Transformative Dialogues: teaching and learning eJournal
Volume 12, Issue 1, April 2019
How Do We Know? What Do We Do?
There is a greater than ever need to research what we do and how it impacts learning to combat the pressures of modern society to downplay critical thought.
These articles are available as .pdf files.
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Articles and Essays
When the facts no longer speak for themselves: Pedagogy for the post-truth era - Jason T. Hilton, Slippery Rock University
Measuring the effectiveness of visual narrative illustrations for learning pathophysiology concepts - Mohamed El Hussein, Mount Royal University, Vincent Salyers, MacEwan University, and Joseph Osuji, Mount Royal University
Universal Design for Learning (UDL): What is it and how do I implement it? = Lynne N. Kennette and Nathan Andrew Wilson, Durham College
Promoting intercultural competence among criminal justice students using interview-based signature assignments - Leanne R. Havis, Neumann University
(Re)Framing and (Re)Designing instruction: Transformed teaching in traditional and online classrooms - Xeturah M. Woodley and Julia Parra, New Mexico State University
A team teaching matrix: Asking new questions about how we teach together - Laura Cruz, Penn State University, and Melissa Geist, Tennessee Tech University
Responding to outcome-based curriculum development - Alison Jeppesen, Red Deer College, Carolyn Hoessler, Ryerson University, Joyce Fewer, Memorial University, and Stephanie Mulhall, University of Saskatchewan
Multidisciplinary autoethnography: narrative reflections of online teaching using the parenting lens of demandingness and responsiveness - Caroline L Park, Cheryl A. Kier, and Kam Jugdev, Athabasca University
Novel Dynamic and Formative Framework for Curriculum Review of a Postsecondary Program: Adopting Wisdom of Practice - Hagar Ibrahim Labouta, Natasha A. Kenny, Patti Dyjur, Leslie Reid, and David T. Cramb, University of Calgary
Expanding use of research-based teaching practices after an International Masters course - Maria Antonietta Impedovo, Aix Marseille Université and K. A. F. Ferreira-Meyers, University of Eswatini
Focusing on Faculty Stress - Lynne N. Kennette, Durham College and Phoebe S. Lin, Framingham State University
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With grateful thanks to all of the Reviewers for this Issue:
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