1,720,967 research outputs found
Global citizenship in a Canadian context
Full text linkGlobal citizenship is frequently identified by industry, government, and universities in Canada as an important outcome of education. However, there is significant debate about the meaning of this term. The goals of this report are: to explain the roots of this debate, identify some of the key terms frequently used by universities as proxies for global citizenship, uncover discrepancies among universities in their understanding and approach to global citizenship, propose a unifying
framework for global citizenship, and offer some methods through which institutions can evaluate their efforts. A shared understanding of how our education system discusses global citizenship is necessary to help better shape the experiences students have, to ensure the evaluation of university programs is possible and effective, and to create alliances among industry, government, and universities to enhance their development of individuals as global citizens.Social Sciences and Humanities Research Council of Canad
Preparing Students to Learn Across the Disciplines: Pedagogical Interventions in Community-Service Learning
Full text linkCommunity-service learning (CSL), which is grounded in John Dewey’s theory of learning through experience (1938), allows students the opportunity to participate in a service experience that is integrated within the curriculum, meets the actual needs of the community, and incorporates critical reflection to connect their academic learning with their experiences. There is now overwhelming evidence that CSL has the ability to influence students’ cognitive and affective learning (Levesque-Bristol, Knapp, and Fisher, 2010; Eyler and Giles, 1999; Warren, 2012).
In 2014, we offered two collaborative courses that included an international travel component and shared the same cohort of students. Each course offered its own CSL experience but these service projects approached CSL from different disciplinary perspectives that challenged students’ definitions of community. Thus, we began a SoTL research project that examined how students understand community-service learning.
We asked students to reflect on their understanding of CSL at the start of the course, after pedagogical interventions, and following their hands-on experiences. Although students did modify their definitions after a hands-on experience, they still did not demonstrate a nuanced understanding of this pedagogy by the end of the course. As such, we became interested in determining how different pedagogical interventions could help students prepare for and understand community-service learning.
In a second iteration of these same courses, we introduced CSL using various pedagogical tools including: readings, structured discussions, and evaluations of real-world scenarios. We similarly asked students to reflect on their understanding of CSL at various points in the course and then compared students’ understanding and preparation for participating in CSL activities to those from students in the prior cohort. To analyze reflections, we conducted qualitative analyses using three types of coding procedures: open coding, axial coding, and selective coding.
Although all students began with the same misconceptions of CSL, students exposed to more varied pedagogical interventions exhibited a more comprehensive understanding of CSL and its value to both their learning and the communities compared to the previous cohort. Overwhelmingly, students reported that working through a real-life case study was the most effective way to improve their understanding of CSL. While a hands-on experience is essential to understanding CSL, we argue that greater preparation in the classroom results in enhanced student learning and further expands the power of this pedagogical tool.TransCanada Collaborative Grant, Institute for the Scholarship of Teaching and Learning at Mount Royal Universit
Building Bridges from the Decoding Interview to Teaching Practice
Full text linkThis chapter describes a multidisciplinary faculty self-study about reciprocity in service-learning. The study began with each co-author participating in a Decoding interview. We describe how Decoding combined with collaborative self-study had a positive impact on our teaching practice.Institute for Scholarship of Teaching and Learnin
Andrew Jackson, The Fire and the Ashes: Rekindling Democratic Socialism (Toronto: Between the Lines, 2021)
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Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Catherine Gidney. Tending the Student Body: Youth, Health, and the Modern University. Toronto: University of Toronto Press, 2015. 304 pp. Photographs
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