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Transformative Dialogues - Volume 12 Issue 1

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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Editorial

How Do We Know? What Do We Do? – Balbir Gurm, Editor in Chief

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


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);
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No Derivative Works - You may not alter, transform, or build upon this work.

With grateful thanks to all of the Reviewers for this Issue:

Links to TD's other pages

TD Home: http://www.kpu.ca/td

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

TD Review Board Members: http://www.kpu.ca/td/review-board

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

TD Submission Guidelines: http://www.kpu.ca/td/guidelines

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