The Integration of International Early Career Professors into the Canadian Teaching Culture: A Case Study of the Characteristics of Transformation in Teaching

The purpose of this study was to explore how international early career professors integrate into the teaching culture at a western Canadian university. The research used a qualitative case study design. Data were collected using seven methods: an online survey, one common interview, classroom observations followed by debrief interviews, document analysis, an inventory, an interview with the associate dean of teaching and learning of the respective faculty, and an interview with educational developers at the western Canadian university. The findings captured the characteristics of transformative learning of teaching demonstrated and reported by international early career professors. Further, the outcome of the research contributed to the creation of three frameworks that pertain to the format of the support needed for international early career professors, the content of the support and the steps needed at the multiple levels of a higher education institution

Program SAGES: Promoting collaborative teaching development through graduate student/faculty partnerships

Each year, graduate students shoulder hours of instructional time with undergraduate students and some have more contact hours with students than academic staff in large introductory undergraduate courses. However, many graduate students are given minimal opportunities for teaching development, and there is a great need to help them develop a scholarly and reflective teaching practice (Kenny et al., 2014; Chick & Brame, 2015). Enhancing the teaching skills of graduate students is a critical investment that will also create a culture of educational leadership, and foster innovation and teaching development. To support STEM graduate students in the development of an evidence-based teaching practice, we designed and implemented the SAGES Program (SoTL Advancing Graduate Education in STEM) at a research-intensive university. This program was designed to provide graduate students with opportunities to learn about scholarly teaching and learning (SoTL) within the context of STEM through a semester-long course, followed by a semester-long practicum. The practicum gives graduate students an opportunity to apply their learning in an undergraduate class, in partnership with a faculty member acting as a mentor. Through a mixed-methods approach based on the use of semi-structured interviews and pretest and posttest surveys (DeChenne et al., 2012; Trigwell and Prosser, 2004), we will show that SAGES not only increased teaching self-efficacy, knowledge and skills in graduate students, but also led to collaborative teaching development for both mentors and mentees. We will also invite participants to conceptualize how such a program could be designed for their own institutions. Chick, N. L. & Brame, C. (2015). An investigation of the products and impact of graduate student SoTL programs: observations and recommendations from a single institution. International Journal for the Scholarship of Teaching and Learning, 9(1), article 3. DeChenne, S. E., Enochs, L. G., & Needham, M. (2012) Science, technology, engineering, and mathematics graduate teaching assistants teaching self-efficacy. Journal of the Scholarship of Teaching and Learning, 12(4), 102-123. Kenny, N., Watson, G. P. L., & Walton, C. (2014) Exploring the context of Canadian graduate student teaching certificates in university teaching. Canadian Journal of Higher Education, 44(3), 1-19. Trigwell, K. & Prosser, M. (2004) Development and use of the approaches to teaching inventory. Educational Psychology, 16(4), 409-424

Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development

There has been growing discourse related to the importance of the scholarship of educational development (SoED), but less discussion related to clearly defining principles for guiding engagement in SoED or contextualizing SoED within literature related to the scholarship of teaching and learning (SoTL). Expanding upon Felten’s (2013) principles for SoTL, as well as evolving discourse related to principles of educational development (e.g., Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), this paper presents seven principles for SoED. Two additional principles (transforming practice and reflective practice) are added to Felten’s principles to further contextualize SoED in relation to educational development and SoTL. Three cases are provided to illustrate educational development, SoTL, and SoED within the context of these principles. The interrelationships between educational development, SoTL, and SoED are complex. While SoED offers many opportunities for further legitimizing the individual and collective practices in educational development, it also presents many additional tensions and questions for further research. On parle de plus en plus de l’importance de l’avancement des connaissances en pédagogie (ACP), mais on parle moins d’une définition claire des principes qui guident l’engagement en ACP ou de la contextualisation de l’ACP dans les publications de la recherche consacrée à l’avancement des connaissances en enseignement et en apprentissage (ACEA). Pour élargir la portée des principes pour l’ACEA présentés par Felten (2013), ainsi que celle du discours évolutif lié aux principes de la pédagogie (voir Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), cet article présente sept principes pour l’ACP. Deux principes supplémentaires (transformation de la pratique et pratique réflective) sont ajoutés aux principes de Felten afin de contextualiser davantage l’ACP par rapport à la pédagogie et à l’ACEA. Trois cas sont présentés pour illustrer la pédagogie, l’ACEA et l’ACP dans le contexte de ces principes. Les relations entre la pédagogie, l’ACEA et l’ACP sont complexes. Alors que l’ACP offre de nombreuses possibilités pour rendre plus légitimes les pratiques individuelles et collectives en pédagogie, il présente également de nombreuses tensions et des questions supplémentaires qui pourront faire l’objet de davantage de recherche

Erratum to: Guidelines for the use and interpretation of assays for monitoring autophagy (3rd edition) (Autophagy, 12, 1, 1-222, 10.1080/15548627.2015.1100356

non present