New issue of CJSoTL | Prochain numéro de la RCACEA

We are delighted to announce the publication of “SoTL within Canadian Contexts & Communities: The Collaborative Writing Groups Initiative” a special issue of The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL).

The special issue, guest edited by Nicola Simmons along with CJSoTL Senior Editor Elizabeth Marquis, contains work generated through a unique collaborative writing initiative facilitated by the SoTL Canada constituency of the Society for Teaching and Learning in Higher Education. Through this initiative, teams of scholars from across Canada came together to co-author articles on teaching and learning topics of shared interest, including the development of SoTL in various institutional contexts and the question of who does (or does not) engage in SoTL work.

“SoTL within Canadian Contexts & Communities: The Collaborative Writing Groups Initiative” makes a significant contribution to the SoTL literature with the following articles:

“Defining the Scholarship of Teaching and Learning”
Nicola Simmons and Elizabeth Marquis

“Reflections on the Development of International Collaborative Writing Groups (ICWGs) about Teaching and Learning in Higher Education”
Mick Healey

“Leading Up in the Scholarship of Teaching and Learning”
Janice E. Miller-Young, Catherine Anderson, Deborah Kiceniuk, Julie Mooney, Jessica Riddell, Alice Schmidt Hanbidge, Veronica Ward, Maureen A. Wideman, and Nancy Chick

“Framework for Strengthening the Scholarship of Teaching and Learning in the Canadian College Sector”
Eileen De Courcy, Tim Loblaw, Jessica Paterson, Theresa Southam, and Mary M. Wilson

“Bridging the Divide: Leveraging the Scholarship of Teaching and Learning for Quality Enhancement”
Jason A. Openo, Cory Laverty, Klodiana Kolomitro, Paola Borin, Lori Goff, Matthew Stranach, and Nahla Gomaa

“Nested Within or Swallowed Up: Le dilemme des chercheurs francophones en pédagogie postsecondaire au Canada”
Genevieve Maheux-Pelletier, Vanessa Rukholm, Jovan Groen, and Nancy Vézina

“Success in Student-Faculty/Staff SoTL Partnerships: Motivations, Challenges, Power, and Definitions”
Anita Acai, Bree Akesson, Meghan Allen, Victoria Chen, Clarke Mathany, Brett McCollum, Jennifer Spencer, and Roselynn E. M. Verwoord

“Conditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning”
Marie Vander Kloet, Mandy Frake-Mistak, Michelle K. McGinn, Marion Caldecott, Erin D. Aspenlieder, Jacqueline L. Beres, Sherry Fukuzawa, Alice Cassidy, and Apryl Gill

“Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development”
Natasha Kenny, Celia Popovic, Jill McSweeney, Kris Knorr, Carolyn Hoessler, Shirley Hall, Nobuko Fujita, and Eliana El Khoury

We invite you to read these exceptional articles and learn more about the journal by visiting http://www.cjsotl-rcacea.ca/.

Sincerely,
Elizabeth Marquis, Senior Editor
Ken N. Meadows, Managing Editor
The Canadian Journal for the Scholarship of Teaching and Learning


Annonce de la publication « L’ACEA dans le contexte et les communautés du Canada : l’initiative des groupes de rédaction en collaboration »


Chers collègues,

Nous sommes ravis de vous annoncer la publication de « L’ACEA dans le contexte et les communautés du Canada : l’initiative des groupes de rédaction en collaboration », un numéro spécial de La revue canadienne sur l’avancement des connaissances en enseignement et en apprentissage (RCACEA).

Ce numéro spécial, dont la rédaction a été assurée par la rédactrice invitée Nicola Simmons et par la rédactrice en chef de la RCACEA, Elizabeth Marquis, comprend des articles rédigés suite à une initiative unique de rédaction en collaboration facilitée par le groupe constitutif ACEA Canada de La Société pour l’avancement de la pédagogie dans l’enseignement supérieur. Par le biais de cette initiative, des groupes de chercheurs d’un bout à l’autre du Canada se sont groupés pour co-rédiger des articles d’intérêt commun sur des sujets traitant de l’enseignement et de l’apprentissage, y compris sur le développement de l’ACEA dans divers contextes institutionnels ainsi que sur la question de savoir qui s’engage (ou ne s’engage pas) dans le travail de l’ACEA.

« L’ACEA dans le contexte et les communautés du Canada : l’initiative des groupes de rédaction en collaboration » apporte une contribution importante à la recherche sur l’avancement des connaissances en enseignement et apprentissage avec les articles suivants :

« L’ACEA dans le contexte et les communautés du Canada : l’initiative des groupes de rédaction en collaboration » apporte une contribution importante à la recherche sur l’avancement des connaissances en enseignement et apprentissage avec les articles suivants :

« Defining the Scholarship of Teaching and Learning »
Nicola Simmons et Elizabeth Marquis

« Reflections on the Development of International Collaborative Writing Groups (ICWGs) about Teaching and Learning in Higher Education »
Mick Healey

« Leading Up in the Scholarship of Teaching and Learning »
Janice E. Miller-Young, Catherine Anderson, Deborah Kiceniuk, Julie Mooney, Jessica Riddell, Alice Schmidt Hanbidge, Veronica Ward, Maureen A. Wideman et Nancy Chick

« Framework for Strengthening the Scholarship of Teaching and Learning in the Canadian College Sector »
Eileen De Courcy, Tim Loblaw, Jessica Paterson, Theresa Southam et Mary M. Wilson

« Bridging the Divide: Leveraging the Scholarship of Teaching and Learning for Quality Enhancement »
Jason A. Openo, Cory Laverty, Klodiana Kolomitro, Paola Borin, Lori Goff, Matthew Stranach et Nahla Gomaa

« Nested Within or Swallowed Up: Le dilemme des chercheurs francophones en pédagogie postsecondaire au Canada »
Genevieve Maheux-Pelletier, Vanessa Rukholm, Jovan Groen et Nancy Vézina

« Success in Student-Faculty/Staff SoTL Partnerships: Motivations, Challenges, Power, and Definitions »
Anita Acai, Bree Akesson, Meghan Allen, Victoria Chen, Clarke Mathany, Brett McCollum, Jennifer Spencer et Roselynn E. M. Verwoord

« Conditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning »
Marie Vander Kloet, Mandy Frake-Mistak, Michelle K. McGinn, Marion Caldecott, Erin D. Aspenlieder, Jacqueline L. Beres, Sherry Fukuzawa, Alice Cassidy et Apryl Gill

« Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development »
Natasha Kenny, Celia Popovic, Jill McSweeney, Kris Knorr, Carolyn Hoessler, Shirley Hall, Nobuko Fujita et Eliana El Khoury

Nous vous invitons à lire ces articles exceptionnels et à en apprendre davantage sur notre revue en consultant le site : http://ir.lib.uwo.ca/cjsotl_rcacea/index_fr.html.

Nous vous souhaitons une bonne lecture.

Cordialement,
Elizabeth Marquis, rédactrice en chef
Ken N. Meadows, directeur de la rédaction
La revue canadienne sur l’avancement des connaissances en enseignement et en apprentissage

International Journal of Designs for Learning (IJDL), Vol. 8 Issue 1 published

We are pleased to announce that Volume 8, Issue 1 of the International Journal of Designs for Learning, a special issue which focuses on Makerspaces, is published!

 

On behalf of the Special Issue Guest Editors and IJDL Editorial Staff:

Mary Jo Dondlinger, Julie McLeod, & Chris Bigenho, Special Issue Guest Editors

  • Elizabeth Boling, Editor-in-Chief
  • John Baaki, Assistant Editor
  • Colin Gray, Board Member & Editorial Assistant
  • Thomas Edelberg, Editorial Assistant
  • Randa Fathy, Editorial Assistant

 

And of special note, this issue includes an article by ETAD professor Marguerite Koole, ETAD alumnus Jordan Epp, along with Kerry Anderson, Robert Hepner, & Mohammad Hossain.  Nice job!

++++++++++++++++++++++++++++++++++

*IJDL Vol 8, No 1 (2017)*: https://scholarworks.iu.edu/journals/index.php/ijdl/index

*Special Issue on Makerspace Design Cases*

Mary Jo Dondlinger, Julie McLeod, & Chris Bigenho

==ARTICLES==

*Challenges and Tradeoffs When Engaging Young Makers With Constructing for Others*

Nathan Holbert, Sawaros Thanapornsangsuth, & Marleen Villeroy

*What Will Keep the Fish Alive? Exploring Intersections of Designing, Making, and Inquiry Among Middle School Learners*

Scott Wallace, Tarrance Banks, Mishael Sedas, Krista Glazewski, Thomas A. Brush, & Christian McKay

*MakerSpace to Capstone: Plans and Progress Towards an Integrated K-12 Design Thinking and STEAM Curriculum*

Tamarah Henderson, Peter Vogel, & Meghan Campagna

*The Unspace Case: Developing a Maker Movement in a Multipurpose, Flexible Space, Library Setting*

Craig Shepherd, Cassandra Kvenild, Shannon M. Smith, & Alan Buss

*DigiFab Kits: Mini Mobile Makerspace Design in the Arts Curriculum*

Aaron D. Knochel

*The Bubbler as Systemwide Makerspace: A Design Case of How Making Became a Core Service of the Public Libraries*

Erica Halverson, Alexandra Lakind, & Rebekah Willett

*An Evolving Makerspace for Teacher Education*

Tonia A. Dousay

*Designing a Makerspace for Pre- and In-Service Teachers*

Marguerite Koole, Jordan Epp, Kerry Anderson, Robert Hepner, & Mohammad Hossain

*Can You DIG it? Designing to Support a Robust Maker Culture in a University Makerspace*

Katie Krummeck & Rob Rouse

*Establishing a Virtual Makerspace for an Online Graduate Course: A Design Case*

Kevin M. Oliver, Robert L. Moore, & Michael A. Evans

Dr. Jay Wilson receives his 3M National Teaching Fellowship in Halifax today

Jay Wilson received his 3M National Teaching Fellowship today in Halifax at the 2017 STLHE-SAPES conference on the beautiful campus of Dalhousie University.  This is a huge deal for Jay, for ETAD, and for the College of Education and the University of Saskatchewan.  The 3MNTF is the most prestigious recognition a teacher in post-secondary or higher education can receive in Canada.  And it is unlike other honours or awards.  It comes as an invitation to join the Fellowship.  There’s a lot of fanfare, but there is no money, no trophy—just a rare and precious invitation.  Only 10 individuals are invited to the Fellowship each year, and selections are made following a rigorous examination of credentials.  The new cohort of Fellows meets for a retreat—this year at the Fairmont Chateau Montebello  in Montebello, Quebec— for 3 days in November devoted to conversations about teaching among a group of people who are passionate about it.  That’s the reward, a chance to talk about teaching with new friends who love it as much as you do.  Fitting, and a perfect playground for Jay.

Congratulations, Jay!  Here’s hoping the glow of this fabulous honour stays with you for a lifetime!