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    Open Access
    Learning Approaches in Post-Secondary Engineering Education – A Scoping Review
    (2024-01-16) Raza, Kashif; Li, Simon
    This scoping review is aimed at doing a survey of the learning approaches used by students in engineering education. These approaches could be directly employed by the students or impacted by the teaching strategies used by educators. There seem to be two dominant perspectives on student learning in the field: deep learning and surface learning. The former can be referred to as high-level learning and is highly supported and aimed by educators. The latter is perceived to be a less attractive approach and is often regarded as the opposite of deep learning where students do not necessarily understand a concept but can reproduce the target content during exams or other assessment tasks because they have memorized it. However, we believe that student learning can not always be categorized as deep or surface as there can be practices that fall in-between the two (pattern recognition, mental models, and free learning are some examples reported in the literature). What we intend to do in this scoping review is a survey of the existing approaches reported by the researchers so that we can 1) identify the types of learning approaches dominant in the field; 2) clarify how these approaches are understood and described in the literature; 3) identify and analyze knowledge gaps in the existing literature; and 4) propose a way forward for engineering education in the form of a theoretical framework that can guide future teaching and learning practices as well as research in the field of engineering education. Since there is scarcity of research on the learning approaches in the field of engineering education, a scoping review was considered appropriate to determine what evidence exists on the topic and what “more specific questions can be posed and valuably addressed by a more precise systemic review” (Munn et al., 2018, p. 2).
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    Embargo
    Health, Medicine, and Philosophy in the School of Justin Martyr
    (Cambridge University Press, 2023) Secord, Jared
    In this paper, I contextualize the engagement of Christian intellectuals with the Roman Empire’s medical marketplace in the second century, focusing on Justin Martyr, Tatian, and pseudo-Justin’s On the Resurrection. I show that Justin, Tatian, and pseudo-Justin attempted to derive authority from displays of medical and philosophical expertise regarding bodily and mental health. Justin’s limited interests in bodily health and medicine were driven by his interest in presenting Christians as philosophers who faced death without fear, a goal that aligned him more closely with his philosophical contemporaries. Tatian and pseudo-Justin, in contrast, launched challenges against the authority of physicians, presenting an ascetic form of regimen as a superior Christian method of achieving excellent bodily and mental health.
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    Open Access
    Romantic Relationship Quality and Mental Health in Pregnancy During the COVID-19 Pandemic
    (Guilford Press, 2022) Xie, Elisabeth Bailin; Rioux, Charlie; Madsen, Joshua; Lebel, Catherine; Giebrecht, Gerald; Tomfohr-Madsen, Lianne
    Introduction: Social capital is important for good mental health and the quality of close relationships is one key indicator of social capital. Examining the association between relationship quality and mental health may be particularly important during pregnancy as mental health concerns during this period pose significant risk to families. The COVID-19 pandemic has contributed to increased mental health problems among pregnant individuals. The resulting lockdown protocols of the pandemic has also disrupted larger social networks and couples spent more time together in the context of ongoing chronic stress, highlighting the particular importance of romantic relationship quality. This study explored longitudinal associations between relationship satisfaction, depression, and anxiety among pregnant individuals during the first wave of the COVID-19 pandemic. Methods: Pregnant individuals (n = 1842) from the Pregnancy During the Pandemic Study were surveyed monthly (April-July 2020). Depression and anxiety symptoms, and relationship satisfaction were self-reported. Cross-lagged panel models were conducted to examine bidirectional associations between relationship satisfaction and mental health symptoms over time. Results: Relationship satisfaction was significantly correlated with depression and anxiety at all time points. Longitudinally, relationship satisfaction predicted later depression and anxiety symptoms, but depressive and anxiety symptoms did not predict later relationship satisfaction. Discussion: This study suggests that poor relationship satisfaction was linked to subsequent elevations in prenatal depressive and anxiety symptoms during the COVID-19 pandemic. Relationship enhancement interventions during pregnancy may be a means of improving the mental health of pregnant individuals, and interrupting transgenerational transmission, during times of prolonged psychological distress.
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    Open Access
    Reflections on Teaching & Learning with a Guiding Mapuche Elder
    (2023-03-01) Rozanski, Chelsea; Huenchullan, Sara Rodriguez
    Partnerships between academics and community collaborators are often framed within the spatial confines of research itself; not extending into post-secondary classrooms and curricula. When Doctoral Candidate Chelsea Rozanski received her first UCalgary Sessional Instructor position for Ethnographic Overview of Latin America (ANTH321) in Fall 2022, she instantly called her key research counterpart, Mapuche Elder Sara Rodriguez Huenchullan, to share the news. As a female academic of European descent, it was essential that Rozanski’s voice would not be the only one in the room. In addition to facilitating a guest speaker series and day panel of UCalgary graduate students from Latin America, Rozanski invited Huenchullan to co-facilitate 5 compensated Knowledge-Sharing Sessions. In this Department of Anthropology and Archaeology AnArky Talk, Chelsea and Sara discuss their process of co-designing a curriculum and working alongside one another in an undergraduate classroom. While shedding light on their pedagogical framework, challenges, and outcomes, they demonstrate how collaborative research partnerships can continue into learning spaces. Former students also share their reflections participating in an Anthropology course guided by an Elder from the region of focus.
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    Open Access
    A Feminist-Driven Computational Urban Design Framework for Mapping Gender-Inclusive Urban Places
    (Proceedings of the 18th International Conference on Computational Urban Planning and Urban Management (CUPUM 2023), 2023-07-14) Falahatkar, Hawjin. Fast, Victoria.
    A significant hurdle to employing data-driven and computational methods in urban design for people-place relation analysis is when the research is driven not by in-depth knowledge and theory of the field, but by data, which could lead to data autocracy. This paper aims to develop a feminist-driven framework for computational urban design to map, measure, and analyze gender-inclusive features of urban places. The framework suggests that data requirements for a computational urban design assessment need to be initially determined from domain theory patterns. The results demonstrate that the integration of multi-type, multi-scale, and multi-source datasets is needed to address all gender-inclusive features of urban places. Finally, we conclude that by adopting a theory-driven approach, it is possible to define a research system through which the re-searcher can control the data flow, guide the research path, and benefit from opportunities of geospatial big data and data-driven methods for conducting computational urban design.