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.

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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

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

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ISSN 1918-0853