Transformative Dialogues - Volume 11 Issue 1

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.
You can download the .pdf reader from:


Teaching: A complicated art and science - Balbir Gurm, Editor in Chief


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, PhD, 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

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:

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

Contact Transformative Dialogues:

ISSN 1918-0853