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Reshaping educational spaces: An emerging framework for place-making and belonging in higher education with practical considerations for the classroom
Full text linkThis paper explores place-making and belonging in higher education through a framework rooted in Indigenous relational ethics, posthuman philosophy, and autobiographical narrative. It examines how settler colonial legacies shape educational spaces and proposes strategies for fostering inclusive, ethical, and communal learning environments. Emphasizing epistemology, methodology, axiology, and ontology, the framework encourages critical reflection, experiential learning, reciprocity, and collaborative knowledge webs. It invites educators to reimagine classrooms as living, relational spaces where all beings can feel valued, connected, and empowered
Examining Vietnamese EFL Teachers’ perceived Impact of the ‘Global Success’ Textbooks on Their Teaching Practices and Learners’ Language Proficiency in Public Secondary Schools: A Cross-Case Study
Full text linkThis study explores Vietnamese EFL teachers\u27 beliefs regarding the impact of the ‘Global Success’ textbooks on their teaching practices and learners\u27 language proficiency in public secondary schools. Utilizing a cross-case study approach, twelve EFL teachers from various public secondary schools in Vietnam were recruited to provide in-depth insights into their experiences and perceptions of the textbooks. Data were collected through a Likert questionnaire and semi-structured interviews. The findings indicate that teachers generally hold positive beliefs about the textbooks\u27 potential to enhance learners’ language proficiency and its alignment with contemporary pedagogical practices. However, challenges such as the orientation of examination, teaching methodologies, and students’ English proficiency were also highlighted. The study concludes with recommendations for curriculum implementation through textbooks and professional development to optimize teaching effectiveness and learning outcomes in the Vietnamese EFL context.
Keywords: ‘Global Success’ textbooks, public secondary schools, Vietnamese EFL teachers, beliefs, teaching practices, language proficienc
Towards a Market-Based Vision: Canadian Universities in the Era of Neoliberalism
Full text linkCanadian universities are widely considered to be a public good. Social and economic benefits are often touted by media, teachers, and others. However, over the last few decades, Canadian universities have been undergoing a neoliberal transformation. As a political-economic theory and ideology, neoliberalism is evident through corporate-like policies and practices in Canadian universities such as business-based governance models, increased tuition rates, and elevated student debt loads. In this paper, I cast a critical lens and investigate Canadian universities in the present context and uncover the ways that neoliberalism shapes Canadian universities. I briefly trace neoliberalism from a socio-historical context and examine its dissemination worldwide as well as its permeation in Canadian universities specifically. Drawing from expansive literature, I argue that Canadian universities are aligning their aims with market forces
Favoriser la défense de la santé et de l’inclusion des médecins, de la formation à la pratique
Full text linkDe la passion à la pratique : perspectives des enseignants cliniciens sur les soins obstétricaux en médecine familiale
Full text linkBackground: Declining numbers of family physicians (FPs) provide obstetrical care - an essential service. Exploring reasons why current family medicine obstetrics (FM-OB) clinician teachers chose this field and what motivates them to continue may inform retention strategies and inspire future family medicine learners. Our objective was to explore perspectives of academic FPs who practice FM-OB with the goal of informing recruitment of future FM-OB practitioners and retention of those currently practicing FM-OB.
Methods: Academic FP clinician teachers from three urban multidisciplinary Canadian centers who currently practice FM-OB and deliver at one hospital participated in 60 minute, semi-structured interviews. Questions explored participant experiences providing FM-OB care. Interviews were audio-recorded, transcribed and analyzed using a constant comparison method of descriptive thematic analysis.
Results: There were 10 participants. The data revealed an overarching theme highlighting three key influces on the decision to start and continue practicing FM-OB: 1) Individual; 2) Interpersonal, and 3) Systemic influences. Early exposure to positive feedback, hands-on skills, and role models shaped their decisions to start. The joy derived from this work, mentoring, patient relationships, and a supportive environment fueled their commitment to continue practicing.
Conclusion: This study highlights the importance of early exposure, effective role models, and supportive systemic factors in encouraging trainees to practice FM-OB and retaining FPs in this field. By also identifying the sources of joy in FM-OB and promoting work-life balance, these findings can help inform programs to retain FM-OB providers and inspire future family medicine learners.Contexte : Le nombre de médecins de famille (MF) qui fournissent des soins obstétricaux, un service essentiel, est en baisse. Explorer les raisons pour lesquelles les enseignants cliniciens en médecine familiale obstétricale (MFO) ont choisi ce domaine et ce qui les motive à continuer peut éclairer les stratégies de rétention et inspirer les futurs étudiants en médecine familiale. Notre objectif était d\u27explorer les perspectives des MF universitaires qui pratiquent la MFO dans le but d\u27augmenter le recrutement de futurs praticiens en MFO et de retenir ceux qui pratiquent actuellement la MFO.
Méthodes : Des cliniciens enseignants MF universitaires issus de trois centres multidisciplinaires urbains canadiens qui pratiquent actuellement la MF-OB et pratiquent des accouchements dans un hôpital ont participé à des entretiens semi-structurés de 60 minutes. Les questions portaient sur les expériences des participants en matière de soins MF-OB. Les entretiens ont été enregistrés, transcrits et analysés à l\u27aide d\u27une méthode de comparaison constante d\u27analyse thématique descriptive.
Résultats : Il y avait 10 participants. Les données ont révélé un thème général mettant en évidence trois influences clés sur la décision de commencer et de continuer à pratiquer la médecine familiale et obstétricale : 1) les influences individuelles ; 2) les influences interpersonnelles ; et 3) les influences systémiques. Les premières expériences positives, les compétences pratiques et les modèles de rôle positifs ont influencé leur décision de commencer. La joie tirée de ce travail, le mentorat, les relations avec les patients et un environnement favorable ont alimenté leur engagement à continuer à pratiquer.
Conclusion : Cette étude souligne l\u27importance des expériences d\u27apprentissage précoces, des modèles de rôle efficaces et des facteurs systémiques favorables pour encourager les stagiaires à pratiquer la médecine familiale et obstétricale et retenir les médecins de famille dans ce domaine. En identifiant également les sources de joie dans la médecine familiale et obstétricale et en favorisant l\u27équilibre entre vie professionnelle et vie privée, ces résultats peuvent aider à élaborer des programmes visant à retenir les prestataires de médecine familiale et obstétricale et à inspirer les futurs étudiants en médecine familiale
Introducing a Holistic Health Care Education Model that Employs the Difference Between Being Healed and Cured
No full textAbstract: The two authors of this article have been researching and discussing for many years the importance of a possible health care education curriculum that seriously considers the difference between being healed and being cured and the role spiritualty may play. While participating in a longstanding study of spirituality within healthcare, both authors observed their own experiences of having been diagnosed with “cancer” but still feeling healthy and happy. Despite their biological health circumstances, they have been living life to the fullest with optimism that they are able to function beyond any suppositions associated with a medical diagnosis. Thus, they have been revisiting their earlier research findings and their hypothesizing that there is a difference between being healed and being cured, which should be introduced into health care education. The authors conclude that there is considerable support in the medical research community for further work around the relationship between spirituality and being healed. Their objective has been to discover something their research participants have claimed, related to being healed or cured. And the authors wished to gain some understanding of their personal approaches to healing that might prove useful to mainstream medical practice in North America. In this research paper, the authors will report on what their long-standing research group, consisting of a medical professor, a religious studies professor, a professor of higher education, a sociology professor, a registered nurse and a Reiki healer have reported on so far
Is the Course Working? An Account of Our Development of an Instrument to Measure the Science Attitudes and Skills of Undergraduate Students Outside of Science Disciplines
Full text linkAfter a redesign of our school year structure, our science team developed an introduction to science course focused on teaching science to non-science majors early in their post-secondary studies. The goal of this course was not to prepare students for further pursuit of science degrees; instead, we wanted to equip them with the skills and attitudes necessary to understand the scientific world in which we live. Consequently, we wondered whether these skills and attitudes were being met throughout the course; was the course working? When searching the literature, we did not identify any instrument that simultaneously and concisely measured general science skills and attitudes. Given this gap and based on our desire to measure science skills and attitudes for non-science majors at our campus, this research team developed Augustana Interdisciplinary Scientific Literacy Evaluation (AISLE) in order to provide a measurement of students’ science skills and abilities in a general science course at the post-secondary level. However, as we would come to know, this process was not as simple as might seem. The purpose of this paper is to provide an account of the development and validation of the AISLE for those who wish to use the instrument or for others in the SoTL community looking to develop similar tools. We also offer an account of using the AISLE in our course to measure students’ science skill and attitude development. In the end, our STEM-based instructional team learned that what appeared to be straight forward assessment development, was, in fact, a far more involved and complicated process
Scaffolding the Flipped Classroom to Enhance Students’ Learning Process
Full text linkAfter multiple trials to determine the most effective flipped classroom design for our bachelor course, Philosophy of Science, we established a setup with compulsory flipped workgroups at the core, while online knowledge videos and optional joint classes offer preparatory support. This article documents our attempts to improve scaffolding offered in the optional joint classes by structuring them according to the Question Driven Discovery model. Regarding the effectiveness of the offered scaffolding, the findings are mixed: students did not perceive the joint classes as highly activating or yielding positive learning effects, and most preferred to prepare for flipped workgroups independently. However, substantial differences were noted in learning activities and outcomes between attendees and non-attendees, as well as in their valuation of the supportive and activating function of the joint classes. These results confirm earlier findings which show that, to capitalize on the potential activating effect of the flipped classroom during the bachelor phase, instructors need to strike the right balance between structure and flexibility. As early career students’ capacity to self-regulate is limited, we recommend future research focuses on how to design assignments and assessment in such a way that students are required to engage in scaffolding learning activities, even if they are non-compulsory
Encounters Between Wolves, Humans, and Their Dogs in West and North Greenland
Full text linkThis study investigates encounters between sled dogs (Canis lupus familiaris), humans, and Arctic wolves (Canis lupus arctos) in West and North Greenland. Using qualitative data from extensive interviews conducted in North Greenlandic, Polar Inuit, and Kalaallisut dialects, as well as a comprehensive review of relevant literature, this research aims to elucidate the spatial, temporal, and situational contexts of these interactions. Early accounts from European and American explorers, and observations made by local residents, complemented by Indigenous Kalaallit and Inughuit oral traditions, reveal the adaptive behaviors of wolves and their significant effects on human activities. Evidence of wolves in Greenland dates back to Saqqaq Culture (2400–1400 BC) and the Norse settlements (985–1450 AD) and continues into contemporary times. Greenlandic myths depict wolves as both feared and respected creatures, highlighting their profound cultural significance. Recent increases in wolf sightings near settlements in Avanersuaq have raised concerns about their impact on local fauna and human safety, prompting wildlife management measures. The study finds that Arctic wolves, humans, and sled dogs have interacted across various regions of North and West Greenland, with these interactions affecting both ecological dynamics and human practices. This research underscores the complex and evolving relationships between sled dogs, humans, and Arctic wolves, advocating for balanced conservation strategies that integrate scientific research with traditional knowledge. The findings contribute to the broader discourse on wildlife management in extreme environments, providing insights into the resilience of wolves and their enduring influence on human communities in the High Arctic and West Greenland.La présente étude porte sur les interactions entre les chiens de traîneau (Canis lupus familiaris), les humains et les loups arctiques (Canis lupus arctos) dans l’ouest et le nord du Groenland. S’appuyant sur des données qualitatives issues d’entretiens exhaustifs menés en langues nord-groenlandaise, inuite polaire et kalaallisut, ainsi que sur l’analyse exhaustive de la littérature pertinente, cette étude cherche à connaître les contextes spatiaux, temporels et situationnels de ces interactions. Des récits anciens d’explorateurs européens et américains, des observations réalisées par les habitants de la région ainsi que des traditions orales autochtones des Kalaallits et des Inughuits montrent comment les loups s’adaptent à leur environnement de même que leurs impacts importants sur les activités humaines. Les loups du Groenland ont fait l’objet d’observations depuis l’époque de la culture de Saqqaq (entre 2400 et 1400 ans avant l’ère commune) et les établissements norrois (entre 985 et 1450 de l’ère commune). Ils sont encore présents à l’ère actuelle. Les mythes groenlandais les décrivent comme des êtres à la fois redoutés et respectés, ce qui témoigne de leur grande importance culturelle. La hausse récente des observations de loups près de communautés d’Avanersuaq a suscité des inquiétudes quant à leur impact sur la faune locale et la sécurité des personnes. En réponse à ces préoccupations, des mesures de gestion de la faune ont été mises en place. Cette étude a révélé que les loups arctiques, les humains et les chiens de traîneau interagissent dans diverses régions du nord et de l’ouest du Groenland. Ces interactions ont un effet sur la dynamique écologique et les pratiques humaines. Cette recherche met en évidence les relations complexes et en constante évolution entre les chiens de traîneau, les humains et les loups arctiques. Elle revendique aussi des stratégies de conservation équilibrées tenant compte à la fois de la recherche scientifique et du savoir traditionnel. Nos constatations s’inscrivent dans un discours plus large sur la gestion de la faune dans les environnements extrêmes. Elles permettent d’en apprendre davantage sur la résilience des loups et sur leur influence durable sur les communautés humaines de l’Extrême-Arctique et de l’ouest du Groenland
