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Martin, Rebecca D.; Kennett, Deborah J. – Teaching & Learning Inquiry, 2019
Most postsecondary students have to deal with academic disappointments at some point in time, with many of them succumbing to their anxieties and failing to learn from these lived experiences. Our study aimed to understand why and how disappointments unfolded in a sample of 20 undergraduate students, using a design whereby interview text was…
Descriptors: Student Experience, Scores, Problem Solving, Undergraduate Students
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Martini, Tanya; Verbey-Verutis, Ryan; Grose, Jill; Clarke, Brad; Elder, Amy – Teaching & Learning Inquiry, 2019
The study discussed in this article investigated university student beliefs and behaviours with respect to co-curricular activities among incoming (n=983), mid-degree (n=173), and graduating (n=1006) students. When asked about their most significant learning experiences during their time at university, graduating students were more likely to…
Descriptors: Foreign Countries, Undergraduate Students, Student Attitudes, Learning Experience
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Kennett, Deborah J.; Reed, Maureen J.; VandenBerg, Tasmine R. – Teaching & Learning Inquiry, 2019
The University Life Experience Inventory was created to determine how students utilize their time between academic (class and preparatory) and nonacademic (work, social, leisure, and health) activities. In addition to completing the university life experience inventory, 239 undergraduate students completed inventories assessing academic…
Descriptors: Time Management, Leisure Time, Undergraduate Students, Student Attitudes
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Whalen, Kate; Paez, Antonio – Teaching & Learning Inquiry, 2019
Many institutions of higher education increasingly place a focus on various forms of experiential education, including personal reflections. While much work has been done in this and related areas, the resources currently available are not sufficient to effectively guide, assess, and evaluate student learning through reflection. Guiding students…
Descriptors: College Students, Sustainability, Guidelines, Experiential Learning
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Wismath, Shelly; Newberry, Jan – Teaching & Learning Inquiry, 2019
Retention of students in university or other postsecondary education programs is a common problem for many institutions, with retention from first year to second year of study being particularly problematic in Canada and the United States. A number of factors are known to affect retention, and a number of measures have been identified which can…
Descriptors: School Holding Power, College Freshmen, Foreign Countries, Academic Persistence
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Lock, Jennifer; Rainsbury, Jacqueline; Clancy, Tracey; Rosenau, Patricia; Ferreira, Carla – Teaching & Learning Inquiry, 2018
Co-teaching has been explored in the field of education but is a relatively new phenomenon in higher education. Its benefits and challenges are well documented; however, what is lacking is substantive evidence highlighting the influence of co-teaching amongst undergraduate students. Particularly, in practice-based professions like teaching,…
Descriptors: Team Teaching, Mixed Methods Research, Undergraduate Students, Nursing Education
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Mewis, Keith; Dee, Jaclyn; Lam, Vivienne; Obradovich, Shannon; Cassidy, Alice – Teaching & Learning Inquiry, 2018
During their time as Teaching Assistants (TAs), graduate students develop a variety of skills, knowledge, and attitudes (SKAs) based on teaching and related facilitation experiences. As TAs move on to future opportunities, their prior experiences form a foundation upon which additional teaching experience builds. Presently, there are few tools to…
Descriptors: Teaching Assistants, Self Evaluation (Individuals), Student Surveys, Graduate Students
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Simper, Natalie – Teaching & Learning Inquiry, 2018
This paper explores a method to support instructors in assessing cognitive skills in their course, designed to enable aggregation of data across an institution. A rubric authoring tool, "BASICS" (Building Assessment Scaffolds for Intellectual Cognitive Skills) was built as part of the Queen's University Learning Outcomes Assessment (LOA)…
Descriptors: Scoring Rubrics, Thinking Skills, Foreign Countries, College Outcomes Assessment
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Acai, Anita; Ahmad, Arshad; Fenton, Nancy; Graystone, Leah; Phillips, Keegan; Smith, Ron; Stockley, Denise – Teaching & Learning Inquiry, 2018
The 3M National Teaching Fellowship is a national teaching award program that has recognized over 300 teachers at more than 80 Canadian universities for their teaching excellence and outstanding educational leadership. Despite its rich, 30 plus-year history, its impact has remained largely anecdotal. In this study, we build on Hannah and Lester's…
Descriptors: Fellowships, Communities of Practice, Higher Education, Instructional Leadership
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Zhu, Carina Jia Yan; White, Diana; Rankin, Janet; Davison, Christina Jean – Teaching & Learning Inquiry, 2018
Within postsecondary education, the assessment of effective teaching has largely relied upon student evaluations of teaching. However, the process through which teachers make sense of their student evaluations is unclear. A research team of six undergraduate nursing students and four nursing educators explored the research question: How do nursing…
Descriptors: Teacher Effectiveness, Student Evaluation of Teacher Performance, Teacher Evaluation, Undergraduate Students
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Billot, Jennie; Rowland, Susan; Carnell, Brent; Amundsen, Cheryl; Evans, Tamela – Teaching & Learning Inquiry, 2017
Teaching and learning research in higher education, often referred to as the Scholarship of Teaching and Learning (SoTL), is still relatively novel in many academic contexts compared to the mainstay of disciplinary research. One indication of this is the challenges those who engage in SoTL report in terms of how this work is valued or considered…
Descriptors: Scholarship, Instruction, Learning, Educational Research
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Najafi, Hadieh; Rolheiser, Carol; Håklev, Stian; Harrison, Laurie – Teaching & Learning Inquiry, 2017
Given that few studies have formally examined pedagogical design considerations of Massive Online Open Courses (MOOCs), this study explored variations in the pedagogical design of six MOOCs offered at the University of Toronto, while considering disciplinary characteristics and expectations of each MOOC. Using a framework (Neumann et al., 2002)…
Descriptors: Curriculum Design, Curriculum Development, Online Courses, Comparative Analysis
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Lackner, Christine; Martini, Tanya – Teaching & Learning Inquiry, 2017
In the context of a Transition to Work course for fourth-year psychology majors, we had students use an e-portfolio to self-reflect on the learning experiences they deemed most significant during their degree. Such significant learning experiences can be drawn upon when answering behavioral job interview questions. We examined whether students…
Descriptors: Psychology, Majors (Students), College Students, Electronic Publishing
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Potter, Tiffany; Englund, Letitia; Charbonneau, James; MacLean, Mark Thompson; Newell, Jonathan; Roll, Ido – Teaching & Learning Inquiry, 2017
Peer feedback is a useful strategy in teaching and learning, but its effectiveness particularly in introductory courses can be limited by the relative newness of students to both the body of knowledge upon which they are being asked to provide feedback and the skill set involved in providing good feedback. This paper applies a novel approach to…
Descriptors: Feedback (Response), Comparative Analysis, Cooperative Learning, English Instruction
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Vaughan, Norman; Clampitt, Kayla; Park, Naomi – Teaching & Learning Inquiry, 2016
Two students at a Canadian university perceived there was a lack of opportunities for peer mentoring support in their teacher education program. They approached a faculty member to co-create and research a blended peer mentoring support program embedded in a first-year education course. This study documents the journey of these two students as…
Descriptors: Foreign Countries, Mentors, Peer Teaching, Blended Learning
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