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Yeo, Michelle; Haggarty, Liam; Wida, Wathu; Ayoungman, Kent; Pearl, Catherine M. L.; Stogre, Tanya; Waldie, Angela – New Directions for Teaching and Learning, 2019
This chapter describes a faculty learning community formed at our university, in partnership with local Indigenous communities, as part of our response to Canada's Truth and Reconciliation Commission Calls to Action. We interviewed participants about their experiences in this group, including their challenges and transformations.
Descriptors: Indigenous Populations, Conflict Resolution, Communities of Practice, College Faculty
Toward Being Inclusive: Intentionally Weaving Online Learning, Reconciliation, and Intercultural Development
Williams, Heather – New Directions for Teaching and Learning, 2019
This chapter describes the development and impact assessments of an online, co-curricular intercultural communication course that weaves together material addressing reconciliation with Indigenous communities in Canada with material about cultural difference and communication across cultures. Considerations for inclusive online course design and…
Descriptors: Online Courses, Course Descriptions, Canada Natives, Indigenous Populations
Walsh Marr, Jennifer – New Directions for Teaching and Learning, 2019
This article describes the rationale and process of a content and language integrated learning initiative. An academic English instructor of international students reflects on the limitations and impact of critical language teaching materials drawing on texts about First Nations history and political activism in Canada on student learning in the…
Descriptors: Language Teachers, Course Content, Interdisciplinary Approach, English (Second Language)
Melting the Cultural Iceberg in Indigenizing Higher Education: Shifts to Accountability in Times of Reconciliation
Vaudrin-Charette, Julie – New Directions for Teaching and Learning, 2019
In this chapter, the author draws on personal experiences as pedagogical advisor and as a doctoral student, to consider how recognizing voice, family, and vulnerabilities may assist in developing a sense of accountability in academia. Reflecting on the Canadian context of reconciliation, the author considers how moving from an intercultural to an…
Descriptors: Higher Education, Accountability, Doctoral Programs, Graduate Students
Reconceptualizing the Scholarship of Teaching and Learning at the University of Waterloo: An Account of Influences and Impact
Timmermans, Julie A.; Ellis, Donna E. – New Directions for Teaching and Learning, 2016
In this chapter, we reflect on and analyze the impact of a confluence of events that led us to reconceptualize our approach to supporting the Scholarship of Teaching and Learning at our institution.
Descriptors: Scholarship, Learning, Higher Education, Foreign Countries
Developing the Scholarship of Teaching and Learning at the McMaster Institute for Innovation and Excellence in Teaching and Learning
Marquis, Elizabeth; Ahmad, Arshad – New Directions for Teaching and Learning, 2016
This chapter describes three research-informed SoTL initiatives undertaken at the McMaster Institute for Innovation and Excellence in Teaching and Learning and presents preliminary evidence of their impact on teaching, learning, and SoTL.
Descriptors: Foreign Countries, Educational Innovation, Program Effectiveness, Scholarship
Wuetherick, Brad; Yu, Stan; Greer, Jim – New Directions for Teaching and Learning, 2016
This paper presents the results of a quantitative study that comprehensively assessed the level and extent to which the Scholarship of Teaching and Learning (SoTL) was being conducted amongst faculty and staff at the University of Saskatchewan, and identifies the barriers and challenges faced by SoTL practitioners.
Descriptors: Foreign Countries, Statistical Analysis, Scholarship, College Instruction
The Canadian Teaching Commons: The Scholarship of Teaching and Learning in Canadian Higher Education
Wuetherick, Brad; Yu, Stan – New Directions for Teaching and Learning, 2016
This chapter reports on a national study exploring the current state of the Scholarship of Teaching and Learning (SoTL) and assessing the perceptions of Canadian SoTL scholars at the micro (individual), meso (departmental), macro (institutional), and mega (disciplinary) contexts.
Descriptors: Scholarship, Instruction, Learning, Foreign Countries
Amundsen, Cheryl; Emmioglu, Esma; Hotton, Veronica; Hum, Gregory; Xin, Cindy – New Directions for Teaching and Learning, 2016
This chapter describes a SoTL program at Simon Fraser University that focuses on the importance of analyzing the internal coherence and alignment of the program design and the thinking underpinning the design as the first steps in evaluating effectiveness or impact.
Descriptors: Scholarship, Learning, College Instruction, Higher Education
Simmons, Nicola; Poole, Gary – New Directions for Teaching and Learning, 2016
This chapter outlines the historical growth of the Scholarship of Teaching and Learning (SoTL) in Canada leading up to the formation of SoTL Canada and the development of this volume.
Descriptors: Foreign Countries, Scholarship, Instruction, Learning
The Scholarship of Teaching and Learning (SoTL) at Renaissance College (University of New Brunswick): A Case Study of SoTL at the Faculty Level
Mengel, Thomas – New Directions for Teaching and Learning, 2016
This chapter presents the case study of Renaissance College at the University of New Brunswick, discussing the faculty's achievements, challenges, and outlook for the future in the context of the scholarship of teaching and learning in Canada.
Descriptors: Foreign Countries, Scholarship, Teaching Methods, Instruction
Kenny, Natasha; Watson, Gavan P. L.; Desmarais, Serge – New Directions for Teaching and Learning, 2016
This chapter examines how SoTL has been integrated and supported at the University of Guelph based on three catalysts: (1) leadership commitment, (2) reward and recognition, and (3) integrated networks for sustained development.
Descriptors: Foreign Countries, Institutional Characteristics, Educational Practices, Educational Strategies
Austin, Ann E.; Sorcinelli, Mary Deane – New Directions for Teaching and Learning, 2013
Faculty development has been evolving in focus and form over the past five decades. Originally organized around sabbatical leaves, faculty development now offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals. As both faculty members and faculty developers with over fifty collective…
Descriptors: Higher Education, College Faculty, Organizational Development, Organizational Change
Smith, Janet – New Directions for Teaching and Learning, 2012
Since the first Circle of Trust retreat was offered in 2005, the Center for Courage & Renewal (CCR) and other individual facilitators across the United States, Canada, and Australia have continued to offer many cross-professional retreats, as they have proven extremely popular. They are designed for people from any profession who want to…
Descriptors: Trust (Psychology), Foreign Countries, Communities of Practice, Program Effectiveness
Cuneo, Carl; Harnish, Del; Roy, Dale; Vajoczki, Susan – New Directions for Teaching and Learning, 2012
There are unique moments in curriculum development when an opportunity for a fresh start or a major turn in design fleetingly presents itself. These moments opened up in different locations across McMaster University at different times and eventually led to several quite different initiatives in inquiry-guided learning (IGL). Well-travelled…
Descriptors: Inquiry, Active Learning, Universities, College Instruction