Transformative Dialogues: teaching and learning eJournal
Volume 11, Issue 2, August 2018
Transitions, Change, and the Power of Collaboration
We have tremendous strengths when we collaborate. This issue give evidence of how when we all work together learning is stronger.
These articles are available as .pdf files.
You can download the .pdf reader from: http://get.adobe.com/reader/
Editorial
Transitions, Change, and the Power of Collaboration – Alice Macpherson, Balbir Gurm, Editors
Review
Faculty Development in the Age of Evidence: Current Practices, Future Imperatives (2016) - Kirk S. Robinson, University of Miami
Reflection
Reflection in Transit: Navigating a Model for Experiential Learning - Geneviève Maheux-Pelletier, Lisa M. Endersby, York University
Articles and Essays
Reciprocal Learning and Learners: (Re)framing the post-secondary learning experience to meet a complex future - Christine Boyko-Head, Mohawk College
Student Perceptions of Service-Learning Efficacy in a Hybrid I Online Undergraduate Writing Class - Thomasena Shaw, Bridgewater State University
An Innovative Collaboration between an MD & PhD to Conduct SoTL Research - Tasha R. Wyatt, Dena Henry, Thad Wilkins, Medical College of Georgia, Augusta University
Evolution of Capacity Strengthening: insights from the Canadian Community of Practice in Ecosystem Approaches to Health - Donald C. Cole, Margot W. Parkes, Johanne Saint-Charles,
Maya Gislason, Kaileah McKellar, & Jena Webb
The Value of Ethnography: A Pilot Study on a Class on Pedagogical Instruction - Rebecca Hardesty, Maxie Gluckman, Jace Hargis, University of California, San Diego
Student-Centered Pedagogy: Using Moses’ Five-Step Approach as a Scaffolding Framework to Teach Diverse Learners - Ruth Ahn, California State Polytechnic University, Pomona; Dr. Ji Yeong I, Iowa State University; Justin White, Liane Monroy, Nicole Tronske, California State Polytechnic University, Pomona
Assessing the Impact of a Faculty Book Club on Self-Reflection and Teaching Practice - Anneris Coria-Navi, Scott Moncrieff, Andrews University
The Multiple Forces Behind Chinese Students' Self-segregation and How We May Counter Them - Vicki Jingjing Zhang, University of Toronto
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With grateful thanks to the Reviewers for this Issue:
Adrienne Huber, Adrienne Wright, Betsy Decyk, Judy Gnarpe, Laura Cruz, Nancy Chick, Rebecca Hardesty, Renee Michael, Laurel Tien, Balbir Gurm, Alice Macpherson.
Contact Transformative Dialogues: td@kpu.ca
ISSN 1918-0853