Brad Wuetherick

This edited volume explores institutional responses, equity in open education, and the future of higher education in a post-pandemic world, offering valuable insights into effective pedagogical practices and policy recommendations to sustain the advancements made during the pandemic. Through providing a concise overview of the collective insights a...

In response to the COVID-19 global pandemic, higher education systems and institutions around the world rapidly moved significant portions of their learning to a variety of remote learning models. These shifts to online learning impacted how institutions support equitable student access and success and intersected with other key initiatives to supp...

As universities and colleges around the world moved online in response to the COVID-19 pandemic, questions were raised about the impacts of this transition on institutional commitments towards and capacity to provide equitable learning environments: access to all students, inclusive experiences within courses and/or programs, and achieve equitable...

The chapters in this volume were conceived as the SARS-COV-2 pandemic raged from 2020 to 2022. The projects they describe were born of a public health catastrophe that swept through postsecondary institutions as it ravaged societies shockingly unprepared to grapple with the consequences of a novel, terribly contagious, and highly infectious illness...

This study presents the findings from the analysis of reflections from 26 STEM faculty at various institutions of higher education across the United States who participated in the online course, The Humanity of Inclusive Practices, part of the Teaching and Learning Academy, offered by the John N. Gardner Institute (Gardner Institute) for Excellence...

This is a Final Research Report for SSHRC Knowledge Synthesis Grant. The COVID-19 pandemic, and our rapid move to online delivery of medical education, has significantly changed the work of medical educators and administrators, highlighting an important knowledge gap. Our scoping review was designed to respond to an urgent need to identify, organiz...

Undergraduate research has a well-established tradition and history within Canadian higher education, even as institutions have struggled to meet the challenge to ensure that all undergraduate students have an authentic, high-impact research experience over the course of their degree. This chapter explores the state of both mentored (co-curricular)...

This article presents the results of an investigation into undergraduate students’ perceptions of the influences of their mentored research experiences on their identity development. Data from a 2015 survey were analyzed using summative and inductive approaches. The results indicated that participants had access to multiple opportunities for mentor...

An exploration of case studies from higher education systems around the world exploring the integration of undergraduate research in the curriculum and as pedagogy.

This multi-institutional work reports on an investigation of undergraduate students’ perceptions of the influences of their mentored research experience on their identity orientation. Specifically, it examined what undergraduate participants from our representative institutions reported first, as the features of mentored undergraduate research that...

This paper illustrates the chronology of a research project which began in 2010 and continues today. The research has evolved over time from a focus on the phenomenon (developing an understanding of student diversity and its impacts on student success), to experimental research (to learn the impact or benefits derived from the introduction of high...

"Educating leaders of tomorrow" is a common refrain for many in higher education around the world, but what does it mean to educate leaders of tomorrow? What would a curriculum designed to educate leaders look like across disciplines? This article explores leadership, conceptualized as the capacities (knowledge, skills, and attitudes) required for...

Recognising that regional differences in mentored undergraduate research and inquiry (URI) practices shape how academic developers might adapt international practices and resources to their local contexts, guest editor Jessie L. Moore invited four scholars to discuss the key terms, concepts, and initiatives for mentored URI in their countries.

This chapter reports on a national study exploring the current state of the Scholarship of Teaching and Learning (SoTL) and assessing the perceptions of Canadian SoTL scholars at the micro (individual), meso (departmental), macro (institutional), and mega (disciplinary) contexts.

This paper presents the results of a quantitative study that comprehensively assessed the level and extent to which the Scholarship of Teaching and Learning (SoTL) was being conducted amongst faculty and staff at the University of Saskatchewan, and identifies the barriers and challenges faced by SoTL practitioners.

An indicator of the maturing field of learning analytics is the creation of new organizational entities dedicated to using learning analytics services to improve the student experience through institutional research. Going beyond traditional Business Intelligence (BI), these groups operate firmly at the intersection of learning and analytics — they...

Data literacy is the ability to comprehend, create, and communicate data. Data literacy transcends any single discipline, and is still an emerging concept. This team was assembled to provide expert, multidisciplinary input in interpreting existing literature and identifying gaps. We conducted a systematic review, searching relevant electronic datab...

Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students’ academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically studen...

As the community of Scholarship of Teaching and Learning (SoTL) scholars has flourished across Canada and around the world, there has been a growing sense among humanists that SoTL work has been dominated by the epistemologies, philosophies, and research methods of the social sciences. This is a view that has been supported by SoTL journal editors...

Over the past decade, there has been an increased exploration of ePortfolios in higher education across disciplines at both the undergraduate and graduate level. ePortfolios have been significantly under-explored, however, in the context of non-traditional continuing education environments within higher education. This paper explores students' perc...

Key Messages BACKGROUND: We begin with a definition, synthesized from existing literature and refined based on expert input: Data literacy is the ability to collect, manage, evaluate, and apply data, in a critical manner. It is an essential ability required in the global knowledge-­‐‑ based economy; the manipulation of data occurs in daily processe...

Considering the volume of recent scholarship on threshold concepts, including the volumes produced out of the previous three biennial threshold concept conferences, there has been relatively little exploration of threshold concepts in the humanities (Meyer and Land, 2006; Land, Meyer, and Smith, 2008); Meyer, Land and Baillie, 2010). Perhaps consid...

With the rise of undergraduate research and inquiry (UGRI) in higher education, it is important to provide students with opportunities to disseminate their research. This completes the research cycle and builds key communication skills. In this article we develop a framework for the dissemination of UGRI, linking exposure to the development of stud...

With the rise of undergraduate research and inquiry (UGRI) in higher education, it is important to provide students with opportunities to disseminate their research. This completes the research cycle and builds key communication skills. In this article we develop a framework for the dissemination of UGRI, linking exposure to the development of stud...

This journal does not use abstracts, and is peer-reviewed (though not blinded). This piece reflects the second of two articles exploring the connections between teaching and research in higher education. ISSN 1703-1222

This journal does not use abstracts, and is peer-reviewed (though not blinded). This piece reflects the first of two articles exploring the connections between teaching and research in higher education. ISSN 1703-1222

This journal does not use abstracts, and is peer-reviewed (though not blinded). This piece reflects the fourth of four short introductory articles about threshold concepts written for this journal. ISSN 1703-1222

This study reports on student responses to ENVS 811: Multiple ways of knowing in environmental decision-making, a graduate level course which focuses on helping students come to some understandings of the connections between their own knowing and Indigenous ways of coming to know as they prepare for both professional and research careers in the env...

The question of whether neutrality is possible in academic development invites us to explore the particular place of academic development in our institutions and how academic development is positioned in our particular national and institutional environments. This paper, which reports on a small pilot study of how Canadian academic development is p...

No Abstract. Here is the intro paragraph: This opinion piece responds to the occasionally stated imperative in some contexts to be neutral as part of being an academic development unit (ADU). For over a decade at separate professional meetings of developers, two of us have heard the refrain that we need to be – or at least be perceived to be – ‘th...

This journal does not use abstracts, and is peer-reviewed (though not blinded). This piece reflects the third of four short introductory articles about threshold concepts written for this journal. ISSN 1703-1222

This journal does not use abstracts, and is peer-reviewed (though not blinded). This piece reflects the second of four short introductory articles about threshold concepts written for this journal. Journal ISSN 1703-1222

This journal does not use abstracts, and is peer-reviewed (though not blinded). This piece reflects the first of four short introductory articles about threshold concepts written for this journal. Journal: ISSN 1703-1222

This is a chapter focusing on a few different projects exploring students' perceptions of undergraduate research at the University of Alberta.

This is a review of the 3rd edition of Corbin and Strauss' Basics of Qualitative Research.

This journal does not use abstracts, and is peer-reviewed (though not blinded). This piece reflects a celebration of twenty years from Boyer's seminal publication 'Scholarship Reconsidered', which introduced the language of the Scholarship of Teaching. ISSN 1703-1222

This paper explores the implications of the effective integration of research, teaching and learning for academic development through the lens of an international multiinstitutional comparison of student perceptions of research and its impact on their learning environment. The study, with a sample of over 500 final-year undergraduate students acros...

The Boyer Commission (1998) called on universities to 'reinvent' undergraduate programs and delivery with the objective to engage students in the process of inquiry, beginning in the freshman year. It also called on universities to develop a sense of community amongst the student population to improve the overall learning environment for students i...

The challenge to move towards a research and inquiry-based model of undergraduate education has faced higher education institutions for a number of years, particularly following the high-profile Boyer Commission (1998) in the United States. This challenge is even more difficult to overcome at the introductory undergraduate level. This paper examine...

"A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts in History." Thesis (M.A.)--University of Alberta, 2006. Includes bibliographical references.