Colleagues
The current edition of Transformative Dialogues: teaching and learning ejournal, Volume 9, Issue 3, is freely accessible at: http://kpu.ca/TD/Current_Issue
Please share with all who may be interested.
TD.9.3
Educational Development of Students and Teachers
Support for student engagement, learning, and safety are all critical elements of the university and its experience for both students and faculty. This issue elaborates on many related and interconnected aspects of these challenges and issues and provides much food for thought.
Editorial
Boosting Learning through Engagement and Support - Alice Macpherson, Alice Cassidy, Editors
Literature Review
Teaching Reflective Learning in Higher Education: A Systematic Approach Using Pedagogic Patterns; Edited by Mary Elizabeth Ryan - Adam Vincent, Kwantlen Polytechnic University
Reflections
Thirty is the New Fifteen - Wes Hanzuk and Lynne N. Kennette, Durham College
Helping Students Become Self-Mentors: Implications of a Goal Setting Assignment - Sarah E. Schoper, Western Illinois University
From Student to Instructor: Reflections on Receiving and Issuing Digital Badges for Educational Development - Gabrielle Lindstrom, PhD (c) and Patti Dyjur, PhD, University of Calgary
Articles and Essays
Enhance Student Engagement through Leadership Strategies - Qijie Cai, Minnesota State University, Mankato
Engineering Students' Well-Being Experiences: A Freshman Year Experience Program - Tanju Deveci and Nader Ayish, College of Arts and Sciences, The Petroleum Institute
Female Students with acquired Brain Injury: The post-secondary experience - Kendra Gottschall and David C. Young, St. Francis Xavier University
Addressing Sexual Violence on Post-Secondary Campuses is a Collective Responsibility - Rebecca Godderis and Jennifer L. Root, Wilfrid Laurier University
Conversations in a Coffee Shop: Voices from within a community of teaching practice of university science faculty - Anne Marie Ryan, Alexandra Arnott, Roderick Chisholm, Laura deGelleke, Lara Gibson, Debra Grantham, Stephanie Kienast, Martha Mullally, Tetjana Ross, Allison Schmidt, Leanne Stevens, and Elizabeth Welsh, Dalhousie University
Intersubjective Knowing: An Innovative Model in Graduate Level Course Design - Deb Martens, MA, BA, Independent Scholar, Laurel Tien, MA, PhD student California Institute of Integral Studies, and Erin Woodford, MA, B.Ed, DHMP, University of Prince Edward Island
Transformative Dialogues is a forum for conversations intended to foster the improvement of adult teaching and learning. TD facilitates the multi-disciplinary exchange of ideas, actions, and results of innovative and professional practice in the scholarship of teaching and learning.
This is an open access, peer-reviewed online journal.
The articles are available as .pdf files. The reader can be downloaded for free from Adobe at: http://get.adobe.com/reader
This email is also a call for submissions for Volume 10, Issue 2, which will be open until March 15, 2017. This will be an open issue and intended for publication in June, 2017.
Our main page is located at: http://kpu.ca/TD
- ISSN 1918-0853
All of the previous issues of Transformative Dialogue are located at: http://kpu.ca/TD/past_issues
If you do not already serve as a reviewer for Transformative Dialogues and are interested in applying to be a member of our Review Board please contact us at: TD@kpu.ca.
Looking forward
Dr. Balbir Gurm Dr. Alice Macpherson Dr. Alice Cassidy
Editor in Chief Technical Editor Associate Editor
Transformative Dialogues: Teaching and Learning Journal
http://kpu.ca/TD
"When we speak, in gestures or signs, we fashion a real object in the world; the gesture is seen, the words and the song are heard. The arts are simply a kind of writing, which, in one way or another, fixes words or gestures, and gives body to the invisible." - Émile-Auguste Chartier (1868 - 1951) French philosopher