Browsing by Author "Reid, Leslie"

Now showing 1 - 5 of 5
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    Puzzles: Towards a Transformation of Teaching & Learning Practices
    (2017-05) Kawash, Jalal; Reid, Leslie
    Puzzles are fun and can be exploited to ignite a students’ interest in their discipline, enhance problem solving, critical reasoning and create the opportunity for thought-provoking conversations. We share examples of how puzzles can be employed in post-secondary teaching. Participants also get the chance to design a puzzle activity suitable for their classes.
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    The Effects of Time and Space on Developing Lifelong Learners in One Short-Term Travel Study Program
    (2016) Stowe, Lisa; Guo, Shibao; Jubas, Kaela; Kawalilak, Colleen; Reid, Leslie
    Short term travel study programs of six weeks or less are the fastest growing study abroad programs in Canada but the least researched. The research that does exist offers little in the way of understanding how the role of the compression of time and the expansion of space, two characteristics of the shorter term programs, affect student learning. This dissertation is a qualitative interpretive case study exploring the unique learning that took place in one University of Calgary short term program, 2011 Food Culture in Spain. Through one to one open ended interviews with 12 participants, focus groups with those same participants, document analysis, key informant interviews and a personal observation journal, my research concludes that the emphasis on group dynamics affects the way students see themselves as learners. In this particular short term program interpersonal culture shock as a form of disjuncture encouraged students to see themselves as lifelong learners in a complex and globalized world. The results from this case study can help educators understand how emotional and holistic learning can help develop lifelong learning characteristics amongst 21st century post-secondary undergraduates.
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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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    What Makes an Ideal Learning Environment for New Teachers in Higher Education?
    (2015-05-13) Reid, Leslie; Sharp, Christine
    The first time teaching in a university classroom can be both an exciting and overwhelming experience. When everything is new -- course content and design, classroom technology and university calendar regulations -- there is little time to think deeply about student-centered approaches to teaching and learning. Pairing new and experienced teachers (mentors) together can help new teachers (mentees) get off to a positive start, and provide experienced teachers with new ideas to explore in their own teaching practice. The focus of this round table discussion is to explore the power of mentorship for beginning teachers in higher education and how to set up a successful mentorship program. Round table facilitators will initiate the discussion by sharing their experiences and learning from team-teaching together during the winter 2015 semester.