Explore Victoria 2013


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2017 Report

These contests occur in the context of profound issues of access, participation, affordability, and equity in Canadian society. Building on the theme of Congress , this session invites submissions that explore critical aspects of post-secondary finance policy in Canada from a variety of disciplinary perspectives.

The La Trobe Journal No 91 June 2013

Papers addressing aspects of post-secondary finance at any stage of the policy cycle including policy formation, implementation, or evaluation will be considered. Applicable topics include student financial aid, tuition, public finance, and institutional adaptation to increased marketization. Papers considering policy at institutional, provincial, or federal level are welcome.

Joining the Edges: Leadership Scholarship and Practice.

VICTORIA VLOG - Exploring Victoria, BC, Canada - 2017

Middlehurst notes that after nearly a century of research, and increasing levels of scholarship in the last twenty-five years, there remains a gap between the scholarship and research on leadership and the practice of leadership in higher education p. In the increasingly complex and challenging world of leadership in education, this seems counter-intuitive, as ideally scholarship and research would assist practising leaders in doing their work.

What is the cause of this gap between the scholarship and practice of educational leadership? How can scholarship support the day to day practice of leadership? Should leadership research seek to be applied in focus so as to support the practice of leadership? Can — or should- a practising leader maintain her academic life? Each of the presenters will make a short presentation to be followed by a discussion among them on how this gap might be closed.

The organiser will aim to have a balance of leadership scholars and practitioners in this session. This session plus the proposed session on governance are to support and promote the Governance Affinity group, which will be meeting at the conference. The influence of student experience on student outcomes: the intersection of student experience, learning and development. Student experience has been defined as all aspects in which the student engages that impact their success in the institution they are attending.

This includes all academic and social interactions as well as the perceptions the students experience on these interactions.

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How experiences influence these factors is still largely not understood or researched. The impact of institutional level factors has been studied by Kuh et al Kuh et al, , however, the exact role that teaching styles, learning styles, teaching formats and delivery formats is still largely unexplored. How these factors interplay is especially important when we consider course delivery outside of the traditional forms of delivery i.

The breadth of questions that exist within this topic is immense. The purpose of this session is to explore questions related to the interaction between student experience, student outcomes and student learning.

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This session will be of interest to student development professionals, student affair professionals, and those with an interest in student experience and the factors influencing student success. In addition, the experiences of Graduate Students have been explored and assessed since by both the Canadian Association of Graduate Studies CAGS and by many institutions themselves.

However, although such research is very instructive, it is unclear what individual institutions, departments or programs are actually doing to act on the recommendations and findings. How this attention to graduate education and to the experiences of graduate students translating into the day-to-day education and experiences and the overall education and the professional apprenticeship of masters and doctoral students in our institutions of higher education in Canada? Understanding and influencing the adoption of active and student-centred teaching in higher education.

Active and student-centred teaching has been increasingly cited within the literature as a form of best practice in teaching and learning in higher education. Active learning fosters an environment that facilitates high levels of social interaction and collaboration to promote student-centred learning through embedding meaningful learning activities and opportunities that engages students and allows for them to apply their learning within the classroom, as well as receiving feedback from peers and teachers Armbruster et al.


  1. Understanding Apples;
  2. Quello che non si doveva dire (Italian Edition).
  3. Mind Mapping: How to Create Mind Maps Step-By-Step (Mind Map Templates, Speed Mind Maps, and Advanced Mind Mapping).
  4. Freundschaft und Gottesurteil - Manipulation im Engelhard von Konrad von Würzburg (German Edition).
  5. Day out - Bendigo Tramways.
  6. David Bowie.

Despite increasing evidence that documents the benefits of active and student-centred teaching, a majority of faculty members remain hesitant to reform their teaching Bok, ; Johnson et al. This session will explore the factors influencing faculty adoption of active, student-centred teaching practices and explore what higher education institutions might do to facilitate the improved adoption of these evidence-based practices. The concept of reflection dates back to the work of John Dewey , who first pointed out that experience alone does not constitute learning; instead, for an experience to become a source of learning, a conscious realization must occur.

The Vygotskian approach to learning also emphasizes the importance of explicit reflection as situated cognition and the roles of both reflective control and deliberate awareness as critical components of formal learning Vygotsky, From this perspective, reflection is a valuable mediational tool that helps foster the critical thinking and self-assessment that can contribute to learning. Although educators across disciplines have long recognized its importance and applicability across a wide variety of educational settings, they have more difficulty understanding how to put the concept into practice.

Specifically, how to best enact methods to foster reflection among students of different levels of engagement remains elusive and unresolved see Huang, This calls for more empirical evidence derived from rigorous classroom-based empirical research. This organized paper session intends to elicit proposals that can illuminate approaches, methods, and techniques toward effectively implementing theoretically integrated and empirically substantiated reflective practices across disciplines.

Priority will be given to proposals related to research carried out in various teaching and learning contexts in higher-education settings that has the goal of supporting the learning needs of the ever-growing number of international English-as-an-additional-language students that more and more academic institutions are accepting or trying to attract and support locally, nationally, and internationally. Cited References Dewey, J. How we think: A restatement of the relation of reflective thinking to the education process. Boston, MA: D. Huang, L.


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  • International Journal for the Scholarship of Teaching and Learning, 6 2 , The reflective practitioner: How professionals think in action. Vygotsky, L. Mind in society: The development of higher psychological processes. Regardless of education delivery mode — face-to-face, online, distance or some combination through blended learning — teaching and learning in higher education is changing. It is critical that we consider how major social change is and should influence teaching and learning, but we must also ask how the existence of online and blended teaching and learning is changing the role of face-to-face teaching and the support structures required for teaching.

    Online and blended teaching and learning offers a range of pedagogical practices previously unavailable in either distance or face-to-face higher education. Online inquiry-based learning can be conceived of as the new education, where issues such as interaction and dialogue are introduced back into the model. Answers to key questions must still be answered. How is this model scalable? How can increasing class sizes fit with new pedagogies?

    Rather than recipes and best practices, we see teaching in the new higher education as constructed and crafted, based on content, student needs and the available technologies. This special session is meant to draw research papers addresses these and related issues. University boundaries are maintained through the vision, values, and educational practices an institution carries out in keeping with peer expectations. These boundaries delimit identity but paradoxically are dynamic rather than static markers at the contested edge of the illegitimate and legitimate.


    • Ensayo del vuelo (Spanish Edition);
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    • Institutional identity formation is ongoing, emerging in the tension between internal conception and external validation Pedersen and Dobbin The contested discursive field of universities in Canada is informed by the creation of several new universities, as well as shifting mandates within existing universities, colleges, and institutes across the country. Institutional responses to imperatives such as mass access and career preparation have contributed to the dissolution of some boundaries between further and higher education. For example, delineating differences between applied degrees and access pathways in colleges and universities is increasingly difficult.

      Given the dynamics of identity formation, it seems fitting to extend this proviso to all universities, which individually and collectively are negotiating the edge boundaries of practice and legitimacy. Practice areas Dennison identifies include accreditation, autonomy, governance, and faculty roles, but there are others, such as research, programming, and access. References Considine, M. Theorizing the university as a cultural system: distinctions, identities, emergencies.

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      Educational Theory, 56 3 , Dennison, J. From community college to university: A personal commentary on the evolution of an institution. Pedersen, J. In search of identity and legitimation: bridging organizational culture and neoinstitutionalism. American Behavioral Scientist, 49 7 , Scott, P. The idea of the university in the 21st century: A British perspective. British Journal of Educational Studies, 41 1 , Current Conceptualizations of the Utilization of University Research.

      Research in technology transfer and commercialization tends to be conceptualized around economic growth and market competitiveness through technological innovation.

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