Canadian Journal for the Scholarship of Teaching and Learning最新文献

Student Perceptions on the Benefits and Barriers to Study Abroad 学生对出国留学的好处和障碍的看法

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2023-05-31 DOI: 10.5206/cjsotlrcacea.2023.1.11091

C. Houser, M. Bornais

引用次数: 0

It’s Time to Bring Mental Health Literacy Education into the Postsecondary Curriculum 是时候将心理健康素养教育纳入高等教育课程了

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2023-05-31 DOI: 10.5206/cjsotlrcacea.2023.1.13663

C. Zaza, Ryan C. Yeung

{"title":"It’s Time to Bring Mental Health Literacy Education into the Postsecondary Curriculum","authors":"C. Zaza, Ryan C. Yeung","doi":"10.5206/cjsotlrcacea.2023.1.13663","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2023.1.13663","url":null,"abstract":"In the last twenty years, research on post-secondary students’ mental health and well-being has grown substantially, with a dramatic increase in publications over the past decade. Likewise, concerns about declining mental health on our campuses have risen; the mental well-being of postsecondary students is now widely recognized as a major public health issue. Over the last two decades, Canadian higher education has largely addressed these concerns by promoting mental health awareness through extracurricular means. Critically, a new movement towards mental health literacy has emerged across the nation: not just supplementary outreach, but education embedded into the curriculum. To put recommendations into practice, in 2020, one of the authors [CZ] developed and taught an undergraduate course on mental health literacy with a class of 106 students. In the first offering, we conducted a pre-post study to examine if this new course would be associated with changes in mental health knowledge, stigma, and help-seeking. Of the forty students who participated in the study, ten completed measures at both the start (T1) and the end of the course (T2). Within-subjects analyses showed that students made significant gains from T1 to T2, with a large effect size, in terms of attitudes toward seeking mental health services. Feedback on the course was very positive, both in students’ ratings and their comments. Looking ahead, student well-being will depend on how institutions approach and engage with mental health literacy. We recommend firmly integrating mental health literacy education into the post-secondary curriculum.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80576265","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: 0

Impact of the Preparation for Academic Success in Science (PASS) High School to University Transition Program 科学学业成功准备(PASS)高中到大学过渡计划的影响

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2023-05-31 DOI: 10.5206/cjsotlrcacea.2023.1.13485

C. Houser, D. Cavallo-Medved, Michelle Bondy

{"title":"Impact of the Preparation for Academic Success in Science (PASS) High School to University Transition Program","authors":"C. Houser, D. Cavallo-Medved, Michelle Bondy","doi":"10.5206/cjsotlrcacea.2023.1.13485","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2023.1.13485","url":null,"abstract":"The transition from high school to university can be difficult and stressful for many students who are not sure of how to be successful in their courses and become engaged in extracurricular activities beyond the classroom. This paper describes the design and outcomes of the Preparation for Academic Success in Science (PASS) transition program in the Faculty of Science at the University of Windsor, a mid-sized university in Ontario, Canada. The two-day PASS program, offered in the week before fall classes begin, is designed to introduce incoming students to effective study habits, note taking, and preparation for examinations. Moreover, students are advised on how to get involved in undergraduate research, study abroad, service learning, internships, and student organizations, while balancing their time, health and wellness. Results from PASS cohorts between 2017 and 2019 suggest that students who participated in the PASS program had higher major and overall averages in their first and subsequent years, and significantly greater engagement in extracurricular activities compared to the (control group) students who did not participate in the transition program. PASS is presented as an effective transition program, but it is argued that further study is required to determine how academic performance and engagement are related to the intentionality of the student when they start university, and the importance of the program to building community and a sense of belonging.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80754066","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: 0

Concept Mapping in a Flipped Clinical Environment: A Basic Qualitative Study 翻转临床环境中的概念映射:一项基本定性研究

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2023-05-31 DOI: 10.5206/cjsotlrcacea.2023.1.8534

Juliet Onabadejo

{"title":"Concept Mapping in a Flipped Clinical Environment: A Basic Qualitative Study","authors":"Juliet Onabadejo","doi":"10.5206/cjsotlrcacea.2023.1.8534","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2023.1.8534","url":null,"abstract":"The need to encourage critical thinking and academically engage nursing students in a clinical environment compels faculty use of assorted teaching strategies, including concept mapping and flipped learning. Though nurse educators encourage both strategies, concurrent use of both methods in clinical teaching is rare. Thus, this study examined the use of concept mapping in a flipped clinical course to encourage students’ engagement and critical thinking. Twelve baccalaureate nursing students in a second-year medical-surgical clinical course provided the data for this basic qualitative study by completing journals or diaries throughout the course and through individual semi-structured interviews at course exit. Open coding of interview transcripts and journals in conjunction with constant comparative analysis helped develop categories and themes. Several overlapping themes emerged from interview and journal data. Nursing students indicated that they developed different ways of thinking, learned from many people, became actively involved in learning and expanded their thinking, connected information, determined clinical priorities and made decisions, became confident and knowledgeable in their ability to recall information and transfer knowledge, and experienced increased critical thinking and higher level thinking skills. The results of the study showed the participants derived positive meaning from their learning in a nontraditional flipped clinical with concept mapping. Students were actively engaged in their learning and were able to expand their thinking while working collaboratively with their instructor, patients, and staff.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80848447","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

Reflections on Learning Nursing as a Black Student in Canada: A Case for Invitational Antiracist Education 加拿大黑人学生学习护理的思考:一个邀请式反种族主义教育的案例

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2023-05-31 DOI: 10.5206/cjsotlrcacea.2023.1.10756

Kimberley Jones, S. Melrose, Barbara Wilson-Keates

引用次数: 1

Developing an Undergraduate Career Conference: Leveraging Mentorship to Promote Career Discovery 发展大学生职业会议:利用师徒关系促进职业发现

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2023-05-31 DOI: 10.5206/cjsotlrcacea.2023.1.13529

Meghan E. Norris, Megan Herrewynen

{"title":"Developing an Undergraduate Career Conference: Leveraging Mentorship to Promote Career Discovery","authors":"Meghan E. Norris, Megan Herrewynen","doi":"10.5206/cjsotlrcacea.2023.1.13529","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2023.1.13529","url":null,"abstract":"Are students ready for jobs when it comes time to graduation? This is a common question, and one that is often addressed in the media (e.g., Collie, 2019). Despite psychology being one of the most popular degree plans for undergraduate students (e.g., Higher Education Research Institute, 2008), many students in undergraduate psychology programs fail to see the relevance and value of their degree (Borden and Rajecki, 2000). In this work, we designed, delivered, and assessed a career conference for students in psychology. Intentionally different from a career fair where students seek jobs, this event applied a mentorship-based conference model. In this conference model, in addition to professional development training, industry mentors who work in professional fields related to psychology were invited to provide personal insight on their careers in a small-group format. Critical to this model, students were encouraged and able to ask questions that may not be appropriate for a job fair where hiring is happening. Further, this career model involved intentional connections with our Career Services office, allowing for programmatic delivery of career-based content within the domain-specific event. We provide early empirical evidence that this method of career development supports students in learning about career paths that psychology can lead to, identifying skills that will assist them in finding a career, feeling confident in their ability to network effectively, and feeling more connected with professionals in careers related to psychology. We suggest that this model may be beneficial across disciplines.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75232684","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: 0

Mapping the Journey from the Head to the Heart: Actualizing Indigenization in the Health and Human Services Education 绘制从头部到心脏的旅程:在健康和人类服务教育中实现本土化

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2023-05-31 DOI: 10.5206/cjsotlrcacea.2023.1.13661

Marcia A. Docherty, Janice Simcoe, Cynthia Smith, Faye Hiislacinxw (Martin

{"title":"Mapping the Journey from the Head to the Heart: Actualizing Indigenization in the Health and Human Services Education","authors":"Marcia A. Docherty, Janice Simcoe, Cynthia Smith, Faye Hiislacinxw (Martin","doi":"10.5206/cjsotlrcacea.2023.1.13661","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2023.1.13661","url":null,"abstract":"Camosun College’s commitment to Truth and Reconciliation includes Indigenization. At the College, Indigenization means the world views of Indigenous students are reflected in curriculum practices and non-Indigenous students are prepared to build better relationships with Indigenous peoples. The College uses a number of models to support Indigenization including an Indigenized Quadrant Model based on Wilber’s (1997) Integral theory. This Model is used in this research study to inventory the Indigenization interventions and activities internal and external to the College and examine participation rates by non-Indigenous faculty. At the time of the study, respondents viewed the College as midway on its progress of Indigenization. The results suggest that developing a few activities across the four quadrants of the Model and leveraging relevant activities in the larger community may be sufficient to build an Indigenization program within a post-secondary institute. We also identified a need for more advanced training to support non-Indigenous faculty to fully Indigenize their teaching practices. The focus of this advanced training includes developing skills to address racism and confront privilege not only in their students but also their professions. For administrators wanting to actualize Indigenization, we recommend the continued alignment, monitoring, and measurement of the impacts of Indigenization activities and programs.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81727474","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: 0

Evaluating and Improving the Formative Use of Student Evaluation of Teaching 评价与改进学生评价教学的形成性运用

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2023-05-31 DOI: 10.5206/cjsotlrcacea.2023.1.10960

Kamel Omer, Shoshanah Jacobs, K. Cottenie, William Bettger, John F. Dawson, Steffen Graether, Coral Murrant, J. Zettel, Genevieve Newton

引用次数: 0

Renewing our Commitment to Teaching Excellence through SoTL: An Introduction to Issue 14.1 通过SoTL重申对卓越教学的承诺:第14.1期简介

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2023-05-31 DOI: 10.5206/cjsotlrcacea.2023.1.16567

Brett McCollum

引用次数: 0

Reviewing Teachers’ Competency for Distance Learning during COVID-19: Inferences for Policy and Practice 回顾2019冠状病毒病疫情期间教师远程学习能力:对政策和实践的启示

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Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2023-05-31 DOI: 10.5206/cjsotlrcacea.2023.1.13553

Ayman Massouti

{"title":"Reviewing Teachers’ Competency for Distance Learning during COVID-19: Inferences for Policy and Practice","authors":"Ayman Massouti","doi":"10.5206/cjsotlrcacea.2023.1.13553","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2023.1.13553","url":null,"abstract":"Following the COVID-19 pandemic outbreak in March 2020, distance learning has gained more attention from national and international education policies. This timely paper aimed to review the literature about digital competencies that K-12 and pre-service teachers require in order to succeed in supporting online learners during and post COVID-19. A critical question in this review pertained to how contemporary teacher education programs and teacher professional development can respond to the evolving needs of online learners. The findings showed that currently practicing K-12 teachers need more support around the technical, pedagogical, and content development associated with distance learning. In contrast, teacher education programs are urged to ensure that Information and Communication Technology (ICT) knowledge is well integrated into their curricular courses. Further, teacher educators must have the necessary ICT skills and experience to prepare competent K-12 teachers for distance learning. Conclusion and recommendations for teacher education policy and practice for distance learning are offered.\u0000 ","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81656878","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: 0