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.
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
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
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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.