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Canadian Journal of University Continuing Education最新文献

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Leadership and Innovative Practices in Continuing Education 继续教育的领导和创新实践
Canadian Journal of University Continuing Education Pub Date : 2014-11-27 DOI: 10.21225/D55312
Atlanta Sloane-Seale
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引用次数: 0
Leadership in Continuing Education: Leveraging Student-Centred Narratives 继续教育的领导力:利用以学生为中心的叙事
Canadian Journal of University Continuing Education Pub Date : 2014-11-27 DOI: 10.21225/D5WK69
Marilyn Miller, J. Plessis
{"title":"Leadership in Continuing Education: Leveraging Student-Centred Narratives","authors":"Marilyn Miller, J. Plessis","doi":"10.21225/D5WK69","DOIUrl":"https://doi.org/10.21225/D5WK69","url":null,"abstract":"For this study, we interviewed eight Canadian and American continuing education deans and directors to explore how their personal accounts or “stories” about leadership high- light the dynamic nature of their leadership roles. This article focuses on the potential impact of these stories to better integrate and serve the adult learner within the higher education environment. Four major themes emerged from our analysis of the data: the non-traditional career trajectories of the leaders; marginalization and identity; lead- ership and innovation; and alignment and resistance. Our study suggests that continuing education leaders generally excel in sharing student-centered narratives and in pushing boundaries—in part to convince diverse stakeholders of the importance of the field of continuing education. Interviews with participants indicate that continuing educa- tion leaders think in interdisciplinary terms and weave a master narrative about life- long learning, combining several individual threads. Continuing education leaders strive to have conversations leading to collaborative partnerships and educational innovation.","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127394203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Learning with Adults: A Critical Pedagogical Introduction 与成人一起学习:批判性教学导论
Canadian Journal of University Continuing Education Pub Date : 2014-11-27 DOI: 10.21225/D5N31D
Lois Gander
{"title":"Learning with Adults: A Critical Pedagogical Introduction","authors":"Lois Gander","doi":"10.21225/D5N31D","DOIUrl":"https://doi.org/10.21225/D5N31D","url":null,"abstract":"","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133814030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 20
The Purposes of Adult Education: An Introduction (Third Edition) 成人教育的目的:导论(第三版)
Canadian Journal of University Continuing Education Pub Date : 2014-11-27 DOI: 10.21225/D5430C
C. Valentino
{"title":"The Purposes of Adult Education: An Introduction (Third Edition)","authors":"C. Valentino","doi":"10.21225/D5430C","DOIUrl":"https://doi.org/10.21225/D5430C","url":null,"abstract":"","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129291359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
“I gained a skill and a change in attitude”: A Case Study Describing How an Online Continuing Professional Education Course for Pharmacists Supported Achievement of Its Transfer-to-Practice Outcomes “我获得了一项技能和态度的改变”:一个案例研究，描述了药剂师在线继续专业教育课程如何支持其转化为实践成果的成就
Canadian Journal of University Continuing Education Pub Date : 2014-11-27 DOI: 10.21225/D51886
P. Marks, Brad Jennings, B. Farrell, Natalie Kennie-Kaulbach, Derek J Jorgenson, J. P. Sharpe, N. Waite
{"title":"“I gained a skill and a change in attitude”: A Case Study Describing How an Online Continuing Professional Education Course for Pharmacists Supported Achievement of Its Transfer-to-Practice Outcomes","authors":"P. Marks, Brad Jennings, B. Farrell, Natalie Kennie-Kaulbach, Derek J Jorgenson, J. P. Sharpe, N. Waite","doi":"10.21225/D51886","DOIUrl":"https://doi.org/10.21225/D51886","url":null,"abstract":"The convenience and flexibility of online learning clearly make it an attractive option for learners in professional development contexts. There is less clarity, however, about how it fares as a vehicle for enabling the applied, practice-oriented outcomes typically associated with professional development learning. This paper presents a case study describing how transfer-of-learning strategies were employed in a continuing professional education (CPE) course developed for practicing pharmacists, called ADAPT (ADapting pharmacists’ skills and Approaches to maximize Patients’ drug Therapy effectiveness). To gain insight into the extent to which learning was transferred to practice as a result of participation in the course, qualitative data were collected over a 12-month period from participants of the 2010 pilot offering of ADAPT. Participants reported making changes to their practice as a result of participating in the course, and they identi- fied three course features as being particu- larly useful in facilitating practice transfer: providing learners with (i) a vision of targeted outcomes and skills, (ii) support to enable them to attain targeted outcomes and skills, and (iii) explicit preparation for action.","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128395690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Research on Service Learning: Conceptual Frameworks and Assessment, Volume 2B 服务学习研究:概念框架与评估，第2B卷
Canadian Journal of University Continuing Education Pub Date : 2014-11-27 DOI: 10.21225/D57S4Q
Lorraine Mercer
{"title":"Research on Service Learning: Conceptual Frameworks and Assessment, Volume 2B","authors":"Lorraine Mercer","doi":"10.21225/D57S4Q","DOIUrl":"https://doi.org/10.21225/D57S4Q","url":null,"abstract":"","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129377795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 56
Academic Leadership and Governance of Higher Education: A Guide for Trustees, Leaders, and Aspiring Leaders of Two- and Four-Year Institutions 高等教育的学术领导和治理:两年制和四年制院校的受托人、领导者和有抱负的领导者指南
Canadian Journal of University Continuing Education Pub Date : 2014-11-27 DOI: 10.21225/D5CK58
Mark K Loo
{"title":"Academic Leadership and Governance of Higher Education: A Guide for Trustees, Leaders, and Aspiring Leaders of Two- and Four-Year Institutions","authors":"Mark K Loo","doi":"10.21225/D5CK58","DOIUrl":"https://doi.org/10.21225/D5CK58","url":null,"abstract":"","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130161825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 55
Drawing Partners Together: A Report on the Practice of Responding to Partnership Requests for Community and University Arts Collaboration 吸引合作伙伴:回应社区与大学艺术合作伙伴要求的实践报告
Canadian Journal of University Continuing Education Pub Date : 2014-11-27 DOI: 10.21225/D5RS30
Stephanie Mason
{"title":"Drawing Partners Together: A Report on the Practice of Responding to Partnership Requests for Community and University Arts Collaboration","authors":"Stephanie Mason","doi":"10.21225/D5RS30","DOIUrl":"https://doi.org/10.21225/D5RS30","url":null,"abstract":"NSCAD University is a visual arts university in Halifax, Nova Scotia, Canada, that houses the NSCAD-TD Centre for Community Service Learning (the Centre). The Centre’s purpose  is to manage and promote community part- nership requests with the institution. While community service learning and community– university partnership approaches necessarily inform the Centre’s operation, these need to be modified to reflect NSCAD’s unique position in art and design education. Each partnership request is assigned to one of three partner- ship categories, based on distinct criteria that account for NSCAD’s mission, the duration of the partnership, the level of NSCAD involve- ment, and the support capacity of the Centre. Using these criteria, partnerships are addressed in a consistent, sustainable manner that main- tains collaboration and affords room to grow more sophisticated partnership arrangements. The Centre allows prospective partners to access NSCAD’s extraordinary creativity and skilled artists, leading to receptive partnerships that benefit a range of communities.","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133095273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Dancing in the Light: Essential Elements for an Inquiry Classroom 在光中跳舞:探究课堂的基本要素
Canadian Journal of University Continuing Education Pub Date : 2014-06-17 DOI: 10.21225/D58S3N
C. Valentino
{"title":"Dancing in the Light: Essential Elements for an Inquiry Classroom","authors":"C. Valentino","doi":"10.21225/D58S3N","DOIUrl":"https://doi.org/10.21225/D58S3N","url":null,"abstract":"","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"919 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123496101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Discussion-Based Online Teaching to Enhance Student Learning: Theory, Practice, and Assessment (2nd ed.) 基于讨论的在线教学促进学生学习:理论、实践与评估(第二版)
Canadian Journal of University Continuing Education Pub Date : 2014-06-17 DOI: 10.21225/D5J88V
Wendy L. Kraglund-Gauthier
{"title":"Discussion-Based Online Teaching to Enhance Student Learning: Theory, Practice, and Assessment (2nd ed.)","authors":"Wendy L. Kraglund-Gauthier","doi":"10.21225/D5J88V","DOIUrl":"https://doi.org/10.21225/D5J88V","url":null,"abstract":"","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122202371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
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