This collection examines how Bachelor of Education programs across Canada adapted during the COVI... more This collection examines how Bachelor of Education programs across Canada adapted during the COVID-19 pandemic, covering the period immediately after the pandemic was declared and the year following (March 2020 to March 2021). The collection is divided into four sections focused on programmatic changes, pedagogical developments, practicum adaptations, and equity with an overall consistent concern for preservice teacher learning and well-being.
With multiple institutions in Alberta, Canada competing for quality partner teachers, the challen... more With multiple institutions in Alberta, Canada competing for quality partner teachers, the challenge to find mentors willing to share their classrooms with a pre-service teacher has never been more difficult. How do we motivate potential partner teachers to mentor a pre-service teacher during the practicum? This article will present findings from a small exploratory study on the motivating factors present when a partner teacher chooses to mentor a pre-service teacher. Second, it will highlight the power of conversation between institutions and the unanticipated formation of a multi-institution community of practice.
This paper examines the way a team of academic staff members and graduate students engaged in a t... more This paper examines the way a team of academic staff members and graduate students engaged in a two-year SoTL project. The team collaborated to develop an online learning environment informed by Universal Design for Learning (UDL) principles in a Bachelor of Education's Field Experience courses. Through common learning experiences (e.g., book club) and individual tasks (e.g., course content design, data analysis), the team developed a common understanding of UDL and a shared appreciation of the use of UDL principles in online course design. Professional growth and expertise of the research team were also outcomes from the iterative design project.
A diverse group of researchers faced the challenge of developing practical proficiency in using U... more A diverse group of researchers faced the challenge of developing practical proficiency in using Universal Design for Learning (UDL). In order to address the problem, the group initiated a book club strategy to develop a common understanding of principles of UDL. Their book club supported collaborative and reflective discussions, which informed their practice. In this paper, we share our lived experiences with book club as a professional learning strategy. Out of this experience, three recommendations are offered: intentional selection of the book, shared facilitation in support of a community of practice, and fostering collaborative professional learning.
Canadian Society for the Study of Higher Education, 2016
This symposium examines frameworks, processes, and insights gained from engaging in a curriculum ... more This symposium examines frameworks, processes, and insights gained from engaging in a curriculum review process for a Bachelor of Education Program. Three academic staff members explore the process of engaging in a review and identify strategies for ongoing program improvement.
Publication, if successful, is exhilarating! Aspiring academic scholars recognize the contributio... more Publication, if successful, is exhilarating! Aspiring academic scholars recognize the contribution that peer-reviewed publications make to their careers. It identifies their engagement with their discipline. For students, the benefits of publishing a paper include bolstering their levels of confidence and knowledge and demonstrating to them how they can contribute to their chosen profession. However, inexperience can cause trepidations of the unknown or negative emotions when the writing and publication process goes amiss (Devitt, Coad, & Hardicre, 2007; Rew, 2012). Described in this paper is the background, structure, and limitations of a writing workshop the authors initiated during a recent conference. The purpose of the workshop was to aid both academic colleagues and students in publishing articles in peer-reviewed journals. Participants shared their experiences of writing and identified challenges with the writing for publication process. Finally, strategies that could help pa...
This poster presentation is about our collective experience of participating in two book clubs at... more This poster presentation is about our collective experience of participating in two book clubs at a Canadian research-intensive university. We will share what we have learned from the process, thus far, and our plans to share our stories, and learnings in a writing project. As a group of multi-disciplinary teachers, we hope to enhance and advance SOTL, though our individual and collective reflections on our learning and experiences, and contributing some specialized discipline knowledge. We will provide a model for other book clubs to encourage them to continue their conversations, and contribute to SOTL.
International Journal of Curriculum and Instruction, Sep 1, 2021
The teaching of 21st century skills are essential for student learning in our knowledge driven so... more The teaching of 21st century skills are essential for student learning in our knowledge driven society. Competencies such as critical and creative thinking and their connection with higher order cognitive processes have received attention within the educational community. Teachers are mandated to teach the content and skills reflected in provincial curriculum documents. These curriculum documents should embody the competencies that educators have identified as been important to student learning. In this mixed method convergent design study, we examine the alignment among the intended curriculum, the enacted curriculum and the assessed curriculum in a Patterns and Relations strand from the Grade 9 Mathematics Program of Studies in order to determine the extent to which teachers are teaching and assessing the competencies reflected in the curriculum documents. Results indicate that learner expectations do not clearly identify the cognitive levels and curriculum alignment of the cognitive levels is low (0.073). Recommendations include a clear connection between curriculum documents and cognitive level processes. Keywords; cognitive skills, 21st century education, mathematics education, curriculum alignmen
Working with 16 Education scholars from international contexts, this project aimed to raise aware... more Working with 16 Education scholars from international contexts, this project aimed to raise awareness of the inextricability of our teaching and learning selves and the subjects with whom and which we engage. By exploring identity at this intersection, we invited other educators to reconceptualise relationships with students, curriculum, and their varied contexts. Our hope is to encourage authenticity, consciousness, and criticality that will foster more liberating ways of teaching and learning. In encouraging other scholar practitioners to examine where self and subject meet, this symposium outlines how critical, creative, traditional, and arts-integrated approaches create spaces for currere. A celebration of both individual and collective findings, five of the 16 contributing scholars come together in this symposium to discuss the curricular landscape of identity. From our varied contexts, we consider the essential ethos of integrating self and subject.
Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
A current trend in practicum or field experience programs is online and blended learning approach... more A current trend in practicum or field experience programs is online and blended learning approaches being implemented alongside traditional classroom experiences. Principles of Universal Design for Learning (UDL) should be integrated in the design of these online environments in order to better support learning needs of all students. Instructors must also have confidence and competence in designing and facilitating learning within technology-enabled environments. This chapter reports on research conducted using design-based research to support instructor capacity development within field experience in a Bachelor of Education program. Three strategies are identified and discussed to enhance instructor's capacity: scaffolded support, modeling UDL practice in the online environment, and coaching to foster developing capacity using UDL. The chapter concludes by reporting on a new study that emerged as a result of this work, along with recommendations for practice.
This paper describes a collaborative project between Tsuut’ina Education and St. Mary’s Universit... more This paper describes a collaborative project between Tsuut’ina Education and St. Mary’s University, Faculty of Education. The project addresses the Truth and Reconciliation Commission’s (TRC) (2015) Calls to Action in reference to language and culture. Our work with the Gunaha instructors of Tsuut’ina Education was carried out with the intent that the collaboration would benefit not only Tsuut’ina Education students but also the Tsuut’ina community. For carrying out our work with Tsuut’ina Education, we identified the following four principles as relevant to our collaboration: The research (a) is relevant to community needs and priorities and increases positive outcomes; (b) provides opportunities for co-creation; (c) honors traditional knowledge and knowledge holders and engage existing knowledge and knowledge keepers; and (d) builds respectful relationships (Riddell, Salamanca, Pepler, Cardinal, & McIvor, 2017). Finally, we discuss three implications from our partnership: reciproc...
There is a growing interest in professional identity development for pre-service teachers within ... more There is a growing interest in professional identity development for pre-service teachers within teacher education programs. Professional identity informs pre-service teachers’ judgments and understandings of their roles and responsibilities and shapes the manner in which they teach and interact with students (Walkington, 2005).
The area of professional identity is a fascinating topic of research as it involves the examinati... more The area of professional identity is a fascinating topic of research as it involves the examination of personal experiences and individual values and beliefs. Learning to teach is fundamentally an introspective pursuit, and knowing yourself is the key to good pedagogical practice. In this chapter, I take a step back and contemplate my own professional identity and how my experiences have shaped my work and helped me to navigate the challenges and requirements for doing work in the academy. Thinking narratively (Clandinin, 2013), I inquire into stories from my academic life to understand the many ways that I have been shaped by my work and my relationships with others.
This collection examines how Bachelor of Education programs across Canada adapted during the COVI... more This collection examines how Bachelor of Education programs across Canada adapted during the COVID-19 pandemic, covering the period immediately after the pandemic was declared and the year following (March 2020 to March 2021). The collection is divided into four sections focused on programmatic changes, pedagogical developments, practicum adaptations, and equity with an overall consistent concern for preservice teacher learning and well-being.
With multiple institutions in Alberta, Canada competing for quality partner teachers, the challen... more With multiple institutions in Alberta, Canada competing for quality partner teachers, the challenge to find mentors willing to share their classrooms with a pre-service teacher has never been more difficult. How do we motivate potential partner teachers to mentor a pre-service teacher during the practicum? This article will present findings from a small exploratory study on the motivating factors present when a partner teacher chooses to mentor a pre-service teacher. Second, it will highlight the power of conversation between institutions and the unanticipated formation of a multi-institution community of practice.
This paper examines the way a team of academic staff members and graduate students engaged in a t... more This paper examines the way a team of academic staff members and graduate students engaged in a two-year SoTL project. The team collaborated to develop an online learning environment informed by Universal Design for Learning (UDL) principles in a Bachelor of Education's Field Experience courses. Through common learning experiences (e.g., book club) and individual tasks (e.g., course content design, data analysis), the team developed a common understanding of UDL and a shared appreciation of the use of UDL principles in online course design. Professional growth and expertise of the research team were also outcomes from the iterative design project.
A diverse group of researchers faced the challenge of developing practical proficiency in using U... more A diverse group of researchers faced the challenge of developing practical proficiency in using Universal Design for Learning (UDL). In order to address the problem, the group initiated a book club strategy to develop a common understanding of principles of UDL. Their book club supported collaborative and reflective discussions, which informed their practice. In this paper, we share our lived experiences with book club as a professional learning strategy. Out of this experience, three recommendations are offered: intentional selection of the book, shared facilitation in support of a community of practice, and fostering collaborative professional learning.
Canadian Society for the Study of Higher Education, 2016
This symposium examines frameworks, processes, and insights gained from engaging in a curriculum ... more This symposium examines frameworks, processes, and insights gained from engaging in a curriculum review process for a Bachelor of Education Program. Three academic staff members explore the process of engaging in a review and identify strategies for ongoing program improvement.
Publication, if successful, is exhilarating! Aspiring academic scholars recognize the contributio... more Publication, if successful, is exhilarating! Aspiring academic scholars recognize the contribution that peer-reviewed publications make to their careers. It identifies their engagement with their discipline. For students, the benefits of publishing a paper include bolstering their levels of confidence and knowledge and demonstrating to them how they can contribute to their chosen profession. However, inexperience can cause trepidations of the unknown or negative emotions when the writing and publication process goes amiss (Devitt, Coad, & Hardicre, 2007; Rew, 2012). Described in this paper is the background, structure, and limitations of a writing workshop the authors initiated during a recent conference. The purpose of the workshop was to aid both academic colleagues and students in publishing articles in peer-reviewed journals. Participants shared their experiences of writing and identified challenges with the writing for publication process. Finally, strategies that could help pa...
This poster presentation is about our collective experience of participating in two book clubs at... more This poster presentation is about our collective experience of participating in two book clubs at a Canadian research-intensive university. We will share what we have learned from the process, thus far, and our plans to share our stories, and learnings in a writing project. As a group of multi-disciplinary teachers, we hope to enhance and advance SOTL, though our individual and collective reflections on our learning and experiences, and contributing some specialized discipline knowledge. We will provide a model for other book clubs to encourage them to continue their conversations, and contribute to SOTL.
International Journal of Curriculum and Instruction, Sep 1, 2021
The teaching of 21st century skills are essential for student learning in our knowledge driven so... more The teaching of 21st century skills are essential for student learning in our knowledge driven society. Competencies such as critical and creative thinking and their connection with higher order cognitive processes have received attention within the educational community. Teachers are mandated to teach the content and skills reflected in provincial curriculum documents. These curriculum documents should embody the competencies that educators have identified as been important to student learning. In this mixed method convergent design study, we examine the alignment among the intended curriculum, the enacted curriculum and the assessed curriculum in a Patterns and Relations strand from the Grade 9 Mathematics Program of Studies in order to determine the extent to which teachers are teaching and assessing the competencies reflected in the curriculum documents. Results indicate that learner expectations do not clearly identify the cognitive levels and curriculum alignment of the cognitive levels is low (0.073). Recommendations include a clear connection between curriculum documents and cognitive level processes. Keywords; cognitive skills, 21st century education, mathematics education, curriculum alignmen
Working with 16 Education scholars from international contexts, this project aimed to raise aware... more Working with 16 Education scholars from international contexts, this project aimed to raise awareness of the inextricability of our teaching and learning selves and the subjects with whom and which we engage. By exploring identity at this intersection, we invited other educators to reconceptualise relationships with students, curriculum, and their varied contexts. Our hope is to encourage authenticity, consciousness, and criticality that will foster more liberating ways of teaching and learning. In encouraging other scholar practitioners to examine where self and subject meet, this symposium outlines how critical, creative, traditional, and arts-integrated approaches create spaces for currere. A celebration of both individual and collective findings, five of the 16 contributing scholars come together in this symposium to discuss the curricular landscape of identity. From our varied contexts, we consider the essential ethos of integrating self and subject.
Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
A current trend in practicum or field experience programs is online and blended learning approach... more A current trend in practicum or field experience programs is online and blended learning approaches being implemented alongside traditional classroom experiences. Principles of Universal Design for Learning (UDL) should be integrated in the design of these online environments in order to better support learning needs of all students. Instructors must also have confidence and competence in designing and facilitating learning within technology-enabled environments. This chapter reports on research conducted using design-based research to support instructor capacity development within field experience in a Bachelor of Education program. Three strategies are identified and discussed to enhance instructor's capacity: scaffolded support, modeling UDL practice in the online environment, and coaching to foster developing capacity using UDL. The chapter concludes by reporting on a new study that emerged as a result of this work, along with recommendations for practice.
This paper describes a collaborative project between Tsuut’ina Education and St. Mary’s Universit... more This paper describes a collaborative project between Tsuut’ina Education and St. Mary’s University, Faculty of Education. The project addresses the Truth and Reconciliation Commission’s (TRC) (2015) Calls to Action in reference to language and culture. Our work with the Gunaha instructors of Tsuut’ina Education was carried out with the intent that the collaboration would benefit not only Tsuut’ina Education students but also the Tsuut’ina community. For carrying out our work with Tsuut’ina Education, we identified the following four principles as relevant to our collaboration: The research (a) is relevant to community needs and priorities and increases positive outcomes; (b) provides opportunities for co-creation; (c) honors traditional knowledge and knowledge holders and engage existing knowledge and knowledge keepers; and (d) builds respectful relationships (Riddell, Salamanca, Pepler, Cardinal, & McIvor, 2017). Finally, we discuss three implications from our partnership: reciproc...
There is a growing interest in professional identity development for pre-service teachers within ... more There is a growing interest in professional identity development for pre-service teachers within teacher education programs. Professional identity informs pre-service teachers’ judgments and understandings of their roles and responsibilities and shapes the manner in which they teach and interact with students (Walkington, 2005).
The area of professional identity is a fascinating topic of research as it involves the examinati... more The area of professional identity is a fascinating topic of research as it involves the examination of personal experiences and individual values and beliefs. Learning to teach is fundamentally an introspective pursuit, and knowing yourself is the key to good pedagogical practice. In this chapter, I take a step back and contemplate my own professional identity and how my experiences have shaped my work and helped me to navigate the challenges and requirements for doing work in the academy. Thinking narratively (Clandinin, 2013), I inquire into stories from my academic life to understand the many ways that I have been shaped by my work and my relationships with others.
Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic, 2022
This collection examines how Bachelor of Education programs across Canada adapted during the COVI... more This collection examines how Bachelor of Education programs across Canada adapted during the COVID-19 pandemic, covering the period immediately after the pandemic was declared and the year following (March 2020 to March 2021). The collection is divided into four sections focused on programmatic changes, pedagogical developments, practicum adaptations, and equity with an overall consistent concern for preservice teacher learning and well-being.
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Papers by S. Laurie Hill