Transformative Dialogues: teaching and learning eJournal
Volume 11, Issue 1, March 2018
Teaching as Both Art and Science
Students are a most complicated part of the teaching/learning equation. This issue is devoted to helping us understand more about the student and the teachers who facilitate learning.
These articles are available as .pdf files.
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Becoming a More Reflective Teacher by Serving on a University Teaching Awards Committee - Judy Bornais, University of Windsor, Andrea C. Buchholz, University of Guelph
Reflections on International Graduate Students and Their Community of Practice - Eliana El Khoury, and Fouzia Usman, University of Calgary
Articles and Essays
Scaffolding Project Management Best Practices through Experiential Learning in a Large Enrolment Online Course - David Hutchison, Brock University
Bridging the Theory/Practice Divide in Professional Programs: Is Experiential Learning the Solution? - Janice Waddell, Pamela Robinson, and Samantha Wehbi, Ryerson University
Why do Preservice Mathematics Teachers (think they) need to study Group Theory? - Dr Olivia Fitzmaurice, University of Limerick and Dr. Mairead Greene, Rockhurst University
Teaching Assumptions within a University Faculty Development Program - Julie Booke, Mount Royal University and Jo-Anne Willment, University of Calgary
Cultivating Critical Reading: Using Creative Assignments to Promote Agency, Persistence, and Enjoyment - Nate Mickelson, Stella and Charles Guttman Community College, City University of New York
Guiding Dominating Students to More Egalitarian Classroom Participation - Lynda R. Wiest, Ph.D. and Kellie J. Pop, M.S., University of Nevada, Reno
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With grateful thanks to the Reviewers for this Issue:
Al Valleau, Betsy Newell Decyk, Fay Yokomizo Akindes, Jeanette McDonald, Jody D. Horn, Judy Gnarpe, Laura Cruz, Laurel Tien, Lesley Hemsworth, Mandy Frake-Mistak, Marianne Poumay, Nancy Chick, Nanda Dimitrov, Sarah E. Schoper, Stephanie Dimech, Alice Cassidy, Balbir Gurm, Alice Macpherson.Links to TD's other pages
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