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Student Engagement in Concept Mapping: A Theoretical Analysis
No full textStudent engagement has been an important discourse in higher education, and researchers have determined that engagement in educational activities is vital for student retention. Retaining students in learning is crucial in a stressful healthcare environment, hence the need to identify the associated engagement factors. Concept mapping offers students a realistic venue for critical thinking, clinical reasoning, and engagement in educational activities. Building on the results obtained from a basic qualitative study where, interviews and journals were analyzed, we examined the theoretical basis for students’ engagement during concept mapping in a flipped clinical learning. Accordingly, this article discusses the factors that influenced engagement while concept mapping within a stressful healthcare clinical learning environment and explains how the process of mapping patient care improved students’ engagement in learning. The impacts of concept mapping process went beyond participation to self-direction, higher-level thinking, and greater impact on clinical decision making for the student participants
Postures langagières chez Janis Otsiemi et Mongo Beti
Get PDFCet article examine la posture langagière dans le roman d’Afrique francophone à partir des polars de Janis Otsiemi et Mongo Beti. Il pose l’hypothèse que la posture langagière chez ces deux écrivains traduit une réalité sociale, complexifiée par la défense d’une identité nationale. Loin d’être seulement une langue argotique, elle est aussi la continuation d’une manière d’écrire dont les racines sont à rechercher dans la littérature policière des années 50. À l’instar du néo-polar français soixante-huitard, issu de la filiation du roman noir américain dont le type d’écriture violente et syncopée permet aux auteurs de critiquer avec virulence les travers sociaux, Janis Otsiemi et Mongo Beti proposent de nouvelles orientations thématiques et de nouvelles configurations de l’enquête, en tenant un discours à la fois critique et ironique sur les sociétés africaines. Chez eux, le polar est le lieu d’une inventivité linguistique dont l’écriture reprend les grandes articulations en termes de subversion
De l’homme machine à l’homme social, la ville industrielle dans Sans Famille et En Famille d’Hector Malot
Get PDFLa question sociale est au cœur de deux œuvres littéraires pour enfants d\u27Hector Malot - Sans Famille, roman publié en 1878, et En Famille, roman publié en 1893. Dans ces deux textes, l’auteur nous donne à lire les aventures de jeunes enfants qui sont confrontés à la ville industrielle au cours de leur cheminement. Observateur critique de son époque, Hector Malot met en texte tout un réseau de représentations qui opposent la campagne paradisiaque et l’enfer de la ville industrielle, d’une part, et la déchéance sociale et le besoin imminent de réforme, d’autre part. Cet article se propose d’interroger le message social véhiculé par le prisme du regard des enfants qui observent la société industrielle dans laquelle ils évoluent. Sans Famille et En Famille sont les deux seules œuvres pour enfants dans lesquelles Hector Malot fournit autant de détails sur l’impact de l’industrie non seulement sur le paysage français, mais aussi sur le cœur des hommes. Comme leurs titres respectifs le soulignent, nous pouvons retracer une véritable continuité entre ces deux romans : tout se passe comme si En Famille était le prolongement et l’aboutissement de la réflexion sociale amorcée dans Sans Famille
Retrospective: Sparking the Magic of SoTL at Mount Royal University
Get PDFIn this invited article, we reflect on how SoTL came to be, at least within one institution, Mount Royal University (MRU). We caught up with Dr. Jim Zimmer, Associate Professor in General Education and past- Associate Vice-President of Teaching and Learning to discuss the early days of SoTL at MRU, and his perspectives and role in laying the foundations for SoTL at MRU. We also discuss how Jim has seen SoTL evolve over the last 10-15 years and some of the key catalysts that, in his view, formalized SoTL as an integral part of MRU
Looking Back/Looking Forward
Get PDFWelcome to the second issue of Imagining SoTL. This journal was conceptualized to build on presentations given at the annual Banff SoTL Symposium. As the Covid-19 pandemic stretched on, beyond what any of us could have initially imagined, we made the difficult decision to cancel the 2020 gathering. As a “pivot” for this second issue, given that we did not have presentations in 2020 to draw from, we invited all presenters from 2010–2019 to contribute to a special issue in celebration of the first nine years of the Symposium, with the theme of Looking Back/Looking Forward.
Visualizing the Power and Privilege of Failure in Higher Education
Get PDFLearning from failure is a core component to education, however it is not often deliberately taught in university courses. In addition, while the rhetoric around taking risks, embracing failure, and bouncing back is pervasive in higher education, the corresponding structural supports are lacking. The purpose of the current work is to explore ways we can visualize and illustrate the power and privilege involved with embracing and learning from failure in the context of higher education. We offer three approaches to visualizing the same set of research data exploring student and instructor experiences of failure. The first figure is structured using a Venn diagram, the second uses a mobius strip, and the third draws on both puzzle imagery and the structure of a kernmantle rope to offer a more complex rendition of power and privilege in higher education. These illustrations are intended to serve as introductory guides to this topic. This work emphasizes that power is diffuse and mutable, and we underscore the critical importance of recognizing that each person will experience power and privilege differently in different circumstances. This exploration of illustrative concepts is a place to start theorizing about how students and instructors experience, resist, or wield power as they navigate academic institutions and engage with failure. We note that each instance of struggle, failure, or recovery exhibits specific configurations of power as multiple vectors contribute more or less strongly to the situation. The exact topography of power will change as different people, areas of the institution, or social policies and values enter the equation
Involving Students as Partners in a Course Redesign
Get PDFAs a team composed of student partners, a course instructor, and a distance learning program development specialist, we share our experiences of working together on a course development project. We used a collaborative autoethnographic approach to document and reflect on our experiences. Although our individual reflections reveal that our experiences of working together varied, we all valued working with each other and were engaged in the project. A change that we would make for future collaborations of this nature would be to invest more effort into team building and cohesion at the start of the project. We also found that individually, we all experienced our collaboration differently, which we believe is important to keep in mind when we think about inclusivity with respect to course instruction and design