Volume 10, Issue 1, April 2017 - Inquiry into Learning Environments

Transformative Dialogues: teaching and learning eJournal

Volume 10, Issue 1, April 2017

Inquiry into Learning Environments

Teaching and learning cannot be separated for one learns as one teaches. The process of reflecting on our practice and sharing this reflection is a vital element in the Scholarship of Teaching and Learning.

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Inquiry into Learning Environments - Balbir Gurm, Editor in Chief


What If Grassroots Don’t Take Root?: Reflections on Cultivating Communities of Practice - Stephanie Oliver and Gavan Watson, Western University

Lessons on Teaching and Learning from a Walking Workshop in Nepal - Joan Flaherty, University of Guelph

Discovering the Teacher Within - Judy Nguyen and Andrew Estrada Phuong, Harvard University

Articles and Essays

Communities of Practice in Higher Education: Transformative Dialogues Toward a Productive Academic Writing Practice - Janelle Voegele and Dannelle D. Stevens, Portland State University

Spaces in between: Team teaching in a Freshman Learning Community - Tracy Daraviras, Stella and Charles Guttman Community College, City University of New York

The Campus on the Hill: Diversity at Our Doorstep - Linda E. Holt, Belmont University

Changes in Faculty Practice for International Students: A Case Study - Curtis Washburn, Leeward Community College and Jace Hargis, University of California,

Undergraduate Research Experiences in the Liberal Arts: The Case of Parent Advisory Councils - David P. Burns and Anya Goldin, Kwantlen Polytechnic University

Balancing Act: Creating a Multidisciplinary Blended Introductory Statistics Course - Brenda Ravenscroft and Victoria Chen, Queen’s University

The switch: Who teaches, who learns? A teaching professor and an educational developer transform their roles - Michelle Yeo and Sarah Hewitt, Mount Royal University

Reflections on Statements of Teaching Across Faculty Career Phases - Julie Booke, Mount Royal University and Jo-Anne H. Willment, University of Calgary

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Permission is granted to Share - to copy, distribute and transmit the work under the following conditions:
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With grateful thanks to the Reviewers for this Issue:

April McGrath, Deborah S. Kiceniuk, Iain Doherty, Jeanette McDonald, Jonathan Parrish, Judy Gnarpe, Laura Cruz, Laurel Tien, Maree O'Keefe, Margy MacMillan, Marianne Poumay, Mary Margaret Pringle, Renee Michael, Stephanie Chu, Stephanie Dimech, Suzanne Le-May Sheffield, Alice Cassidy, Balbir Gurm, Alice Macpherson.

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ISSN 1918-0853