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Transformative Dialogues - Volume 11 Issue 2

Transformative Dialogues: teaching and learning eJournal

Volume 11, Issue 2, August 2018

Transitions, Change, and the Power of Collaboration

We have tremendous strengths when we collaborate. This issue give evidence of how when we all work together learning is stronger.

These articles are available as .pdf files.
You can download the .pdf reader from: http://get.adobe.com/reader/

Editorial

Transitions, Change, and the Power of Collaboration – Alice Macpherson, Balbir Gurm, Editors
 

Review

Faculty Development in the Age of Evidence: Current Practices, Future Imperatives (2016) - Kirk S. Robinson, University of Miami

Reflection

Reflection in Transit: Navigating a Model for Experiential Learning - Geneviève Maheux-Pelletier, Lisa M. Endersby, York University

Articles and Essays

Reciprocal Learning and Learners: (Re)framing the post-secondary learning experience to meet a complex future - Christine Boyko-Head, Mohawk College

Student Perceptions of Service-Learning Efficacy in a Hybrid I Online Undergraduate Writing Class - Thomasena Shaw, Bridgewater State University

An Innovative Collaboration between an MD & PhD to Conduct SoTL Research - Tasha R. Wyatt, Dena Henry, Thad Wilkins, Medical College of Georgia, Augusta University

Evolution of Capacity Strengthening: insights from the Canadian Community of Practice in Ecosystem Approaches to Health - Donald C. Cole, Margot W. Parkes, Johanne Saint-Charles,

Maya Gislason, Kaileah McKellar, & Jena Webb

The Value of Ethnography: A Pilot Study on a Class on Pedagogical Instruction - Rebecca Hardesty, Maxie Gluckman, Jace Hargis, University of California, San Diego

Student-Centered Pedagogy: Using Moses’ Five-Step Approach as a Scaffolding Framework to Teach Diverse Learners - Ruth Ahn, California State Polytechnic University, Pomona; Dr. Ji Yeong I, Iowa State University; Justin White, Liane Monroy, Nicole Tronske, California State Polytechnic University, Pomona

Assessing the Impact of a Faculty Book Club on Self-Reflection and Teaching Practice - Anneris Coria-Navi, Scott Moncrieff, Andrews University

The Multiple Forces Behind Chinese Students' Self-segregation and How We May Counter Them - Vicki Jingjing Zhang, University of Toronto


 

Copyright remains with the creator(s) except for this particular electronic publication.

Permission is granted to Share - to copy, distribute and transmit the work under the following conditions:
Attribution - You must attribute the work in the manner specified by the author (but not in any way that suggests that they endorse you or your use of the work);
Non-commercial - You may not use this work for commercial purposes;
No Derivative Works - You may not alter, transform, or build upon this work.

With grateful thanks to the Reviewers for this Issue:

Adrienne Huber, Adrienne Wright, Betsy Decyk, Judy Gnarpe, Laura Cruz, Nancy Chick, Rebecca Hardesty, Renee Michael, Laurel Tien, Balbir Gurm, Alice Macpherson.

Links to TD's other pages

TD Home: http://www.kpu.ca/td

TD Past Issues: http://www.kpu.ca/td/past-issues

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Transformative Dialogues Future Themes: http://www.kpu.ca/td/future-themes

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TD Review Guidelines: http://www.kpu.ca/td/review

TD Submission Form: http://www.kpu.ca/td/submission

Contact Transformative Dialogues: td@kpu.ca


ISSN 1918-0853