Browsing Taylor Institute for Teaching and Learning Research & Publications by Date Accessioned
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- ItemOpen AccessCollaborative autoethnography: Where do we start, and how did we get here?(2021-05) Jeffs, Cheryl; Beatty, Susan; Hayden, K. AlixThrough a community-based participatory lens we conducted a study with Indigenous students as co-researchers focusing on their experience with learning spaces at the University of Calgary. We used both photovoice and photo elicitation as a means of exploring students’ lived experiences of using campus informal learning spaces, particularly library spaces. The Indigenous undergraduates were truly co-researchers, collaboratively developing the research question and determining the process of working together in a good way. As we prepared for our research, including writing the ethics application, attending Indigenous-focused conferences, and delving into Indigenous research methods, our eyes were opened to new ways of seeing and doing research. And, as we progressed through the development of Photovoice workshops, and then working with the students, we began to question our relationship with research, questioning what we know and how we know it.
- ItemOpen AccessEngaging Graduate Students in Educational Development Activities in Canadian Teaching and Learning Centres: A Report(2021-12) Arshad, Muhammad Adil; Grant, Kimberley A.While engaging with students as partners has been a valuable focus in higher education teaching and learning practice and scholarship for the past decade (Mercer-Mapstone et al., 2017), expanding the students-as partners model (Healey, Flint, & Harrington, 2014) to educational development (ED) activities is a relatively new area of focus (Felten et al., 2019; Marquis, Power, & Yin, 2019). The authors, a graduate student currently researching the experiences of international Teaching Assistants and an educational developer who designed and led a teaching development certificate program for graduate students, embarked on a research project to learn more about how Canadian teaching and learning centres (TLCs) are partnering with graduate students to design or co-design, lead or co-lead educational development activities. While the engagement of students in ED activities has been recognized as one of the pathways to introduce people to a career in educational development (Linder et al., 2011; McDonald & Stockley, 2008; Meizlish & Wright, 2007), there is little research documenting current practices in Canada. We began this research by conducting an environmental scan of TLC websites (Arshad & Grant, 2020). This report builds on those initial findings and focuses on the results of a Canadawide survey, funded in part by a grant from the Educational Developers Caucus of Canada. Through the survey, we found that the engagement of students as partners in educational development is more widespread and has a longer history than was apparent through our website scan. Our aim is that sharing our findings will a) help TLCs across Canada learn more about how other centres are partnering with graduate students, b) inspire new ways to partner with graduate students in ED, and c) spark further research about different approaches and lived experiences, particularly those of graduate students, in these programs.
- ItemOpen AccessAcademic Integrity: Considerations for Accessibility, Equity, and Inclusion(2022-04-04) Pagaling, Rachel; Eaton, Sarah Elaine; McDermott, BrendaPurpose: This report summarizes existing research related to academic integrity, accessibility, equity, and inclusion, with a particular focus on individuals with learning disabilities and neurodevelopmental disabilities. It provides an overview of the literature up to and including August 2021, highlighting key issues and existing gaps. The literature review is supplemented with a discussion of key issues and recommendations for practice. Methods: Our research question (RQ) was: What does the research literature show about academic integrity and related terms (i.e., academic misconduct, academic dishonesty, and plagiarism) in students with disabilities (i.e., learning and neurodevelopmental disabilities) in post-secondary settings? To answer this question, a methodical search of databases was undertaken, relevant research was compiled, and articles were summarized and categorized. Results: We ran two searches each using different sets of key words. Although our searches proved unsuccessful, we provide a brief annotated bibliography of sources we knew to exist prior to our search. In addition, we offer a comprehensive discussion exploring why the searches failed, along with a discussion of some broader issues related to academic integrity and student accessibility. Implications: Scholarly and practitioner inquiry into the connections between academic integrity, accessibility, equity, and inclusion have been slow to develop. This presents opportunities for further inquiry, though we offer the caveat that such studies should be undertaken in the spirit of student success and supports. Most often discussion of the academic integrity and students with disability focus on the legitimacy of the academic accommodations. As more stakeholders become aware of the need to understand the connections between academic integrity, accessibility, equity, and inclusion, there is room for further recommendations for policy, policy implementation, and support through technology, education, and intervention programs. Additional materials: 82 References; 2 Tables
- ItemOpen AccessExploring Indigenous students' perception of informal learning spaces(2022-05-03) Beatty, Susan; Jeffs, Cheryl; Hayden, K. Alix; Rutherford, ShaunaCastleden and Garvin (2016) suggest Photovoice is an effective method for working with Indigenous populations as it facilitates “sharing power, fostering trust, developing a sense of ownership, creating community change and building capacity” (p. 1401). Neorohr & Bailey (2016), and Rix et al. (2019) outline Indigenous methodologies to ensure community involvement and good outcomes. This presentation seeks to achieve the same with the aid of its attendees. Our study explored Indigenous students’ perceptions of informal learning spaces at our university using Photovoice methodology. As co-researchers, the students were tasked with exploring non-classroom spaces where learning might occur. They were asked to take photos of those spaces and then participate in discussions on what the spaces revealed about them as learners. The purpose of the discussions was to discover how spaces across campus, including the library, could be more representative and supportive of Indigenous students as learners. The purpose of this session is to review with the attendees the results of those discussions, focusing on the student’s voice as expressed during each phase of the project from development of group norms and the research question to the discussions on representation and themes based on the students’ photos. This session will highlight how the Indigenous students were engaged through applying the principles of respect, reciprocity, and co-creation in each phase of the project. Workshop participants will aid in illuminating next steps and suggestions for change in the spaces at our university. Using Photovoice with Indigenous students as co-researchers we respectfully explored their learning and impressions of campus learning spaces. This presentation highlights how the Indigenous students were engaged through applying the principles of respect, reciprocity, and co-creation. Using the students’ photographs and commentary, attendees will participate in a similar discussion
- ItemOpen AccessA Comprehensive Guide to Working with Higher Education Curriculum Development, Review & Renewal Projects(2022-08) DiPietro, Cary; Dyjur, Patti; Fitzpatrick, Kathleen; Grant, Kimberley A.; Hoessler, Carolyn; Kalu, Frances; Richards, Jessie; Skene, Allyson; Wolf, Peter; Dyjur, Patti; Skene, Allyson“A Comprehensive Guide to Working with Higher Education Curriculum Development, Review & Renewal Projects” is a collaborative effort drawing on the collective experience of the authors, who have worked in different institutional contexts across Canada and beyond. Our goal is to provide practical guidance by describing curriculum development, review, and renewal practices in plain language, using a scholarly, evidence-informed, critical, and self-reflective approach. In writing this guide, we drew variously from theories of learning, well-established scholarship in education and curriculum studies, models of change management as applied to education, and the practice of educational development as informed by our own experiences and shared knowledges, to identify what in our view are best or promising practices for curriculum development.
- ItemOpen AccessParticipatory Photography: Methods to explore diverse populations in higher education research(2022-10-19) Jeffs, Cheryl; Beatty, Susan; Hayden, K. AlixParticipatory photography methods are ideally suited to engage diverse populations in higher education research. Aligned with the goals of community-based participatory research (CBPR) to balance power, build trust, and share ownership, participants in this workshop will explore and experience the collaborative opportunities of participatory photography.
- ItemOpen AccessA Scoping Review Protocol of the Teaching Portfolio in Higher Education: Past, Purposes, Processes, and Practices(2022-10-17) Jeffs, Cheryl; Hayden, Alix; Rutherford, ShaunaThe teaching portfolio in higher education has emerged as a common requirement for tenure, promotion, awards, and career advancement. The purpose of this scoping review is to address the broad question What is known about the teaching portfolio in higher education? The specific categories to be explored are the history and definitions, the purposes, institutional processes, and the practice of individuals developing a teaching portfolio
- ItemOpen AccessMobilizing Open Educational Practices in Higher Education: A Plenary Discussion(2022-10-26) Wright, Alysia; Brown, Barbara; Roberts, Verena; Hurrell, Christie; Anselmo, LoreleiThe need for accessible, inclusive, and dynamic learning materials has become increasingly important for students and educators engaged in various modes of distance learning. In this plenary, four post-secondary educators from multiple disciplines discuss the Open Pedagogy Talks, a series of lightning talks focusing on open educational practices, pedagogy, and resources. The purpose of these talks was to create an accessible, virtual space for educators and students to engage in conversations about open educational practices (OEPs) and bring more awareness to opportunities to mobilize OEPs in diverse educational contexts. Using the Talks as a case study, panelists will share their strategies for mobilizing OEPS in different settings, learning contexts, and partnerships. Specifically, they focus on the importance of educator/student partnerships in advancing the use of OEPs in higher education to impact student learning by highlighting strategies for supporting these partnerships in OEP activities and initiatives. As a multi-institutional partnership, the Open Pedagogy Talks were designed to embrace the complexity and opportunity that OEPs bring to distance and in-person education. To mobilize OEPs in higher education, it is imperative that educators and students collaborate on initiatives that make OEPs more visible, accessible, and recognizable in diverse contexts. These interrelated considerations form a cyclical framework that can be taken up by staff, students, faculty, and other advocates and adapted for diverse contexts and needs. The panelists will discuss how they employed this model when they contributed to the development of the Open Pedagogy Talks, the lessons that they learned throughout the process, and strategies for increasing collaborations between students and educators in various settings.
- ItemOpen AccessA Guide for Undergraduate Research at UCalgary(University of Calgary, 2022-01) Flanagan, Kyla; Braun, Rachel; Cantin, Ariane; Loy, Kara; Summers, MindiUndergraduate research activities are meaningful Experiential Learning (EL) opportunities where students “learn by doing” and develop research and transferable skills. High-quality research experiences intentionally evoke students’ curiosity, engage students in the discovery process, ensure opportunities to disseminate findings, and extend learning through critical reflection. With thoughtful design and mentorship, undergraduate research immerses students deeply in a topic while encouraging students to take risks, develop as people and professionals, and build resiliency by overcoming inevitable challenges that arise in research. Research is a meaningful way to engage students as partners in inquiry, inviting them to become creators and contributors of discovery and knowledge. Our intended audience for this guide is instructors designing curricular undergraduate research experiences or research mentors supporting undergraduate research experiences in an apprenticeship model during curricular or non-curricular undergraduate research experiences. We have written this guide with an awareness of the disciplinary differences in research and student diversity while still providing meaningful guidance and direction for the research process. We hope you will use this guide to design research-based courses or develop support for one-on-one mentorship of research experiences. We may use the terms “instructors” and “research mentors” interchangeably throughout or use one title or the other to signal curricular or non-curricular research experiences. Graduate Teaching Assistants supporting undergraduates conducting research will also find value in this guide. Finally, undergraduate students undertaking a research project may also find this guide beneficial in understanding the research process and designing their investigation.
- ItemOpen AccessThe 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, GabrielleRooted 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.
- ItemOpen AccessIncorporating Universal Design for Learning in Disciplinary Contexts in Higher Education(University of Calgary, 2021) Abegglen, Sandra; Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Behjat, Laleh; Brown, Barbara; Clancy, Tracy; DesJardine, Patricia; Din, Cari; Ferreira, Carla; Hughson, E. Anne; Kassan, Anusha; Klinke, Chelsea; Kurz, Ebba; Neuhaus, Fabian; Pletnyova, Ganna (Anna); Paul, Robyn Mae; Peschl, Houston; Peschl, Rosalynn; Squance, Rod; Dyjur, PattiUniversal Design for Learning (UDL) is a set of principles that can be used to guide course design and delivery with the goal of enhancing the learning for the greatest number of students. Incorporating UDL in higher education is complex, varied and nuanced work that instructors are doing to meet the learning needs of students in their classes. In this guide we illuminate different ways in which UDL principles have been implemented across disciplines and in different ways to enhance student learning. Each chapter offers a case of how UDL has been incorporated into learning experiences in higher education. Our goal is to provide discipline-based examples of courses that illustrate how UDL can be incorporated into a higher education context. Along the way, we hope you will be inspired by the work of others. We wish you great success in your journey to teach courses that are increasingly accessible and inclusive!
- ItemOpen AccessFostering Student Success in Online Courses(Taylor Institute for Teaching and Learning, 2023) Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Bensler, Heather; Brown, Barbara; Clancy, Tracey; Dyjur, Patti; Radford, Scott; Redwood, Chene; Roberts, Verena; Sabbaghan, Soroush; Schroeder, Meadow; Summers, Mindi; Tézli, Annette; Wilks, Leighton; Wright, AlysiaThe pandemic had a disruptive impact on teaching and learning in higher education. For many, the transition to online learning presented enormous challenges, individually and collectively. Many of us sought immediate strategies to support student learning and success in an online context. We experienced many successes and failures along the way. This Guide provides an inspiring collection of scholarly reflections and approaches to supporting meaningful course learning opportunities for students and postsecondary educators, in online environments. The guide contains nine chapters contributed by members of the Teaching Academy from across disciplines involved in undergraduate and/or graduate instruction, writing solo or with collaborators, to highlight an aspect of their teaching that leverages the online environment to enhance student learning. Each of these chapters offers sage, pragmatic descriptions of course contexts, design considerations, and implementation, for online assessments (Chapter 1, 4), for innovative learning activities (Chapter 2, 6), for flexible course design (Chapter 5, 7), for engaging large classes (Chapter 8), for facilitating group work (Chapter 9), and for intentionally addressing the need for students to flourish (Chapter 3). Importantly, for the reader, each chapter shares the wisdom of practice of the author/s, discussing implications of use and giving concrete recommendations for those who are thinking of applying similar strategies.
- ItemOpen AccessStories from the Pandemic: A Métissage on Digital Environments, Embodiment, and Indigenous Education(University of Calgary Conference on Postsecondary Learning and Teaching, 2023-04-27) Hanson, AubreyThrough a métissage or interweaving of vignettes, reflections, and scholarly engagement, this presentation draws on Hanson’s experiences over the past few years to consider the topic of collective transformation. Hanson explores the transformation precipitated by the unexpected years of online life starting with the outbreak of COVID-19, alongside the ongoing transformation called for in Indigenous Education. The work of weaving Indigenous ways of knowing, being, and doing into teaching and learning in Western institutions requires perseverance and calls us to grapple with complex frameworks like decolonization, reconciliation, and relationality. Meanwhile, the experiences of the past few years have called for adaptability in response to the material realities of the online era. Set amidst the pandemic, these considerations touch on themes of embodiment, land, climate, culture, consciousness, and uncertainty.
- ItemOpen AccessAcademic Integrity in an Age of Educational Transformation (or_ Why Robots Won't Inherit the Earth)(University of Calgary Conference on Postsecondary Learning and Teaching, 2023-04-28) Eaton, SarahJoin us for an interactive session in which you, the participants, will share ideas and effective practices about what works to help students (1) understand what academic integrity is; (2) analyze which aspects of academic integrity need to transform in the age of artificial intelligence, which remain constant, and why; and (3) connect academic integrity to ethical-decision making in daily life beyond the classroom. There is no magic bullet to ensure that students uphold academic integrity and there is no “one size fits all” approach. Instead, in this facilitated session, we share ideas, resources, and tips that can be used in different contexts. You will come away having been inspired by academic and professional peers with concrete ideas to apply in their own teaching practice. Most of all, you may find fears about threats to academic integrity from emerging technologies diminished. By the end of this session engaged participants will: • Understand the connection between academic integrity in the classroom and ethical-decision making in daily life. • Analyze the impact of transformative technologies such as artificial intelligence on teaching, learning, assessment, and academic integrity. • Gain new strategies and ideas to use in teaching and assessment.
- ItemOpen AccessThe Role of Intentional Equity and Care in Collective Transformation(University of Calgary Conference on Postsecondary Learning and Teaching, 2023-04-28) Bali, MahaIn education, change often comes to us either as a crisis "shock" (like COVID, or ChatGPT) or a slower "slide" (like the return to in-person teaching after many months of remote for many around the world). It is our responsibility as educators and educational institutions to "harness the shocks and direct the slides" (adrienne maree brown, 2017, p. 80). In this session, we explore the importance of centering equity and care in our approaches to addressing institutional change in order to create sustainable collective transformation that includes all stakeholders in the educational process, especially the most marginalized. We will discuss the micro-elements like relationships among teachers and their students, as well as the systemic elements and allyships that are necessary for our strategies to be truly transformative and cultivate socially just care.
- ItemOpen AccessUngrading and Alternative Assessment(University of Calgary Conference on Postsecondary Learning and Teaching, 2023-04-28) Stommel, Jesse"Ungrading" means raising an eyebrow at grades as a systemic practice, distinct from simply not grading. The word is a present participle, an ongoing process, not a static set of practices. Too many of our approaches to grades treat students like they’re interchangeable and fail to recognize their complexity. Can we imagine flexible approaches to assessment, pedagogies which center intrinsic more than extrinsic motivation, encouraging and supporting learning, rather than policing behavior? We have to design to ensure a focus on equity, diversity, inclusion and accessibility, especially for those who identify within equity-deserving groups, including women, Indigenous peoples, visible/racialized minorities, persons with disabilities, and people who identify as LGBTQ2S+. This workshop will balance presentation with practical activities and discussion.