Assessment date: 2020-02-24 words: 4037 flesch: 53 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. keywords: classroom; design; education; experiential; instructor; learning; puzzles; skills; students cache: pplt-68856.pdf plain text: pplt-68856.txt item: #54 of 77 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 words: 2614 flesch: 36 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. keywords: calgary; experiential; learning; students; teaching; thinking; university cache: pplt-69952.pdf plain text: pplt-69952.txt item: #55 of 77 id: pplt-72706 author: Hirst, Sandra; LeNavenec, Carole-Lynne title: Professor Emeritus : A “Neglected” Mentor on University Campuses date: 2022-02-22 words: 3945 flesch: 41 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. keywords: education; emeritus; faculty; members; mentoring; professor; research; retirement; teaching; universities; university cache: pplt-72706.pdf plain text: pplt-72706.txt item: #56 of 77 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 words: 3488 flesch: 46 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. keywords: course; graduate; gtas; mentoring; students; teaching; team cache: pplt-72832.pdf plain text: pplt-72832.txt item: #57 of 77 id: pplt-72966 author: Whidden, Colleen; Main, Carolyn title: Unstable Ground: How Mentorship Altered Our View of Experiential and Active Education on Student Learning date: 2022-02-22 words: 3337 flesch: 48 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). keywords: education; experiential; learning; mentoring; peer; research; student; teaching cache: pplt-72966.pdf plain text: pplt-72966.txt item: #58 of 77 id: pplt-73163 author: Johnston, Sonja Lynne; Glancey, Megan title: Integrating Mentorship in Workplace-Integrated Learning Curriculum date: 2022-02-22 words: 3143 flesch: 40 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. keywords: course; experiences; learning; mentorship; practicum; students; work; workplace cache: pplt-73163.pdf plain text: pplt-73163.txt item: #59 of 77 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 words: 3661 flesch: 47 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. keywords: learning; mentoring; peer; squares; teaching cache: pplt-73172.pdf plain text: pplt-73172.txt item: #60 of 77 id: pplt-73209 author: Nowell, Lorelli title: Beyond Tradition: Innovative Mentorship Models for Higher Education date: 2022-02-22 words: 3523 flesch: 40 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). keywords: education; mentoring; mentorship; model; nowell; students cache: pplt-73209.pdf plain text: pplt-73209.txt item: #61 of 77 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 words: 4419 flesch: 44 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. keywords: care; et al; health; practice; professional; role; students; transition cache: pplt-73214.pdf plain text: pplt-73214.txt item: #62 of 77 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 words: 3688 flesch: 49 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. keywords: class; learning; liberating; mentorship; peer; structures; students cache: pplt-73228.pdf plain text: pplt-73228.txt item: #63 of 77 id: pplt-73254 author: Bene, Rose; Murphy, James title: Co-Teaching as Mentors: Maximizing Instructor and Librarian Collaboration for Teaching Information Literacy Skills date: 2022-02-22 words: 4854 flesch: 40 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. keywords: course; information; instructor; learning; librarian; literacy; students; teaching cache: pplt-73254.pdf plain text: pplt-73254.txt item: #64 of 77 id: pplt-73268 author: McDonald, Moira; Wilson-Mah, Rebecca title: The Role of Mentorship in Internships date: 2022-02-22 words: 4237 flesch: 45 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. keywords: hospitality; internship; learning; mentorship; role; students; study; support cache: pplt-73268.pdf plain text: pplt-73268.txt item: #65 of 77 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 words: 3507 flesch: 46 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. keywords: et al; evaluation; mentee; mentoring; mentorship; relationship cache: pplt-73269.pdf plain text: pplt-73269.txt item: #66 of 77 id: pplt-73270 author: Armos, Nicole ; Chasse, Callista title: Performing Mentorship in Collaborative Research Teams date: 2022-02-22 words: 2724 flesch: 38 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. keywords: mentorship; project; relationships; research; space; team cache: pplt-73270.pdf plain text: pplt-73270.txt item: #67 of 77 id: pplt-73283 author: Din, Cari; Alharbi, Hawazen ; Maclinnis, Martin; Mardjetko, Andrew; Archer-Kuhn, Beth ; Jamniczky, Dr. Heather; Jacobsen, Dr. Michele title: Leadership, SoTL, and Mentorship in a Teaching Scholars Community of Practice date: 2022-02-22 words: 3216 flesch: 39 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. keywords: leadership; learning; research; sotl; teaching; tscop cache: pplt-73283.pdf plain text: pplt-73283.txt item: #68 of 77 id: pplt-73311 author: Mardjetko, Andrew; White Prosser, Christina title: Reciprocal Mentoring as a Method to Enhance Doctoral Success date: 2022-02-22 words: 2993 flesch: 31 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? keywords: authors; experiences; mentoring; mentorship; peer; relationship cache: pplt-73311.pdf plain text: pplt-73311.txt item: #69 of 77 id: pplt-74882 author: Jeffs, Cheryl; Fedorko-Bartos, Kristi-Mari title: Exploring Mentorship in Higher Education: Introduction to the Fifth Volume of Papers on Postsecondary Learning and Teaching date: 2022-02-22 words: 1753 flesch: 35 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. keywords: calgary; learning; mentorship; peer; teaching; university cache: pplt-74882.pdf plain text: pplt-74882.txt item: #70 of 77 id: pplt-75694 author: Danyluk, Patricia; Plante, Maureen; Wessel, Samara title: Integrating Indigenous Perspectives into Teacher Education in Alberta date: 2023-03-23 words: 3591 flesch: 39 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). keywords: alberta; education; integration; perspectives; programs; racism; teacher cache: pplt-75694.pdf plain text: pplt-75694.txt item: #71 of 77 id: pplt-75787 author: Roberts, Carolyn title: Looking Back to Find a Way Forward: Teaching from my Ancestors date: 2023-03-23 words: 3840 flesch: 61 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. keywords: classroom; colonial; education; knowledge; learning; students; work cache: pplt-75787.pdf plain text: pplt-75787.txt item: #72 of 77 id: pplt-75860 author: King, Jessie title: Indigeneity, Positionality, and Ethical Space: Navigating the In-Between of Indigenous and Settler Academic Discourse date: 2023-03-23 words: 7047 flesch: 57 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. keywords: academia; discomfort; king; knowing; knowledge; peoples; seeing; space; teaching; time; world cache: pplt-75860.pdf plain text: pplt-75860.txt item: #73 of 77 id: pplt-75868 author: Campbell Chudoba, Roberta; Pelletier, Terrance title: Knowing Community through Story: It's Where We Come Together date: 2023-03-23 words: 3808 flesch: 49 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). keywords: community; education; métissage; people; research; stories; story; students; university cache: pplt-75868.pdf plain text: pplt-75868.txt item: #74 of 77 id: pplt-76038 author: Atay, Elaine; Murry, Adam title: Not So “Mainstream”: The Need for Models of Indigenous Mentorship date: 2023-03-23 words: 3261 flesch: 39 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. keywords: mentoring; mentorship; peoples; practices; students cache: pplt-76038.pdf plain text: pplt-76038.txt item: #75 of 77 id: pplt-76077 author: Cortes, Valeria; Loffler, Kelly ; Brigham, Tim title: Natoonikew Aansaamb: Searching Together for Learning and Resurgence date: 2023-03-23 words: 5005 flesch: 56 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. keywords: cortés; education; learning; métis; ppa; program; research; students; support cache: pplt-76077.pdf plain text: pplt-76077.txt item: #76 of 77 id: pplt-77229 author: Jeffs, Cheryl; Fedorko-Bartos, Kristi-Mari ; Scott, Michelle 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 date: 2023-03-23 words: 1211 flesch: 38 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. keywords: education; learning; teaching; ways cache: pplt-77229.pdf plain text: pplt-77229.txt item: #77 of 77 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 words: 321 flesch: 24 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. keywords: calgary; canada cache: pplt-77256.pdf plain text: pplt-77256.txt