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

{"title":"Key Components That Contribute to Professional Identity Development in Internships for Singapore’s Tertiary Institutions: A Systematic Review","authors":"David A. Chin, Yvonne Phillips, Mei Teng WOO, Allie Clemans, Poh Kiaw YEONG","doi":"10.24112/ajsotl.103129","DOIUrl":"https://doi.org/10.24112/ajsotl.103129","url":null,"abstract":"Background: A critical outcome of work-readiness programmes such as internships is the development of professional identity, which relates to one’s professional self-concept based on attributes, beliefs, values, motives, and experiences. The lack of professional identity development during internships might result the leakage of trained students from the respective industries they trained for. Objective: The aim of this study is to conduct a systematic review of the literature on professional identity formation in the context of internships in order to provide guidance on how internship programmes can be better implemented in Singapore. Methodology: A comprehensive search of electronic databases was conducted in accordance with the PRISMA Statement to identify papers related to professional identity development, internship programmes, and the roles of academic institutions and companies. Results: Of the 58 articles identified, 46.6% (n = 27) focused on the perception of professional socialisation, 41.4% (n = 24) investigated the roles of mentoring, 29.3% (n = 17) examined internship experiences, and 25.9% (n = 15) studied reflection as a practice for professional development. Further analysis of the interaction of these four components yielded a more focused set of five components that contribute to developing professional identity in the context of an internship programme. These components are: reflection, mentoring, professional socialisation, self-efficacy and goal orientation, and critical thinking. Conclusion: This paper generalises principles and processes into new insights for developing professional identity, and a framework is proposed as a guide to implement professional identity development. Our findings can be used by future research studies to validate workplace learning frameworks as well as explore models for training coaches and mentors in the workplace.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"10 1","pages":"89-113"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ejournals.lib.hkbu.edu.hk/index.php/AJSoTL/article/download/3129/2515","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147896414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Theories and Models in Health Sciences Education – a Literature Review","authors":"Miriam Lacasse, Frédéric Douville, C. Gagnon, C. Simard, L. Côté","doi":"10.5206/cjsotl-rcacea.2019.3.9477","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.3.9477","url":null,"abstract":"Working within a scholarship of teaching and learning (SoTL) perspective requires a rigorous approach based on conceptual frameworks in order to build on previous developments. Nevertheless, in health sciences education, the development, implementation, and evaluation of many educational innovations are carried out without an underlying conceptual framework, partly due to a lack of knowledge about any such applicable framework. The objective of this research was to catalogue conceptual frameworks mentioned in recently published health sciences education articles and to classify them according to their use in various SoTL contexts. A literature review in health sciences education from the January, 2011 to March, 2016 period was carried out using the Pubmed, CINAHL, Embase, ERIC, and PsychINFO databases and based on the following terms: (a) theories and models; (b) education; and (c) health professionals. The titles and abstracts of articles were reviewed for purposes of including research articles, innovation reports, and synthesis articles using or discussing theories or models. Data extraction followed the SoTL classification contexts provided by Simpson et al. (2007). A total of 471 articles were selected, retrieving 324 conceptual theories and models, classified according to Simpson’s classification in one or more categories: Teaching (n=294), Curriculum development (n=182), Mentoring (n=12), Leadership/administration (n=16), and Learner assessment (n=78). In conclusion, this literature review identified conceptual theories and models mentioned in articles published in health sciences education from 2011 to 2016. This repertory highlights the importance of conceptual frameworks in health science education. It should encourage faculty members to work from a SoTL perspective by making it easier to identify conceptual frameworks pertaining to the educational innovations they are addressing.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"24 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87850728","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}

{"title":"Exploring Reconciliatory Pedagogy and Its Possibilities through Educator-led Praxis","authors":"Yvonne Poitras Pratt, P. Danyluk","doi":"10.5206/cjsotl-rcacea.2019.3.9479","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.3.9479","url":null,"abstract":"In the spirit of taking an action-based response to the Truth and Reconciliation Commission’s (2015) Calls to Action and principles, a group of educators came together in 2016 to create a one-year graduate pathway program that sets students on paths toward reconciliation. By examining the contributions of international and national scholars who explore topics of reconciliation, we extend this global discussion with insights gained from our praxis-based approach in education. Inspired by Chung (2016), we present a model which identifies a set of entry points into the work of reconciliation: listening and learning from Indigenous peoples; walking with and learning from Indigenous peoples; and, working with and learning from Indigenous peoples. By examining what we have learned through our program “Indigenous education: A call to action,” our model posits that reconciliation is accessible to those who are willing to listen and learn, and, most importantly, take action.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"46 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85561520","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}

{"title":"Exploring Technology Integration in Canadian Athletic Therapy Education","authors":"Colin King, Gregory R. MacKinnon","doi":"10.5206/cjsotl-rcacea.2019.3.9455","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.3.9455","url":null,"abstract":"There are many potential educational goals for using digital technologies in health professional education programs. Previous studies have suggested that technology can be used in these settings to facilitate knowledge acquisition, improve clinical decision making, improve psychomotor skill coordination, and practice rare or critical scenarios. However, when using technology for educational purposes, many educators do not consider the resulting pedagogical implications of using these tools to teach course content. The purpose of this study was to explore this phenomenon in a sample of athletic therapy educators, by investigating their views and attitudes towards using digital technologies in athletic therapy specific courses. Researchers used a sequential explanatory mixed-methods approach (via questionnaire and individual interviews) to explore this topic. It was found that the majority of athletic therapy educators in this sample (n = 21) did not in fact consider the pedagogical implications of technology integration and moreover used technology in rudimentary fashions (e.g., to deliver course content or to provide additional context to explain a topic). Conversely, those educators with higher levels of pedagogical and technological knowledge appeared to use technology in more constructive ways while considering the pedagogical impact of their technology integration decisions. Although this study focused on athletic therapy education, the findings are not unique to this discipline. Carefully designed, pedagogically-sound technologies have very specific and useful ways of empowering learning and have the potential to achieve many educational goals for any educator.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"25 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72500774","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}

{"title":"Testing the MUSIC Model of Motivation Theory: Relationships Between Students’ Perceptions, Engagement, and Overall Ratings","authors":"Brett D. Jones","doi":"10.5206/cjsotl-rcacea.2019.3.9471","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.3.9471","url":null,"abstract":"The purposes of this study were to investigate the extent to which students’ course perceptions of the components of the MUSIC Model of Motivation (Jones, 2009, 2018) were related to their engagement in college courses and their instructor and course ratings. Participants included 285 college students who completed questionnaires once or twice during a course. The self-report scales demonstrated high internal reliability. The findings indicate that students’ MUSIC perceptions (i.e., perceptions of empowerment, usefulness, success, interest, and caring) were significantly related to their effort in the course, both when the variables were assessed at the same time point and when their effort was assessed at a later time point. These findings provide empirical evidence for relationships proposed in the MUSIC Model of Motivation theory. Students’ MUSIC perceptions were also related to their instructor and course ratings, both when the variables were assessed at the same time point and when their instructor and course ratings were assessed at a later time point. These findings are important for instructors because students’ MUSIC perceptions can be linked directly to categories of motivational strategies that can be used by instructors as they design instruction.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"21 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81650579","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}

{"title":"Measuring Student Responses in and Instructors’ Perceptions of Student Evaluation Teaching (SETs), Pre and Post Intervention","authors":"Lisa Moralejo, Elizabeth Andersen, Norma Hilsmann, L. Kennedy","doi":"10.5206/cjsotl-rcacea.2019.3.8052","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.3.8052","url":null,"abstract":"At most colleges and universities, students are invited to complete Student Evaluation of Teaching (SETs), which have both formative and summative purposes. In this convergent mixed methods study we evaluated if we could influence (a) students’ numerical responses and nature of their comments and (b) instructors’ physical and emotional responses to SET results, their perceptions of their results, and perceptions of SETs overall. Students who received an in-class intervention submitted more qualified comments, addressed specific issues, and made more recommendations for improvements compared to students who did not receive the intervention. Instructors reported reduced physical symptoms related to SETs after they received the intervention. Instructors reported that the intervention helped them let go of feelings of frustration and isolation and that they had acquired new strategies for opening, reading, and interpreting SET results. They continued, however, to report feeling apprehensive, uneasy, and uncertain about impending SET results.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"90 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78086296","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}

{"title":"Introducing a Late Bank in Online Graduate Courses: The Response of Students","authors":"Meadow Schroeder, E. Makarenko, Karly Warren","doi":"10.5206/cjsotl-rcacea.2019.2.8200","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.2.8200","url":null,"abstract":"In post-secondary education, students must demonstrate strong time-management skills while they navigate several courses in a semester. When students struggle to meet due dates, they can accrue late penalties, which exacerbates a stressful situation. In response, two graduate programs integrated a late bank system into their online courses. Students could submit one of two assignments up to five days after the due date without penalty. After each assignment was due, a survey was used to measure students’ levels of stress, the perception of the late bank, and reasons for using it. This study found the late bank was utilized by students, was positively regarded, and improved student attitudes toward their instructor. Reported levels of stress were similar for students who used the late bank compared to those did not. The results suggest that incorporating a late bank into the course design is an effective method of promoting student well-being.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"9 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84324878","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}

{"title":"Book Review: Classroom Action: Human Rights, Critical Activism, and Community-Based Education","authors":"Norm Nielsen","doi":"10.5206/cjsotl-rcacea.2019.2.8202","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.2.8202","url":null,"abstract":"","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"4 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81182189","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}

{"title":"Book Review: The Scholarship of Teaching and Learning in Canada: Institutional Impact","authors":"J. Pearce","doi":"10.5206/cjsotl-rcacea.2019.2.8189","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.2.8189","url":null,"abstract":"","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"72 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86966649","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}

{"title":"Characterizing SoTL Across Canada","authors":"Genevieve Newton, J. Miller-Young, Monica Sanago","doi":"10.5206/cjsotl-rcacea.2019.2.8174","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2019.2.8174","url":null,"abstract":"SoTL Canada recently conducted a survey to gain insight into the Scholarship of Teaching and Learning (SoTL) activities of faculty and staff at institutions of higher education across Canada. Questions were guided by several principles, including: (a) identifying who is doing SoTL (such as personal, institutional, geographical and professional characteristics); (b) characterizing how SoTL is being conducted, supported, and disseminated (such as collaborations with peers and students, the number of active projects), and (c) differentiating the levels at which SoTL activities are occurring and funded. While we likely did not fully capture the work being done, our inquiry nonetheless provides important data related to the current nature and scope of SoTL in Canada. We noted that the people doing SoTL show a wide diversity of characteristics including appointments and disciplinary affiliations although a majority of respondents were female, and that collaborations with both colleagues and students were commonplace. SoTL continues to be conducted primarily at the classroom level, and approximately 65% of respondents have received funding, mostly from the institutional level. We also found an increased amount of activity compared to the last Canadian survey conducted in 2012, in particular by staff from Centres for Teaching and Learning. Survey participants reported discussing their SoTL findings with their colleagues more often than with their students. A number of areas of future research are identified.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"64 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90953903","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}