Adam, C. (1994). Reading institutional cultures: A comparison of readers in two settings. Carleton Papers in Applied Language Studies, 11, 98-112. Retrieved from http://carleton.ca/slals/research/cpals/
The media and business communities have complained that post-secondary education does not equip graduates with the writing techniques needed for the workplace, and recent university graduates have articulated a similar complaint. The purpose of Adam’s article is to “articulate and explore some of the social and cultural dimensions which elicit and shape rhetorical activities...by probing the responses of expert readers” (p. 99) from academic and non-academic settings. Conducting a study using professors at the Carleton University and managerial staff in a government financial institution, Adam determines that there are differences between the written discourses in both settings and recognizes the challenges that students face when transitioning from university to workplace settings. She suggests that this is due to the “‘direction’ of contextualization of writing and the nature of reader’s written response” (p.116).
Baldwin, L., & Crawford, I. (2010). Art instruction in the botany lab: A collaborative approach. Journal of College Science Teaching, 40(2), 26-31. Retrieved from http://www.nsta.org/college
When a botany instructor and a visual arts instructor collaborated, they noticed that students usually felt uncomfortable incorporating drawing into botany lab journals; however, Baldwin and Crawford developed a drawing tutorial for botany students that introduced students to basic drawing techniques. Through this mode of teaching, the students responded positively: they reported that the drawing tutorial had had an influence on their learning experiences and demonstrated the role drawing can have in the field of science.
Belhassen, Y., & Caton, K. (2011). On The Need For Critical pedagogy In Tourism Education. Tourism Management, 32(6), 1389–1397. doi:10.1016/j.tourman.2011.01.014
Critical management studies is less a coherent movement than a loose coalition of counter-discourses that have arisen in opposition to mainstream management ideology, practice, and education. The purpose of these counter-discourses has been both to offer reactionary critique to what are viewed as problems with the management status quo and to generate creative alternative theories and explanations for phenomena in the realm of management studies. This paper explores the theoretical and philosophical roots of critical pedagogy and argues for its benefits to tourism education. We argue that including a critical pedagogy in tourism curricula can result in positive outcomes on three levels: individual freedom, social justice, and business productivity.
Cash, P.A., Moffitt, P., Fraser, J., Grewal, S., Holmes, V., Mahara, M.S., Ross, C., & Nagel, D. (2013). Writing reflexively to illuminate the meanings in cultural safety. Reflective Practice: International and Multidisciplinary Perspectives, 14(6), 825-839. doi: 10.1080/14623943.2013.836086
Cash et al. acknowledge that educators are having difficulties establishing their own understandings of culturally safe place in their educational nursing praxis; the purpose of the article “is to share a process of writing as inquiry to surface new meanings in what might ontologically be understood as culturally safe environments” (Cash et al., p. 825). The article indicates that nursing education is a culturally safe space for both educators and learners, and that educators can strengthen their curricula through writing and interpretive processes.
Caton, K. (2014). Underdisciplinarity: Where Are The Humanities In Tourism Education? Journal of Hospitality, Leisure, Sporrts And Tourism Education, 15(1), 24–33. doi: 10.1016/j.jhlste.2014.03.003
It is increasingly commonplace to hear critiques of the contemporary tourism curriculum as overly vocational and managerialist. Such critiques typically characterize tourism studies as a bisected field – one part business-oriented and one part social science-oriented – and argue that the latter element is underrepresented in educational practice. Rarely considered, however, is the role the humanities could play in preparing tomorrow׳s tourism leaders. This conceptual paper explores the current shape of the tourism higher education curriculum, contextualized amid the rising reality of the “neoliberal university,” and then makes a case for the inclusion of philosophy and the arts in tourism education.
Caton, K. (2011). Pedagogy and the Other: Discursive Production in Study Abroad. Journal of Tourism and Peace Research, 2(2), 1–15.
This paper explores the study abroad classroom as a site of discursive production about the non-western world by western educational tourism practitioners, using the American program Semester at Sea as a case study. Through a frame analysis of fieldnotes gathered on Semester at Sea's curricular practices, the study concludes that the program both reinforces and resists colonialist ways of seeing the world through its representations of destination cultures, inside and outside of the formal classroom. It ultimately argues that educational tourism programs like study abroad must be more reflective about the ways they frame destinations for participants, if they wish to truly live up to their noble missions of promoting cross-cultural understanding, respect, and harmony.
Erasmus, D., Brewer, S., & Cinel, B. (2015). Assessing the Engagement, Learning, and Overall Experience of Students Operating an Atomic Absorption Spectrophotometer with Remote Access Technology. Biochemistry and Molecular Biology Education, 43(1), 6–12. doi: 10.1002/bmb.20838
The use of internet-based technologies in the teaching of laboratories has emerged as a promising education tool. This study evaluated the effectiveness of using remote access technology to operate an atopic absorption spectrophotometer in analyzing the iron content in a crude myoglobin extract. Sixty-two students were surveyed on their level of engagement, learning, and overall experience. Feedback from students suggests that the use of remote access technology is effective in teaching students the principles of chemical analysis by atomic absorption spectroscopy.
Freedman, A., & Adam, C. (1996). Learning to write professionally: ‘Situated learning’ and the transition from university to professional discourse. Journal of Business and Technical Communication, 10(4), 395-427. doi: 10.1177/1050651996010004001
By looking at what happens to the members of both university and workplace settings, the article draws on theories of situated learning and analyzes how novices learn writing genres. The study focuses on fourth year university students who “were asked to simulate workplacelike reports in response to actual case histories” and graduate student interns who “were called upon to learn and perform the normal writing-related duties of that workplace” (Freedman &Adam, p. 396). In the contexts of both learners, Freedman and Adam determined that students moving from a university setting to a workplace have to learn new writing genres and new ways to learn those genres.
Freedman, A., & Adam, C. (1997). Proving the rule: Situating workplace writing in a university context . Carleton Papers in Applied Language Studies, 14, 136-149. Retrieved from http://carleton.ca/slals/research/cpals/
Recognizing that written discourse transitions between university and the workplace are difficult, Freedman and Adam describe how to bridge this gap using a university practicum course. They draw on earlier studies to situate their practicum course, and their findings suggest that student writing was more successful when it was situated in a workplace context.
Freedman, A., Adam, C., & Smart, G. (1994). Wearing suits to class: Simulating genres and genres as simulations. Written Communication, 11(2), 193-226. doi: 10.1177/0741088394011002002
Developing from a set of case studies, this article analyzes and compares the discourses of student and workplace writings through an observational and contextual framework. The study determined that there were apparent commonalities and differences between the two groups, and that the “shared features point to ways in which student writing enables and enacts entry into sociocultural communities” (Freedman, Adam, & Smart, p. 193).
Herremans, I.M., & Reid, R. (2002). Developing awareness of the sustainability concept: A tool for integrating and applying the sustainable development concept in tourism and hospitality courses. Journal of Environmental Education, 34(1), 16-20. doi:10.1080/00958960209603477
Herremans and Reid suggest that learning needs to be an involved activity that bridges the classroom and the real world. To promote students’ understandings of environmental planning, management, and sustainability, they utilize a minicase of Waterton Lakes National Park and area to determine the economic, social, and environmental congruency of sustainability, as well as to decide whether these dimensions are in conflict with one another. By examining the sustainability triad, students are able to view it as concrete rather than abstract and can relate to “the nature of multidimensional decisions” (21).
Holtslander, L.F., Racine, L., Furniss, S., Burles, M., & Turner, H. (2012). Developing and piloting an online graduate nursing course focused on experiential learning of qualitative research methods. Journal of Nursing Education, 51(6), 345-348. doi: 10.3928/01484834-20120427-03
Due to the challenges of the understaffed health sector and of accessibility to graduate nursing education, Holtslander et al. developed an online graduate nursing course that focused on qualitative research taught through experiential learning. The participants found the experiential learning component was a useful tool in understanding the course content, and Holtslander et al. determined the constructivist approach used in designing the course was “a valuable ontological and pedagogical tool” (p. 348) for the creation of a student-centered online nursing course.
Latif, E. & Miles, S. (2011). The impact of assignments on academic performance. Journal of Economics and Economic Education Research, 12(3), 1-12. Retrieved from http://www.alliedacademies.org/public/journals/JournalDetails.aspx?jid=4
Examining the impact of graded homework on test performances of economics students, Latif and Miles study the factors that affect academic performance using the Ordered Probit method, Ordinary Least Squares, and Propensity Score Matching method. Through their findings, they suggest and recommend that university courses “include one or more graded [homework] assignments” (Latif & Miles, p. 10) to help improve students’ understandings of course material.
Latif, E., & Miles, S. (2013). Students’ perception of effective teaching. Journal of Economics and Economic Education Research, 14(1), 121-130. Retrieved from http://www.alliedacademies.org/public/journals/JournalDetails.aspx?jid=4
In a study that analyzes how students assess instructors’ teaching practices, Latif and Miles employ descriptive statistics and an Ordered Probit regression approach to 387 surveys completed by students at Thompson Rivers University. The article collates the teaching practices that students value most – taking into account “different genders, years of study, and cultural backgrounds” (Latif & Miles, p. 121) – and encourages other faculties to utilize this information to help improve their own teaching practices.
Latif, E., & Miles, S. (2013). Class Attendance and Academic Performance: A Panel Data Analysis. Economic Papers: A Journal of Applied Economics and Policy, 32(4), 470–476. doi:10.1111/1759-3441.12054
This study uses data from business students taking an introductory statistics course at a primarily undergraduate Canadian university to examine the impact of class attendance on examination performance. To control for unobserved individual-specific heterogeneity, the study utilises a panel data framework. The study finds that after controlling for factors related to ability and effort, class attendance has a significant positive impact on grade. The results further suggest that completion of online assignments also had a positive impact on grade, indicating that both class attendance and online assignments have independent effects on grades.
Mahara, M.S. (1998). A perspective on clinical evaluation in nursing education. Journal of Advanced Nursing, 28(6), 1339-1346. doi: 10.1046/j.1365-2648.1998.00837.x
Centred on issues of objectivity-subjectivity and the dual nature of clinical instructor as teacher and evaluator, this article asserts that teacher-evaluator and formative-summative dualisms are techniques to maintain power differentials between teachers and their students. Mahara suggests that clinical evaluation is a form of inquiry and that the purpose of the case study is “the discovery and verification of the process and product of the teaching and learning of nursing practice” (Mahara, p. 1339). If curricula is developed based on the foundations of meaning-making and teacher-student relationships, evaluation approaches can focus on the “explication and judging of a student’s clinical practice as a teaching-learning strategy” (Mahara, p. 1344).
Paetkau, M. (2007). Conductive critical thinking. The Physics Teacher, 45(5), 292-293. doi:10.1119/1.2731276
This article illustrates that a student-led discussion of heat conduction among first-year students stimulates them to learn critical thinking skills. Discussing the loss of heat from a human head, students determine possible models of heat transfer, and Paetkau encourages them to base their assumptions on knowledge and experience.
Paetkau, M. (2004). Tossing on a rotating space station. The Physics Teacher, 42(7), 423-427. doi:10.1119/1.1804661
Inspired by a physics question that was correctly answered on a radio show, Paektau analyzes the motion of a thrown object around a rotating space station. By separating the radio question into two separate levels of learning, he looks at the basic use of vectors and circular motion in relation to lower-level undergraduates and analyses of the motion as seen by an observer in relation to upper-level undergraduates.
Walmsley, C., & Birkbeck, J. (2006). Personal Narrative Writing: A Method of Values Reflection for BSW Students. Journal Of Teaching In Social Work, 26(1/2), 111-126. doi:10.1300/J067v26n01̱07
An autobiographical writing assignment given to fourth-year BSW students is described and evaluated. Its purpose is to encourage students to reflect upon their life experience and identify significant values and life principles embedded in their personal narrative, and explore these as a foundation for social work practice. The limitations of existing values education methods are summarized, the educational process to introduce the assignment is described and the benefits and limitations of the assignment discussed
Paetkau, M., Bissonnette, D., & Taylor, C. (2013). Measuring the effectiveness of simulations in preparing students in laboratory. The Physics Teacher, 51(2), 113-116. doi:10.1119/1.4775536
As computer simulations have become viable teaching tools, recent research focuses on the effectiveness of these tools at the post-secondary level. Thompson Rivers University’s Physics Department has used these simulations to help prepare students for their physics labs, and, in their study, Paetkau et al. use the simulations as pre-laboratory work to understand the experimental aspect as well as learn how to obtain and take accurate data.