Teaching and Learning Grants publications

A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and Retention—A Neuroeducation Study.

Anderson, S. J., Hecker, K. G., Krigolson, O. E., & Jamniczky, H. A. (2018). A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and Retention—A Neuroeducation Study. Frontiers in human neuroscience, 12, 38.

A review of the literature on academic writing supports and instructional design approaches within blended and online learning environments.

Scott, D., Ribeiro, J., Burns, A., Danyluk, P., & Bodnaresko, S. (2017). A review of the literature on academic writing supports and instructional design approaches within blended and online learning environments.

A systematic review of graduate student peer mentorship in academia.

Lorenzetti, D.L., Shipton, L., Nowell, L., Jacobsen, M., Lorenzetti, L., Clancy, T., & Oddone-Paolucci, E. A. (2019). A systematic review of graduate student peer mentorship in academia. Mentoring and Tutoring: Partnership in Learning, 27(5), 549-576. https://doi.org/10.1080/13611267.2019.1686694

A Transformative Approach to Social Work Education.

Lorenzetti, L., Dhungel, R., Lorenzetti, D., Oschepkova, T., & Haile, L. (2017, June). A Transformative Approach to Social Work Education. In Proceedings of the 3rd International Conference on Higher Education Advances (pp. 801-809). Editorial Universitat Politècnica de València

Academic integrity online: Developing support mechanisms for online graduate students to understand plagiarism.

Eaton, S. E. (2017). Academic integrity online: Developing support mechanisms for online graduate students to understand plagiarism: Research project brief Retrieved from http://hdl.handle.net/1880/52104.

Action research for graduate program improvements: A response to curriculum mapping and review.

Jacobsen, M., Eaton, S., Brown, B., Simmons, M., and McDermott, M. (2018). Action research for graduate program improvements: A response to curriculum mapping and review. The Canadian Journal of Higher Education, 48(1), 82-98.  https://doi.org/10.47678/cjhe.v48i1.188048

An exploration of graduate student peer mentorship, social connectedness and wellbeing across four disciplines of study.

Oddone-Paolucci E.A., Jacobsen, M., Nowell, L., Freeman, G., Lorenzetti, L., Clancy, T., Paolucci, A., Pethrick, H., & Lorenzetti, D.L. (2021). An exploration of graduate student peer mentorship, social connectedness and wellbeing across four disciplines of study. Studies in Graduate & Postdoctoral Education, 12(1), 73-88.  https://doi.org/10.1108/SGPE-07-2020-0041

Applying Kolb’s model to a nontraditional preservice teaching practicum.

Burns, A., & Danyluk, P. (2017). Applying Kolb’s model to a nontraditional preservice teaching practicum. Journal of Experiential Education, 40(3), 249-263.

Building new teacher capacities through an innovative practicum: Learning to teach on a construction site.

Danyluk, P., & Burns, A. (2016). Building new teacher capacities through an innovative practicum: Learning to teach on a construction site.  In M. Hirschkorn & J. Mueller (Eds.), What Should Canada’s Teachers Know? Teacher Capacities: Knowledge, Beliefs and Skills. (pp. 192-212). Toronto, ON: Canadian Association for Teacher Education.  Available from http://cate-acfe.ca/ 

Changes in Student Perceptions and Study Strategies Over Time in a Veterinary Clinical Pathology Course Using Case-Based Instruction.

Fernandez, N. J., Wagg, C. R., & Warren, A. L. (2018). Changes in Student Perceptions and Study Strategies Over Time in a Veterinary Clinical Pathology Course Using Case-Based Instruction. Journal of veterinary medical education, 45(4), 544-555.

Collaborative online teaching: A model for gerontological social work education. 

Fulton, A. E., Walsh, C. A., Azulai, A., Gulbrandsen, C., & Tong, H. (2015). Collaborative online teaching: A model for gerontological social work education. International Journal of E-Learning & Distance Education/Revue internationale du e-learning et la formation à distance, 30(1).

Community based mentors and journey guides: a transformative learning approach to social work education.

Lorenzetti, L., Halvorsen, J., Dhungel, R., Lorenzetti, D., Oshchepkova, T., Haile, L., & Biscette, K. (2019). Community based mentors and journey guides: a transformative learning approach to social work education. Social Work Education, 1-19.

Designing an Online Graduate Orientation Program.

Lock, J., Johnson, C., Hanson, J., Liu, Y., & Adlington, A. (2019). Designing An Online Graduate Orientation Program. Universal Access Through Inclusive Instructional Design: International Perspectives on UDL, 250.

Designing for student engagement in an online doctoral research methods course.

Simmons, M., Parchoma, G., Jacobsen, M., Nelson, D., and Bhola, S. (2016). Designing for student engagement in an online doctoral research methods course. In M. A. Takeuchi, A. P. Preciado Babb, & J. Lock (Eds.). Proceedings of the IDEAS: Designing for Innovation, pp. 81-91. Calgary, Canada: University of Calgary.

Evaluating asynchronous discussion as social constructivist pedagogy in an online undergraduate gerontological social work course.

Gulbrandsen, C.L, Walsh, C.A., Fulton, A.E., Azulai, A., & Hong, T. (2015). Evaluating asynchronous discussion as social constructivist pedagogy in an online undergraduate gerontological social work course. International Journal of Learning, Teaching and Education Research, 10(4), 94-111.

Evaluating the effectiveness of academic writing interventions in a community-based B.Ed. program.

Scott, D., Burns, A., Danyluk, P., & Ulmer-Krol, S. (in press). Evaluating the effectiveness of academic writing interventions in a community-based B.Ed. program. International Journal of E-Learning & Distance Education, 33(2), xx-xx. Retrieved from http://www.ijede.ca/index.php/jde

Fostering Learning and Reciprocity in Interdisciplinary Research.

Lorenzetti, L., Jacobsen, M., Lorenzetti, D.L., Nowell, L., Pethrick, H., Clancy, T., Freeman, G., & Oddone-Paolucci, E. (2022). Fostering Learning and Reciprocity in Interdisciplinary Research. Small Group Research, 1-23. https://doi.org/10.1177/10464964221089836

From apprehension to advocacy: a qualitative study of undergraduate nursing student experience in clinical placement in residential aged care.

Moquin, H., Seneviratne, C., & Venturato, L. (2018). From apprehension to advocacy: a qualitative study of undergraduate nursing student experience in clinical placement in residential aged care. BMC nursing, 17(1), 8.

From communication skills to skillful communication: a longitudinal integrated curriculum for critical care medicine fellows.

Roze des Ordons, A. L., Doig, C. J., Couillard, P., & Lord, J. (2017). From communication skills to skillful communication: a longitudinal integrated curriculum for critical care medicine fellows. Academic Medicine, 92(4), 501-505.

From student to instructor: Reflections on receiving and issuing digital badges for educational development.

Lindstrom, G., & Dyjur, P. (2017). From student to instructor: Reflections on receiving and issuing digital badges for educational development. Transformative Dialogues: Teaching & Learning Journal, 9(3), 1-4.

Graduate students’ research-based learning experiences in an online Master of Education program.

Jacobsen, M., McDermott, M., Brown, B., Eaton, S., and Simmons, M. (2018). Graduate students' research based learning experiences in an online Master of Education program. Journal of University Teaching & Learning Practice, 15(4), 1-18. Online: https://doi.org/10.53761/1.15.4.4 

How clinicians integrate Humanism into their Clinical Workplace. "Just trying to put myself in their human-being shoes".

Roze des Ordon A, de Groot JM, Rosenal T, Viceer N, Nixon L. How clinicians integrate Humanism into their Clinical Workplace. "Just trying to put myself in their human-being shoes". Perspectives in Medical Education 2018; 7(5):318-324.

Inquiry-based learning as a facilitator to student engagement in undergraduate and graduate social work programs. 

Archer-Kuhn, B., Lee, Y., Finnessey, S., & Liu, J. (2020). Inquiry-based learning as a facilitator to student engagement in undergraduate and graduate social work programs. Teaching & Learning Inquiry, 8(1), 187-207.

Inquiry-based learning in higher education: A pedagogy of trust

Archer-Kuhn, B. & MacKinnon, S. (2020). Inquiry-based learning in higher education: A pedagogy of trust. Journal of Education and Training Studies, 8(9), 1- 14. https://doi.org/10.11114/jets.v8i9.4929 

Introverts Are Not Disadvantaged in Group-Based Active Learning Classrooms.

Flanagan, K. M., & Addy, H. (2019). Introverts Are Not Disadvantaged in Group-Based Active Learning Classrooms. Bioscene: Journal of College Biology Teaching, 45(1), 33-41

Leadership, SoTL, and mentorship in a teaching scholars’ community of practice.

Din, C., Alharbi H., MacInnis M., Mardjetko, A., Archer-Kuhn, B., Jamniczky, H., & Jacobsen, M. (2022). Leadership, SoTL, and mentorship in a teaching scholars’ community of practice. Papers on Postsecondary Learning and Teaching, 5, 93-99. https://doi.org/10.11575/pplt.v5i

Learning anatomical structures: a reinforcement-based learning approach. 

Anderson, S. J., Krigolson, O. E., Jamniczky, H. A., & Hecker, K. G. (2016). Learning anatomical structures: a reinforcement-based learning approach. Medical Science Educator, 26(1), 123-128.

Learning to teach on a construction site: Applying Kolb's model to the student teaching practicum.

Burns, A., & Danyluk, P. (2016, May). Learning to teach on a construction site: Applying Kolb's model to the student teaching practicum. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings, pp. 61-70. Calgary, Canada: Werklund School of Education, University of Calgary.

Learning with each iteration of a graduate student online orientation program: A design-based research study.

Lock, J., Liu, Y., Johnson, C., Hanson, J., & Adlington, A. (Accepted). Learning with each iteration of a graduate student online orientation program: A design-based research study. In G. Parchoma, M. Power, & J. Lock (Eds.). The Quest for the Finest Blends of Text and Voice in Blended and Online Graduate Education.  Athabasca, AB: Athabasca University Press.

Mentorship in Medical Residency Education: Anatomy of a Systematic Review.

Lorenzetti, D. L., Pethrick, H., Nowell, L., Lorenzetti, L., Jacobsen, M., & Oddone-Paolucci, E. (2020). Mentorship in medical residency education: Anatomy of a systematic review. SAGE Research Methods Cases. DOI: https://dx.doi.org/10.4135/9781529714180

Oasis in a concrete jungle: Arts-informed methods in social work classrooms. 

Wehbi, S., El-Lahib, Y., Perreault-Laird, J., & Zakharova, G. (2018). Oasis in a concrete jungle: Arts-informed methods in social work classrooms. Social Work Education, 37(5), 617-632.

Podcasting for social justice: Exploring the potential of experiential and transformative teaching and learning through social work podcasts.

Ferrer, I., Lorenzetti, L., & Shaw, J. (2019). Podcasting for social justice: Exploring the potential of experiential and transformative teaching and learning through social work podcasts. Social Work Education, 1-17.

Perceptions and uses of digital badges for professional learning development in higher education. 

Dyjur, P., & Lindstrom, G. (2017). Perceptions and uses of digital badges for professional learning development in higher education. TechTrends, 61(4), 386-392.

Psychosocial and career outcomes of peer mentorship in medical resident education: a systematic review protocol.

Pethrick, H., Nowell, L., Oddone-Paolucci, E., Lorenzetti, L., Jacobsen, M., Clancy, T., & Lorenzetti, E. L. (2017). Psychosocial and career outcomes of peer mentorship in medical resident education: A systematic review protocol. Systematic Reviews, 6(1), 178. https://doi.org/10.1186/s13643-017-0571-y

Putting social justice in social work education through inquiry-based learning.

Archer-Kuhn, B. (2020). Putting social justice in social work education through inquiry-based learning. Journal of Teaching in Social Work, 40(5). https://doi.org/10.1080/08841233.2020.1821864 

Quantifying “deep learning” in geomatics engineering by means of classroom observations. 

Rangelova, E., Detchev, I., & Packer, S. (2018). Quantifying “deep learning” in geomatics engineering by means of classroom observations. Proceedings of the Canadian Engineering Education Association (CEEA).

Quantifying two-dimensional and three-dimensional stereoscopic learning in anatomy using electroencephalography.

Anderson, S. J., Jamniczky, H. A., Krigolson, O. E., Coderre, S. P., & Hecker, K. G. (2019). Quantifying two-dimensional and three-dimensional stereoscopic learning in anatomy using electroencephalography. NPJ science of learning, 4(1), 1-9.

Reflection as pedagogy in action research.

Simmons, M., McDermott, M., Eaton, S.E., Brown, B., & Jacobsen, M. (2021, online). Reflection as Pedagogy in Action Research. Special Issue: Pedagogical Action Research (PedAR). Educational Action Research, 29(2), 245-258.  https://doi.org/10.1080/09650792.2021.1886960

Reflecting and informing a culture of wellness: The development of a comprehensive school health course in a bachelor of education program.

Russell-Mayhew, S., Ireland, A., Murray, K., Alberga, A. S., Nutter, S., Gabriele, T., Peat, G., & Gereluk, D. (2017). Reflecting and informing a culture of wellness: The development of a comprehensive school health course in a bachelor of education program. Journal of Educational Thought, 50 (2&3), 156-181.

Research assistant as partner: Collective leadership to facilitate co-production. 

Hill, J. T., Thomas, C., & Brown, B. (2019). Research assistant as partner: Collective leadership to facilitate co-production. International Journal for Students As Partners, 3(2), 129-138.

 

Research-Based Learning in an Online Course-Based Master of Education Program.

Brown, B., Jacobsen, M., McDermott, M., Simmons, M., Eaton, S., Becker, S., & Roberts, V. (2022). Research-Based Learning in an Online Course-Based Master of Education Program. International Journal on Innovations in Online Education. International Journal on Innovations in Online Education, 5(4), 29-47. https://doi.org/10.1615/IntJInnovOnlineEdu.2022041609

Research Practicum: An Experiential Model for Social Work Research. 

Walsh, C. A., Gulbrandsen, C., & Lorenzetti, L. (2019). Research Practicum: An Experiential Model for Social Work Research. SAGE Open, 9(2), 2158244019841922.

Readiness for online learning: Designing for student success.

Lock, J., Adlington, A., Hanson, J., & Johnson, C. (Submitted). Readiness for online learning: Designing for student success. Manuscript submitted.

Second language socialization in higher education: An exploratory case study.

Boz, U., Barrantes, L., & Tweedie, G. (2018). Second language socialization in higher education: An exploratory case study. Journal of Educational Thought (Journal article accepted with minor revisions).

Student engagement and deep learning in social work education: Reflections on inquiry-based learning on our group study program course in the UK.

Archer-Kuhn, B., Wiedeman, D., & Chalifoux, J. (2020). Student engagement and deep learning in social work education: Reflections on inquiry-based learning on our group study program course in the UK. Journal of Higher Education Outreach and Engagement, 24(2), 107-122. 

Students Who Opt-In: Findings from a Service-Learning Program Designed for Social Empowerment, Intellectual Engagement, and Co-curricular Credit.

Martin, B.H. (accepted - in press) Students Who Opt-In: Findings from a Service-Learning Program Designed for Social Empowerment, Intellectual Engagement, and Co-curricular Credit. In Calvert, V., Gallop, C., & Quinn, M (Eds.) Community Service-Learning (CSL) and Community Engagement (CE) in Canada: Exemplars in Research, Curriculum Delivery, and Partnership Models, (accepted - in press). Regina, SK: University of Regina Press.

The cross-cultural reflective model for post-sojourn debriefing.

Dressler, R., Becker, S., Kawalilak, C., & Arthur, N. (2018). The cross-cultural reflective model for post-sojourn debriefing. Reflective Practice, 19(4), 490-504.

The Design and Evaluation of Online Faculty Development for Effective Graduate Supervision.

Jacobsen, M., Alharbi, H., Taylor, L., Bairstow, L., & Roberts, V. (2021). The Design and Evaluation of Online Faculty Development for Effective Graduate Supervision. Open/Technology in Education, Society, and Scholarship Association (OTESSA) Journal, 1(1), 1-21. https://doi.org/10.18357/otessaj.2021.1.1.3

The role of peer mentors in promoting knowledge and skills development in graduate education.

Lorenzetti, D.L., Nowell, L., Jacobsen, M., Lorenzetti, L., Clancy, T., Freeman, G., & Oddone-Paolucci E.A. (2020). The role of peer mentors in promoting knowledge and skills development in graduate education. Education Research International, 1-9. DOI: https://doi.org/10.1155/2020/8822289

Using Concept Maps to Facilitate Deep Learning in a Third Year Geomatics Engineering Course. 

Rangelova, E. (2018). Using Concept Maps to Facilitate Deep Learning in a Third Year Geomatics Engineering Course. Proceedings of the Canadian Engineering Education Association (CEEA).