Browsing by Author "Clancy, Tracey L."

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    Modeling Co-Teaching to Inform Professional Practice
    (University of Calgary, 2015-06) Clancy, Tracey L.; Rosenau, Patricia; Ferreira, Carla; Lock, Jennifer; Rainsbury, Jacqueline; Werklund School of Education
    Co-teaching in higher education provides an environment conducive to developing leadership capacity in undergraduate nursing students. A mixed method research design was developed to explore how the complexity of the co-teaching experience influences leadership development of nursing students enrolled in the ‘Nurse as Educator’ course. The inquiry was guided by the question, what impact does co-teaching in a nurse education course have on the development of leadership in professional practice? Initial findings from the first of research are shared in relation to examining attributes of co-teaching, strengths and challenges, as well as how the experience of co-teaching has influenced student understanding of leadership in professional practice.
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    The Mentorship Guide for Teaching and Learning
    (Taylor Institute for Teaching and Learning, 2019) Barrette-Ng, Isabelle H.; Nowell, Lorelli; Anderson, Sarah J.; Arcellana-Panlilio, Mayi; Brown, Barbara; Chalhoub, Serge; Clancy, Tracey L.; Desjardine, Patricia; Dorland, AnneMarie; Dyjur, Patti; Mueller, Katherine; Reid, Leslie; Squance, Rod T.; Towers, Jo; Wilcox, Gabrielle
    Rooted in evidence, this guide will provide you with a unique perspective on supporting mentoring relationships for teaching and learning development. You will explore mentoring relationships, assessing readiness for mentorship, initiating mentorship, developing and sustaining mentoring relationships and mentoring transitions while ultimately improving student learning. You will also reflect on your mentoring relationships as you work through a series of guided questions and practical worksheets. Research on academic mentorship often measures success in terms of mentee research productivity (Feldman, Arean, Marshall, Lovett & O’Sullivan, 2010; Kalet, Fletcher, Ferdman & Bicknell, 2006; Sambunjak, Straus & Marušić, 2006). Teaching mentorship produces different measures of success, including the development of reflective practice and, most importantly, improvements in student learning. Although there are many resources for mentorship in academia (Johnson, 2015; Straus & Sackett, 2014), none of them aim specifically at supporting mentorship for teaching and learning development. Mentorship in teaching and learning differs from research mentorship in terms of aims, approaches and measures of success, which is why we offer this resource.
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