Browsing by Author "Kenny, Natasha"

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    2018 University of Calgary Conference on Postsecondary Learning and Teaching: Students as Creators, Drivers, Innovators and Collaborators
    (2018-05) Kenny, Natasha; Jeffs, Cheryl
    The significant problems we face cannot be solved at the same level of thinking we were at when we created them. – Albert Einstein Who do we send into the world? A world that faces significant challenges and presents endless opportunities. As teachers, we now recognize that we need to nurture kind, informed and courageous individuals — innovators, creators, collaborators, producers, scholars, designers, builders — capable of understanding multiple perspectives and solving problems in order to drive positive, enduring change. Acknowledgement of this need has triggered a transformative shift in postsecondary education from “teaching” to “learning” in the last 25 years. Formerly viewed as institutions to provide instruction to consumers of information, universities are increasingly seen as places to “produce learning” — where the very purpose of education is to elicit student discovery and construction of knowledge, where success is measured in terms of the quality of student learning and of the students themselves. In other words, an approach to learning that has the student at its core. Building on a body of scholarly work and initiatives from Healey and Harrington (2016), Marquis et al. (2016), Cook-Sather (2014), Barr and Tagg (1995), the Students as Producers Initiative from the University of Lincoln, Vanderbilt University, and others, the 2018 University of Calgary Conference on Postsecondary Learning and Teaching “Students as Creators, Drivers, Innovators and Collaborators ” invites you to explore student-directed learning — and the scholarship, approaches, practices and issues that surround it — in the postsecondary context.
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    2019 University of Calgary Conference on Postsecondary Learning and Teaching: Exploring Experiential Learning, April 29 to May 1, 2019
    (2019-04) Snow, Jessica; Jeffs, Cheryl; Kenny, Natasha
    How do we transform education, spark curiosity, drive innovation and prepare students to thrive in their chosen careers? What does learning look like in a postsecondary institution that emphasizes entrepreneurial, creative and critical thinking? How do we design teaching and scholarship that are informed by and contribute to our local, national and international communities? Increasingly, experiential learning is prioritized in higher education. Students demand relevant and meaningful learning experiences and employers expect them to be equipped with the skills required by a changing workforce. This program contains details of the three-day conference and includes biographies of the keynote speakers, session descriptions and presenters.
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    A Narrative Inquiry Into the Experiences of University Students with Visual Impairments: The Effects of People, Institutions, and Technology in Supporting Learning
    (2016) Ostrowski, Christopher; Kowch, Eugene; Kim, Beaumie; Kenny, Natasha; Burwell, Catherine
    University students with visual impairments rely on accommodations and technology to succeed, but students’ perspectives about these supports are not well known. Using a narrative inquiry, I engaged six Canadian university students with visual impairments about their experiences with accommodations and technology to support learning. The participants’ experiences were shaped by three primary themes: social interactions, instructors and institutions, and technology. Friends, family, and peers provided the participants with social and pragmatic support. The participants were challenged by people’s assumptions and stigma about vision loss. Instructors’ and institutions’ attitudes toward vision loss determined the level of support the participants received. The effectiveness of technology to support the participants’ needs depended course material and website accessibility. Meaningful dialogue between the participants, instructors, and university staff was critical for developing common understanding and student success. Future research should focus on collaboratively meeting students’ needs and creating robust accessible learning experiences.
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    Academic Integrity Leadership in Chilean Universities: Insights from Policy Analysis and Leaders’ Narratives
    (2024-12-02) Moya Figueroa, Beatriz Antonieta; Eaton, Sarah Elaine; Kenny, Natasha; Ayala, Jessica; Johnston, Dawn; Miller-Young, Janice
    Interest in safeguarding academic integrity in higher education worldwide has grown with emerging challenges, such as the unethical use of artificial intelligence. In response, scholars have called for understanding academic integrity as a teaching and learning issue to be addressed at a systems level; however, this endeavour requires academic integrity leadership context-sensitive insights. Likewise, calls for equity, diversity, inclusion, decolonization, and Indigenization require advancing understanding of the multiplicity of perspectives in the field. In this dissertation, I address these gaps with three manuscripts focusing on academic integrity in Chile. Acknowledging the critical role of policy, I led a qualitative research design of Hispanic South American education institutions’ (n = 10) academic integrity policies, identifying strengths and improvement areas and recommendations for the region through the lens of the five core elements of exemplary academic integrity policy: access, approach, responsibility, detail, and support (Manuscript 1). I also conducted a qualitative research design centred on Chilean universities (n = 43) using the five core elements of exemplary academic integrity to identify suggestions for the national context (Manuscript 2). The policy analyses showed difficulties in gaining access to documents, a prevalence of the punitive approach, a focus on students’ responsibility to uphold academic integrity, broad definitions regarding academic misconduct definitions (detail), and the lack of reference to support systems. These analyses paved the way for exploring leadership practice in three Chilean universities by studying the narratives of academic integrity educational leaders (n = 17) through a qualitative research design using the Scholarship of Teaching and Learning (SoTL) leadership dimensions and narrative analysis (Manuscript 3). Chilean leaders made meaning of their academic integrity leadership roles by creating new infrastructures for advancing academic integrity. These leaders’ interpretations shed light on their developing practices, recommendations for further improvement, and context-sensitive insights concerning academic integrity leadership in Chile. Policy analyses and exploring leaders’ narratives set the ground for developing eighteen questions for leaders underpinning recommendations for academic integrity’s promotion in Chile. These questions also push the current understanding of three core elements of exemplary academic integrity: access, responsibility, and support.
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    Analyzing Curriculum Mapping Data: Enhancing Student Learning through Curriculum Redesign
    (2015-05-12) Dyjur, Patti; Kenny, Natasha
    Curriculum mapping (CM) is “a process in which the learning outcomes, teaching and learning strategies, and assessment processes for each course in a program can be represented to create a summary of the learning plan for an entire program of study so that the relationships between the components of the program can be observed” (University of Calgary, 2013, p. 3). Rather than seeing individual courses in isolation, curriculum mapping provides an opportunity to visualize the curriculum as an integrated whole (Spencer et al., 2012). Analyzing the resulting data can lead to meaningful discussions about the curriculum, what is working well, and what changes might be implemented in a curriculum redesign to enhance student learning experiences (Sumsion & Goodfellow, 2004; Uchiyama & Radin, 2009). In this hands-on workshop participants will examine and analyze curriculum mapping data outputs in large and small groups. We will collaboratively interpret curriculum mapping data, identifying program strengths and opportunities for improvement, and explore various ways in which CM data can be presented. By the end of the session, participants should be able to: • Interpret data from three different curriculum maps used as examples in the session • Identify strengths and opportunities for improvement in a curriculum redesign of the example program • State the benefits and drawbacks of three different data representations of curriculum mapping data, given their particular context The session will be of interest to people who are involved in program-level curriculum review, redesign and/or renewal.
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    Creative Problem Solving (CPS) in Practice: A Case Study
    (2017) Zidulka, Amy Diane; Groen, Janet; Parchoma, Gale; Kenny, Natasha; Drefs, Michelle; Butterwick, Shauna
    Creative Problem Solving (CPS) is a structured process for navigating complex, open-ended problems and achieving creative results (Puccio, Murdock, & Mance, 2011). Although CPS has been the subject of significant scholarly attention (e.g. Parnes, 1987; Puccio et al., 2006; Isaksen & Treffinger, 2004; Puccio & Cabra, 2010), there is a paucity of research exploring the multiple outcomes that might emerge from a CPS. There is also a dearth of research that considers the context in which a CPS session occurs. This study addresses these gaps. This study is guided by the question, “What happens when employees operating within an organizational setting engage in CPS?” It draws its theoretical foundation from workplace learning theory and practice theory. Methodologically, it uses a single, interpretive case. Generating data through onsite observation, interviews, and document analysis, the researcher considered what happened before, during, and after a vice president in a global, publicly traded aviation company facilitated a CPS session for other members of the company’s executive team. The study found that the facilitator faced multiple struggles in introducing CPS; that participants adapted and innovated the process; that participants assessed the success of the CPS session based on criteria other than whether it achieved creative outcomes; and that contextual factors influenced what was deemed a successful solution. This study suggests that those responsible for guiding employees in introducing and facilitating CPS should consider the following: • Practitioner resources should further emphasize the political skills needed to introduce and facilitate CPS. • Proponents of CPS should highlight its multiple potential benefits—as opposed to focusing on the achievement of creative results. • Proponents should consider linking CPS to the process of strategic planning, since the two practices are compatible. • CPS-focused scholars should develop a version of CPS that might be more easily integrated into existing organizational practices. This study contributes to academic knowledge by pioneering a new methodological approach to studying CPS, advancing the empirical application of practice theory, and providing empirical substantiation for theoretical scholarly discussions around the strengths and limitations of community of practice (CoP) theories.
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    Professional learning and development initiatives for postdoctoral scholars
    (Emerald, 2019-01) Nowell, Lorelli; Ovie, Glory; Kenny, Natasha; Hayden, K. Alix; Jacobsen, Michele
    Purpose: Postdoctoral scholars are increasingly pursuing diverse career paths requiring broad skill sets. This study aims to create a more comprehensive understanding of current approaches and strategies for postdoctoral scholars professional learning and development. Design/methodology/approach: This literature review is a systematic examination and synthesis of the current literature describing professional learning and development pertaining to postdoctoral scholars. The objectives and components of initiatives were extracted and narratively synthesized to identity important patterns and themes across the literature. Findings: Commonalities amongst professional learning and development initiatives for postdoctoral scholars included skills development in the following areas: teaching and learning, mentorship, academic careers, academic writing, industry careers, networking, career planning, project management, time management, communication, leadership and balancing work-life demands. Originality/value: In synthesizing the literature that describes professional learning and development opportunities for postdoctoral scholars, it is apparent that opportunities look different in every setting with no empirical evidence that one strategy is more effective than another. Given the significant resources often required to support professional learning and development initiatives, a deeper understanding of the benefits and deficiencies of various components is needed to ensure scarce resources are invested in the most effective strategies.
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    Professional learning and development of postdoctoral scholars: a scoping review protocol
    (2018-12-05) Nowell, Lorelli; Alix Hayden, K.; Berenson, Carol; Kenny, Natasha; Chick, Nancy; Emery, Carolyn
    Abstract Background A growing number of postdoctoral scholars are following diverse career paths that require broad skill sets to ensure success. Yet, most postdoctoral professional learning and development initiatives are intended for academic careers and seldom include professional skills needed to succeed in non-academic settings. Given that fewer than 20% of postdoctoral scholars will obtain tenure-track academic positions, there is a great need for postdoctoral scholars to prepare for a range of future careers. Creating professional learning and development strategies to address these concerns requires an understanding of current approaches, yet there is a distinct lack of literature exploring and synthesizing sources of evidence on the professional learning and development of postdoctoral scholars. The purpose of this scoping review is to examine, synthesize, and map the sources of evidence on professional learning and development pertaining to postdoctoral scholars. Methods We will perform a scoping review to identify sources of evidence around professional learning and development of postdoctoral scholars. Our search strategy, limited to English language, will include searching relevant disciplinary and interdisciplinary databases with no limitation on date of publication. We will conduct forward and backward citation chasing of included articles. Gray literature will be searched in electronic databases and websites of national postdoctoral associations. Search strategies will be developed using controlled vocabulary and keyword terms related to postdoctoral scholars and professional development. Two reviewers will independently screen titles and abstracts for inclusion, and two reviewers will independently screen full text to determine final inclusion. These data will be summarized quantitatively (using a simple numerical count) and qualitatively using thematic analysis methods. Through this process, we will summarize the current state of evidence around professional development and learning of postdoctoral scholars and identify current gaps in the literature, as well as the research areas requiring systematic reviews and/or primary research. Discussion Despite the growing numbers of postdoctoral scholars, there has been no synthesis of the sources of evidence of postdoctoral scholars’ professional learning and development. In reviewing a wide range of evidence and integrating it into a manageable and meaningful whole, this scoping review will be a critical first step in understanding the professional learning and development of postdoctoral scholars. Our results will help inform future research and the development of a framework for postdoctoral scholar’s professional learning and development.
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    Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature
    (2018-12-02) Nowell, Lorelli; Ovie, Glory; Berenson, Carol; Kenny, Natasha; Hayden, K. Alix
    Increasing numbers of postdoctoral scholars are pursuing diverse career paths that require broad skill sets to ensure success. However, most postdoctoral professional learning and development initiatives are designed for academic careers and rarely include professional skills needed to flourish in nonacademic settings. The purpose of this systematic review was to comprehensively examine and synthesize evidence of professional learning and development pertaining to postdoctoral scholars. The systematic search resulted in 7,571 citations, of which 162 full-text papers were reviewed and 28 studies met our inclusion criteria and were included in this review. This paper synthesizes and classifies studies exploring professional learning and development of postdoctoral scholars. The findings may be used to inform the objectives of professional learning and development initiatives for postdoctoral scholars and contribute to a more rigorous approach to studying professional learning and development.
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    Urban design, climate + context: Exploring the interplay of thermal comfort and human perception in the case of Lahore, Pakistan.
    (2024-10-28) Mazhar, Naveed; Dall'Ara, Enrica; Sinclair, Brian Robert; Kenny, Natasha; Hachem-Vermette, Caroline
    Weather is arguably the most important human thermal comfort factor, both as an actual and perceived component, from a user's viewpoint. The user's received energy, real or presumed, is highly decisive in how well an outdoor space is used. The present study illuminates the human perceptual mechanisms involved in an urban open environment and human thermal comfort assessment, emphasizing hot climates. The primary objective is to identify underlying conditions influencing people's behaviour and usage of outdoor spaces. An in-depth literature review demonstrated that a physiological approach alone is inadequate in characterizing human thermal comfort conditions. Therefore, embracing a holistic approach, a novel conceptual model is proposed, aligning direct and indirect factors. The proposed model, Man vs. Machine, is a two-pronged approach focusing on qualitative and quantitative parameters. This study deciphered the effects of weather parameters (e.g., air temperature, wind, and solar radiation) and personal factors (e.g., place perception, emotions, sensations, and behaviours) on participants' emotional estimations of urban open spaces. Fused with the physical design components, the proposed model distinguishes the simultaneous and equal assessment of the two fundamental characteristics – empirical measurements and subjective human feelings. The study investigated four neighbourhoods – Mohallaz in the Walled City of Lahore, Pakistan. Users of urban open spaces are the fulcrum, and the intended Man vs. Machine conceptual framework is a robust side-by-side comparative analysis of the unique domains of urban microclimates, human psychology, and behaviour. The proposed study model handled only simple computations through the COMFA model to ensure quality results, such as charts of energy budgets and the total amount of radiation absorbed by a person ( Rabs) and a comparative analysis. At the collective level, the comparative charts based on site surveys informed the behavioural pattern(s) obtained from a 20-day field study comprising 800 respondents. At the individual level, cross-comparisons of thermal comfort and spatial perception helped derive theoretical and practical environment-behaviour relationship(s). The final results, derived from 800 studies, were categorized into two key factors: a) the site’s microclimate and b) the user’s spatial psychology. The analysis revealed that 65% of respondents (520 out of 800) sitting outdoors during summer felt satisfied with their experience. However, it is crucial to note that despite these perceptions of spatial satisfaction, 62% of the recorded time data indicated that respondents were vulnerable to danger or extreme danger of heat stress, according to the HTCI scale. The study determined that outdoor thermal discomfort is peripheral for users compared to the sense of place factor. The motivational factors with the most demonstrable impact on human spatial perception(s) and outdoor open space usage are space uniqueness, spatial affinity and individual features of traditional Mughal architecture. The study is groundbreaking, unique, and unparalleled in the realm of hot-climate cities. It represents a substantial and valuable advancement in comprehending the psychological factors that impact human thermal perception and behaviour in urban environments, with implications for urban design. The results of this research aimed to change how architects and environmental behaviour experts approach urban design and improve the built environments by using design recommendations outlined in the research.