I don’t know this university, but wanted to pass along their ad. You can follow a link to express your interest from the original posted ad.

International Technological University (ITU), a non-profit, graduate university, empowers people through industry-linked Silicon Valley education. ITU partners with industry professionals to teach and mentor graduate students in the areas of engineering, business, technology, and digital arts. Fundamental to ITU’s mission is engaging staff who are committed to providing excellent service and building a global organization. We are looking for people who are excited by challenges, crave growth, prioritize learning, apply technology, and strive for continual improvement. Learn more about ITU at http://www.itu.edu.

As the Faculty Development Specialist, you will train new and existing faculty in the latest pedagogical practices, assist university professors with preparing effective lesson plans that optimize student learning outcomes, facilitate course-level assessment and implementation of signature assignments, and assist the Department Chairs with faculty development initiatives.

This position reports to the Associate Director of Academic Services and works closely with all ITU faculty across the five departments of Business Administration, Digital Arts, Electrical and Computer Engineering, Engineering Management, and Software Engineering to ensure quality of teaching and learning in the classroom.

You are:

An Engaging Trainer: You are a pro at giving engaging and informative presentations and putting training resources, and you’re excited to model innovative teaching techniques through your own faculty development workshops.
A Professional Learner: You strive to stay at the forefront of the teaching and learning field and are always researching new and improved ways to increase learning and engagement in the classroom.
A Service-Oriented Mentor: You care about supporting and empowering faculty across the University to provide the best education possible, maximizing their potential as educators.
Responsibilities include, but are not limited to:

Support various on-going events and programs offered, but not limited to: New Faculty Orientation, Faculty Mentorship Program, and other faculty development workshops and trainings.
Plan, develop, and deliver new professional development opportunities, including workshops, retreats, and other special events for faculty members.
Assist faculty in the development and implementation of effective classroom management strategies, individual behavioral intervention plans, remediation strategies for students, instructional planning, and classroom organization, as needed.
Support the Chief Academic Officer and Human Resources to assess and improve teaching performance, observing instructors, collecting and analyzing relevant data to create regular reports, and providing feedback.
Serve as a liaison between Department Chairs, faculty, and students to better the classroom experience across all programs.
Keep up with pedagogical, curriculum, and assessment design best practices in line with WASC and Department of Education guidelines.
Provide one-on-one support to new faculty members, especially part-time, adjunct faculty whose expertise is in industry knowledge and may not have extensive teaching experience.
Help faculty adopt new teaching strategies, design and redesign courses, and integrate technology into instruction to facilitate the teaching of 21st century workplace skills.
Provide relevant materials and resources to foster the career advancement of our faculty members.
Assist in the updating of the Faculty Handbook regarding available resources to help faculty meet performance standards for teaching.
Develop, adapt and manage surveys to assess teaching gaps/training needs and evaluate the effectiveness of faculty development-related services and activities.
Build community and expertise among faculty by facilitating committee and departmental gatherings as well as connecting faculty to external professional development opportunities.
Other duties or projects as assigned.
Master’s degree required; Master’s degree in Education preferred.
Minimum 3 years of teaching experience at the postsecondary level.
Teaching experience at the graduate level highly preferred.
Knowledge in sound pedagogical practices as they relate to adult learners.
Knowledge of new instructional technologies, learning modalities, and web-based resources.
Prior program development experience, related to corporate and/or university training programs and services, preferably related to faculty development.
Demonstrated ability to work effectively with multiple and diverse stakeholders.
Demonstrated ability to deliver exceptional oral presentations and workshops.
Organizational and time management skills.
Knowledge of the principles and methodologies of effective teaching and curriculum design.
Excellent interpersonal, written, and verbal communication skills.
Applicants interested must also provide a reel or portfolio when prompted


Compensation based on experience. Full-Time position. Benefits may include tuition reimbursement, medical, dental, vision, life insurance, 15 days of paid time off, 11 holidays, and an exciting working environment in a growing organization.


Teaching and Learning Centre, Office of the Associate Provost, Academic and IT – Faculty Development Officer – UOIT14-338

Competition Number: UOIT14-338

Faculty or Department: Teaching and Learning Centre, Office of the Associate Provost Academic and IT

Number of Positions: 1

Position Title: Faculty Development Officer

Appointment Type: Full Time Continuing

Level: Professional Managerial Level 1

Posting Date: August 21, 2014

Closing Date: August 28, 2014


The successful candidate will join a team of professionals in the Teaching and Learning Centre dedicated to supporting faculty in the pursuit of excellence in curriculum and instructional design.


This position reports to the Director, Teaching and Learning Centre (TLC). The successful candidate will work closely with professors and teaching assistants from each Faculty, work together with the existing staff of the TLC and work towards the mandate of the TLC.


Design, implement and support faculty development and mentorship programs for faculty through workshops seminars and individual consultations;
Plan and facilitate teaching orientations for new, sessional and contract instructors and teaching assistants each term;
Deliver specific programs/sessions concerning active learning and student engagement using information and communication technologies in laptop/classroom settings;
Offer individual consultation to faculty regarding the learning management system and educational technologies;
Contribute learning news and instructor successes to newsletter and/or website;
Participate in University committees concerned with teaching and learning and the effective use of instructional technologies;
Participate in the transformation of learning as it pertains to new and innovative teaching and learning strategies both in the classroom and in the online environment.

An understanding of research-informed teaching and the use of technology to enhance learning;
Demonstrated competence in working with University faculty to employ innovative teaching practices;
Superior communication skills and the ability to collaborate with multi-functional teams;
Proven track record of innovation, creativity and excellent organization and problem-solving skills;
Strong commitment to student success and client service.

Proven teaching and mentoring experience;
Well-versed in the Learning Management System (Blackboard 9.1), web-conferencing (Adobe Connect, Camtasia Studio and Microsoft Office;
Demonstrated competence in producing and providing training materials.

A Master’s degree is preferable; however must have at least a Bachelor of Education or be pursuing a Master’s degree in Education.

At least two years of teaching and/or mentoring background;
Proven record of working with faculty and students.

Interested candidates should submit a cover letter and resume to careers@uoit.ca quoting competition UOIT14-338 and their name in the subject line. Applications will be accepted until August 28, 2014 or until a suitable candidate is found. We appreciate all applications received; however, only those candidates selected for an interview will be contacted.

The University of Ontario Institute of Technology is an equal opportunity employer and welcomes applications from qualified women and men, including members of visible minorities, Aboriginal peoples and persons with disabilities.

Posted by: Richard Schwier | August 6, 2014

Online Course Design Position at St. Lawrence College

St. Lawrence College is in search of the right person – a program leader who shares the college’s vision and strategic goals for contemporary learners – for the role of Manager, Hybrid & Online Course Design. This role reports to the Centre for Contemporary Teaching & Learning, a key resource established by the College to support our new Strategic Plan’s focus on the Contemporary Learner.

The job posting can be found below. For further details about this career opportunity, please request a career information package from human resources by contacting Andree LeBlancq, Associate Director, HR Client Services at aleblancq@sl.on.ca quoting the competition number (ADMN-14/15-002) in the subject line.

You will note that this position will remain open until filled. Please feel free to further circulate this opportunity. This posting will appear on St. Lawrence College website tomorrow, Aug 7 though we have already begun circulation at various other locations directly.


TITLE: Manager, Hybrid and Online Course Design
LOCATION: Kingston (with tri-campus responsibilities)
REPORTING TO: Associate Director, Centre for Contemporary Teaching & Learning


The incumbent is responsible for the College’s hybrid and online course development process and provides internal leadership to the College with regards to the application of technology to the learning environment (in hybrid or online courses as well as in technology-enhanced fully face-to-face courses). The incumbent oversees the development and revision of quality hybrid and online courses, contributes to the evolution of instructional design models at the College as well as related processes and ensures that the best use of learning technology is being implemented to support the digital learning goals of the college and to provide engaging and meaningful learning experiences for students.

We are seeking a highly organized, customer focused individual with an in-depth understanding of Hybrid and Online Course Design. A four year degree (or equivalent); a combination of information technologies and curriculum studies / educational studies / instructional design and online learning / educational technologies specialization. All applicants must be able to apply solid pedagogy to the online environment. Recent, progressive and relevant experience in the planning of educational programs together with a strong technical expertise and experience with developing hybrid and online courses as well as technology-enhanced face-to-face courses. An experienced user of a Learning Management System (preferably Blackboard) and previous teaching experience (ideally at post-secondary level), including some form of technology-enhanced, hybrid or fully online programming is required. Strong leadership, interpersonal and communication skills are essential, including the ability to be proactive and influence and facilitate cooperation and support. We are seeking a program leader who shares the college’s vision and strategic goals for contemporary learners.

For further details about this career opportunity, please request a career information package from human resources by contacting Andree LeBlancq, Associate Director, HR Client Services at aleblancq@sl.on.ca

SALARY & TERMS: In addition to the salary range of $67,769 – $84,711, the compensation package includes a performance-based salary program and a comprehensive benefits package. Starting salary commensurate with qualifications and experience.

START DATE: Immediately

SEND COVER LETTER & RESUME TO: aleblancq@sl.on.ca quoting the competition number (ADMN-14/15-002) in the subject line

CLOSING DATE: This career opportunity will be open until filled

The College is committed to employment equity. We encourage members of the designated groups to apply and self-identify. St. Lawrence College is committed to an inclusive, barrier-free selection process. We will make appropriate accommodations throughout the recruitment and selection process for applicants with disabilities. To obtain a copy of this position vacancy or any of the position related documents in an alternate format please contact our Human Resources Officers. Information received relating to accommodation requests will be addressed confidentially.

POSTING DATE: August 5, 2014

Posted by: Richard Schwier | July 28, 2014

E-Learning & Curriculum Specialist position at Western University

E-Learning & Curriculum Specialist (Teaching Support Centre)
Appointment Type: 3 year full time contract with competitive benefit package
Salary Grade: 15 (Minimum $ 53,910; Job Rate $63,380 per year)
The mission of the Teaching Support Centre (TSC) is to foster and enhance best practices in teaching and learning at Western University. To achieve its mission, the Centre utilizes an evidence-based approach to create and deliver programs that support the teaching and learning activities of faculty members, librarians and archivists, post-doctoral fellows, and graduate students. To learn more about our Centre, visit www.uwo.ca/tsc

The E-learning and Curriculum Specialist is critical to the Teaching Support Centre’s (TSC)
mandate of:
(1) promoting innovation in technologically enhanced learning and e-learning; and
(2) supporting departments and faculties in curriculum design and renewal. The incumbent will design, plan, and evaluate new online courses and academic programs in consultation with academic units. The incumbent will also design programs and services to support online teaching to assist faculty members and departments across the university.

The E-Learning & Curriculum Specialist will support departments in curriculum review and renewal, design outcome assessments, and incorporate innovative technologies into the curricula of new programs. The incumbent provides leadership, training and one-on-one design support for departments and faculty in their efforts to enhance teaching and learning.


    Master’s degree in instructional design, educational technology, curriculum
    development, education, or a related field
    PhD degree in instructional design, educational technology, curriculum development,
    education or a related field, preferred

3 years’ progressive experience with online teaching and course development
Experience with implementing universal design practices into an online environment
Teaching experience with both face-to-face and blended, or online in a post-secondary environment

Skills & Expertise:
 Knowledge of adult learning theories and their application, with skills in developing instructional resources and activities
 Demonstrated knowledge and understanding of educational technologies, and
outcome based curriculum design
 Knowledge of the theory and principles of effective teaching and learning strategies, activities and assessments
 Demonstrated understanding and application of instructional design theories, models, and strategies suited to an online learning environment
 Demonstrated knowledge and experience in training, program development and oneon-
one consultations
 Demonstrated skills with Learning Management Systems, knowledge of Sakai/Owl an
 Demonstrated knowledge of project management and the ability to manage multiple
projects, people, and schedules within an academic term framework
 Ability to quickly research, evaluate, and recommend the viability of new technologies and innovations in e-learning
 Ability to relate to faculty academically and bridge understanding of disciplinary
pedagogy to distance delivery formats
 Ability to work with a variety of faculty members, subjects and teaching styles while establishing proactive, positive consulting relationships
 Decision making skills to evaluate strengths and weaknesses of online courses based
on best practices and evaluations from students and instructors
 Effective presentation skills to both small, large and diverse audiences
 Exceptional written and verbal communication skills
 Proven ability and natural inclination to interact with people in a professional,
respectful and diplomatic manner
 Ability to work in a team environment at multiple organizational levels within Western

Equal Employment Opportunity
Western is committed to Employment Equity, welcomes diversity in the workplace, and
encourages applications from all qualified individuals including women, members of visible minorities, aboriginal persons, and persons with disabilities. Only applicants selected for an interview will be contacted.

Reference 4155
Apply on or before August 11, 2014

Nanda Dimitrov, Ph.D Associate Director Teaching Support Centre Adjunct Research Scholar Centre for Research on Teaching and Learning in Higher Education Western University Tel: 519-661-2111 ext. 84624 nanda.dimitrov@uwo.ca www.uwo.ca/tsc

Posted by: Richard Schwier | July 23, 2014

Contemporary Educational Technology, vol. 5, no. 3 published

From Ali Simsek, Editor of CET:

A new issue of Contemporary Educational Technology (http://www.cedtech.net) is now available online.

The Impact of Generational Status on Instructors’ Reported Technology Usage
Susan Troncoso Skidmore Linda Reichwein Zientek D. Patrick Saxon Stacey L. Edmonson
Volume: 5, Issue: 3, July – 2014
Pages: 179 – 197

Improving First Computer Programming Experiences: The Case of Adapting a Web-Supported and Well-Structured Problem-Solving Method to a Traditional Course
Murat Pasa Uysal
Volume: 5, Issue: 3, July – 2014
Pages: 198 – 217

Perceptions of Blended Learning Competencies and Obstacles among Educational Technology Students in Light of Different Anxiety Levels and Locus of Control
Osamah Ahmad Aldalalah Al-Mothana M. Gasaymeh
Volume: 5, Issue: 3, July – 2014
Pages: 218 – 238

The Role of Internet Addiction and Social Media Membership on University Students’ Psychological Capital
Eylem Simsek Jale Balaban Sali
Volume: 5, Issue: 3, July – 2014
Pages: 239 – 256

Moderation Effect of Gender on Relationship between Community of Inquiry and Perceived Learning in Blended Learning Environments
Rouhollah Khodabandelou Habibah Ab Jalil Wan Zah Wan Ali Shaffe bin Mohd Daud
Volume: 5, Issue: 3, July – 2014
Pages: 257 – 271

Book Review: 21st Century Skills – Learning for Life in Our Times
Murat Ataizi Mustafa Donmez
Volume: 5, Issue: 3, July – 2014
Pages: 272 – 274

Posted by: Richard Schwier | July 22, 2014

ID Position at The Hong Kong Polytechnic University

The Hong Kong Polytechnic University is a government-funded tertiary institution in Hong Kong. It offers programmes at various levels including Doctorate, Master’s, and Bachelor’s degrees. It has a full-time academic staff strength of around 1,250. The total consolidated expenditure budget of the University is about HK$5 billion per year.

Educational Development Centre

The mission of the Educational Development Centre is to enhance the quality of teaching and learning at the University and support the University’s strategic initiatives in nurturing the development of all-round students with excellent professional competence. The Centre offers a variety of services, including short courses and workshops on teaching and learning, individual consultations, support for student learning outcomes assessment, teaching evaluation services, and activities which promote and support the use of educational technologies to enhance student learning. Please visit the website at http://edc.polyu.edu.hk for more information about the Centre.

Instructional Design Specialist (several posts)

The appointees will be appointed at the substantive level of Educational Development Officer and will be required to (a) promote the effective and integrative use of educational technologies for enhancing teaching and learning at the University such as Learning Management Systems and Massive Open Online Courses (MOOCs); (b) provide consultation and expertise to subject experts and e-learning project teams on effective application of online pedagogy and instructional design in the development of e-learning materials and online instructional systems; (c) coordinate the development, implementation and maintenance of e-learning projects; (d) plan, develop and offer professional development opportunities for staff in the areas of instructional design and the appropriate use of instructional technologies; and (e) perform any other duties as assigned by the Director of the Centre or her delegates.

Applicants should have (a) at least a master’s degree in Education or a related field, preferably in Learning and Educational/Instructional Design; (b) a minimum of eight years’ relevant experience in the area of instructional design, preferably in technology-enriched instruction or e-learning projects at university level; (c) a proven competence and expertise in online pedagogy; (d) knowledge of Learning Management Systems such as Blackboard, as well as MOOCs, and experience of providing professional development and support for academic staff in these areas; (e) some knowledge of big data analytics; (f) excellent facilitation/interactive teaching skills and a commitment to student-centred learning; (g) a proactive and innovative work style with the ability to work independently and co-operatively; (h) strong organizational, problem-solving and leadership skills; and (i) excellent communication, consultation and interpersonal skills.

Shortlisted candidates will be required to submit a portfolio of their recent work/accomplishments and attend an interview.
Applicants are invited to contact Mr Ian Brown at email ian.brown@polyu.edu.hk<mailto:ian.brown@polyu.edu.hk> further information.

Remuneration and Condition of Service

A highly competitive remuneration package will be offered. Initial appointment will be made on a fixed-term gratuity-bearing contract. Re-engagement thereafter is subject to mutual agreement. Applicants should state their current and expected salary in the application.

Please submit application form via email to hrstaff@polyu.edu.hk<mailto:hrstaff@polyu.edu.hk;>; by fax at (852) 2364 2166; or by mail to Human Resources Office, 13/F, Li Ka Shing Tower, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong. If you would like to provide a separate curriculum vitae, please still complete the application form which will help speed up the recruitment process. Application forms can be obtained via the above channels or downloaded from http://www.polyu.edu.hk/hro/job.htm. The closing date for application is Friday, 29 August 2014. Applicants who are not invited to an interview within two months of the closing date should consider their applications unsuccessful. Details of the University’s Personal Information Collection Statement for recruitment can be found at http://www.polyu.edu.hk/hro/jobpics.htm.

Posted by: Richard Schwier | July 18, 2014

Canadian Journal of Education vol. 37, no. 1 (2014) published

The Canadian Journal of Education/Revue canadienne de l’éducation has just
published its latest issue at http://journals.sfu.ca/cje/index.php/cje-rce.
We invite you to review the Table of Contents here and then visit our web
site to review articles and items of interest.

Thank you for your continuing interest in our work,

Ms. Katy Ellsworth

Chers lecteurs,

Le plus récent numéro de Revue canadienne de l’éducation vient d’être
publié à l’adresse suivante :
http://journals.sfu.ca/cje/index.php/cje-rce. Nous vous invitons à
consulter la table des matières, puis à visiter notre site web pour y lire
les articles qui vous intéressent.

Nous vous remercions de l’intérêt que vous portez à notre revue.


Ms. Katy Ellsworth

Canadian Journal of Education/Revue canadienne de l’éducation
Vol 37, No 1 (2014)
Table of Contents

Youth Voice In and Outside of School: Stories of New Possibilities (1)
Jrène Rahm, Annie Malo
La voix des jeunes à l’école est au-delà: envisager de nouvelles
possibilités (11)
Annie Malo, Jrène Rahm

« Un élève comme nous » : apports d’une perspective interactionniste
stratégique pour comprendre le point de vue d’élèves au secondaire sur
l’expérience d’avoir un stagiaire en enseignement (24)
Annie Malo
Indispensable Insight: Children’s Perspectives on Factors and Mechanisms
that Promote Educational Resilience (46)
Jayne A. Downey
Le rappel stimulé pour mieux comprendre les stratégies de lecture
d’élèves du primaire à risque et compétents (72)
Catherine Turcotte, Émilie Cloutier
L’entretien d’autoconfrontation : la prise en compte du point de vue de
l’élève pour développer l’activité en classe (96)
Sylvie Moussay, Eric Flavier
Conduite de l’entretien auprès des jeunes scolaires : le cas de
l’autoconfrontation dans une approche « orientée – activité » (120)
Jerome Guerin, Jacques André Méard
Tensions in Creating Possibilities for Youth Voice in School Choice: An
Ethnographer’s Reflexive Story of Research (140)
Megan Cotnam-Kappel
Intégrer les points de vue des élèves dans les recherches en contexte
scolaire : promesses théoriques et écueils pratiques de l’ethnographie
visuelle (163)
Matthias Pepin
“Science isn’t just what we learn in school”: Using video and
arts-based methods to engage youth in science conversations (185)
Allison Jardim Gonsalves
Youth Voice and Positive Identity Building Practices: The Case of
ScienceGirls (209)
Jrène Rahm, Audrey Lachaîne, Ahlia Mathura
Youth, much to say – with trust, time and tools: education experiences of
Inuit youth in Nunavik (233)
Tatiana Garakani
Donner la parole aux jeunes et faire entendre leurs voix : défis d’une
recherche auprès de jeunes d’origine haïtienne à Montréal (258)
Gina Lafortune
Youth participatory action research and school improvement: The missing
voices of black youth in Montreal (283)
Anne-Marie Livingstone, Jacqueline Celemencki, Melissa Calixte
La (re)lecture des mots, du monde et des maux des jeunes Noirs: apports de
la pédagogie critique aux méthodologies de la recherche (308)
Gina Thésée, Paul R. Carr

Book Reviews//Comptes Rendus
Compte rendu “Rethinking Children and Research : Attitudes in Contemporary
Society” (330)
Sardar Anwaruddin

Canadian Society for the Study of Education/Société canadienne pour
l’étude de l’éducation

Posted by: Richard Schwier | July 10, 2014

IRRODL, 15(3) available

International Review of Research in Open and Distance Learning
Visit www.irrodl.org

Vol 15, No 3 (2014)

Table of Contents
Editorial: Volume 15, Number 3
Dianne Conrad

Research Articles
Success factors for e-learning in a developing country: A case study of Serbia
Miroslava Raspopovic, Aleksandar Jankulovic, Jovana Runic, Vanja Lucic

Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case of international students in the US
Gulnara Sadykova

Ghosts, stars, and learning online: Analysis of interaction patterns in student online discussions
Debbie Samuels-Peretz

University faculty’s perspectives on the roles of e-instructors and their online instruction practice
Chiungsui Chang, Hun-Yi Shen, Zhi-Feng Liu

First steps towards a university social network on personal learning environments
Veronica Marin Diaz, Ana Isabel Vazquez Martinez, Karen Josephine McMullin

Factors driving learner success in online professional development
Phu Vu, Vien Cao, Lan Vu, Jude Cepero

Exploring the moderating role of perceived flexibility advantages in mobile learning continuance intention (MLCI)
Rui-Ting Huang, Chia-Hua Hsiao, Tzy-Wen Tang, Tsung-Cheng Lien

Coping with the challenges of open online education in Chinese societies in the mobile era: NTHU OCW as a case study
Shelley Shwu-Ching Young, Hui-Chun Hung

Telecommuting academics within an open distance education environment of South Africa: More content, productive, and healthy?
Deon Harold Tustin

Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions
Bethany Alden Alden Rivers, John T. E. Richardson, Linda Price

Examining the impact of video feedback on instructor social presence in blended courses
Jered Borup, Richard E. West, Rebecca Thomas, Charles R. Graham

Global transition in higher education: From the traditional model of learning to a new socially mediated model
Blessing Mbatha

Using supplementary video in multimedia instruction as a teaching tool to increase efficiency of learning and quality of experience HTML PDF MP3 EPUB
Milos Ljubojevic, Vojkan Vaskovic, Srecko Stankovic, Jelena Vaskovic
Exploring the impact of role-playing on peer feedback in an online case-based learning activity
Yu-Hui Ching

Technical Notes
Peer assessment for massive open online courses (MOOCs)
Hoi K. Suen

Leadership in Open and Distance Learning Notes
Leadership Notes editorial: Distributed leadership for distributed learning
Marti Cleveland-Innes

Leadership strategies in mobile English as a Second Language training
Djenana Jalovcic, Linda McCloud-Bondoc, Anthony Ralston

Posted by: Richard Schwier | June 19, 2014

Congratulations #ETAD spring 2014 grads!

ETADuation was held a couple of weeks ago, on June 5 to be exact, and we now welcome some more stellar scholars as alumni of our M.Ed. program in educational technology and design.  A big ETAD shoutout to Ryan Banow, Mark Behrend, Jennifer Brokofsky, Aaron Hansen, Troy Harkot, Faron Hrynewich, Brent Larwood, Mark Selinger, and Kelly Wandler.  We also look forward to many happy years of collaboration ahead!


via Managing Editor
Catherine Chiappetta Swanson McMaster University

Collected Essays on Learning and Teaching (CELT) publishes peer-reviewed scholarly and practice-based articles associated with the annual conference of the Society for Teaching and Learning in Higher Education (STLHE). Now in its seventh volume, the intent is to challenge conference presenters to convert the essence of their peer-reviewed sessions into essay form for a wide readership interested in teaching improvement practices in higher education.

Volume 7, Issue 1 of CELT reflects the work of over 41 authors who presented in 2013 at the STLHE’s 33rd annual conference in Sydney, Nova Scotia. Issue 1 Highlights the paper from the 2013 Alan Blizzard Award recipients.
Published online at http://celt.uwindsor.ca , please feel free to explore Volume VII Issue 1 in the order most convenient to you, and to print out one or more of the articles to read and to consult at your leisure.

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