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In this reflective writing, the author shares some experiences of learning to teach in higher education, the pathway she has taken on this online adventure, and how her online teaching has been influenced by the pandemic context.

In this conceptual paper based on ideas proposed by Gilson and Goldberg (2015), we consider how themes in the Canadian Journal for the Study of Adult Education from 2010 to 2020 and other themes from the broader post-secondary education literature inform a conceptual framework for university continuing education units in a post-pandemic world. In turn, a descriptive snapshot of the lived experience of one continuing education unit in 2020 to early 2021 will serve as extra value for the reader. This consideration of the unit relative to the emergent conceptual model points to the future of continuing education practice in universities for years to come.

Introduction: We report an investigation on collaboration practices in research papers published in the most prestigious English-medium astrophysics journals. Method: We propose an evaluation method based on three numerical indicators to study and compare, in absolute terms, three different types of collaboration (international, national and local) and authors' mobility on the basis of co-authorship. Analysis: We analysed 300 randomly selected research papers in three different time periods and used the student's t-test to determine whether the paired two-sample differences observed were statistically significant or not. Results: International collaboration is more common than national and local collaboration. International, national and local authors' mobility and intra-national collaboration do not seriously affect the indicators of the principal levels of collaboration. International collaboration and authors' mobility are more relevant for authors publishing in European journals, whereas national and intra-national collaboration and national mobility are more important for authors publishing in US journals. Conclusions: We explain the observed differences and patterns in terms of the specific scope of each journal and the socio-economic and political situation in both geographic contexts (Europe and the USA). Our study provides a global picture of collaboration practices in astrophysics and its possible application to many other sciences and fields would undoubtedly help bring into focus the really big issues for overall research management and policy.

The language of "scholar-activist" has made its way into academic discourse over the last few decades. Historically a divide has existed between academics situated in the university and activists working within and across communities. This discussion paper addresses challenges scholars face when doing activist work within their institutional and community settings and on an international level. We explore the ways in which "scholar-activism" has been taken up in the academy and how it is shaped by local and global contexts. Specifically, we discuss the factors that influence the work of those claiming to be scholar-activists who are interested in working for social change. We suggest that if scholar-activists are to maintain respectful relationships across individual and community differences, we must first negotiate how we may be differently positioned in terms of privilege, power, resources, race, identity, history of colonialism, and personal and national identity. We hope that this discussion paper will generate dialogue among our international colleagues about the possibilities of shifting beyond our local contexts to work respectfully, cross-culturally and to create global partnerships. Ultimately, we question how we can work with our global partners to build a basic and productive foundation upon which we might engage scholar-activism and contribute to creating social and institutional change.

Walter Benn Michaels has argued that higher education policies have been fashioned through a diversity fetish, rather than grappling with class inequities produced through neoliberal restructuring. When the author was asked the question of whether Benn Michael's analysis pertained to Canadian higher education, she found herself writing the present article within which she argues that pitting class against race is a liberalizing strategy that obfuscates how each ruling relation is interlocking and mutually constitutive. She then goes on to show how such interlocking dynamics productive of racialized and gendered class relations currently function within the Ontario postsecondary system through the production of "tieredness", otherwise termed "system differentiation" in policy papers published by the Higher Education Quality Council of Ontario (HEQCO). Because the paper grew out of her response to Benn Michael's analysis, the author will summarize her take on his book, "How to Love Identity and Ignore Inequality," in order to illustrate certain dynamics affecting equity politics within the Canadian, and in particular, the Ontario higher education landscape. These dynamics do not concern the college sector unto itself, nor the university sector unto itself, but rather spans the entirety of the system. (Contains 3 endnotes.)

Although the number of international students in Canadian colleges has been increasing rapidly, colleges' internationalization activities have received less attention than those of universities. This article examined how Canadian colleges discuss international students in their official internationalization strategy documents. Conducting critical content analysis of the internationalization strategies of 11 colleges from five provinces in Canada, we found that internationalization strategies focus on four major themes: recruitment, student services, intercultural awareness and post-graduation transitions. We drew on concepts from both resource dependency theory and neo-institutional theory to explain the combination of both revenue generation and commitments to diversity as key themes in the documents. Ultimately, we argue that colleges justify their focus on international student recruitment by framing international students as promoting the development of intercultural awareness and global competences of domestic students, which are framed as increasingly necessary for their labor market success. Meanwhile, the aspirations and goals of international students themselves seem to be an after-thought. We conclude with a call to center the goals of international students as a starting point for creating more responsive institutions.

This essay examines a case study that investigated how students learned and how they applied their writing skills as they pursued publication in an undergraduate scientific journal at a Canadian university. As we conducted a genre analysis of student drafts submitted to the journal and interviewed students who published in the journal's inaugural year, we noted the desire and eagerness that students had to publish at the undergraduate level. We also noticed certain barriers to students fully participating in research for their discourse communities, including challenges accessing publication opportunities and revising their work for new audiences and contexts. Undergraduate journals offer a tremendous space for them to hone a variety of skills in a supportive environment while also taking the first steps to fully participating in scholarly practice.

As PhD students and sessional lecturers, we undertook a collaborative narrative study to explore our pedagogical and curricular approaches to decolonizing a community development course offered in our College of Education. We gathered our conversations, reflective journals, and notes, then wove together the narratives thematically using a métissage research methodology. We discovered ways we come together in the spaces in-between our different experiences, backgrounds, and worldviews, as Indigenous and non-Indigenous educators, decolonizing our curriculum and our students' classroom experience. This paper shares one of the thematic braids we created, focused on the use of story for research, story as pedagogy and story for building relationships. We encourage educators to consider bridging their worldviews with other ways of seeing and knowing, to work toward decolonizing their teaching practices using story, and to form relationships across differences using story. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Universities can play a key role in contributing to a sustainable future for our planet and its inhabitants. In times of constant changes, there is a growing urgency to reflect on the vision of universities as well as their respective practices and projects that can promote the creation of sustainable societies. As is evident in scholarly literature, there is a need to empower universities and enhance their ability to prepare individuals who can confront global sustainability challenges and pursue sustainable development. The United Nations' adoption of the 2030 Agenda for Sustainable Development in 2015 recognised that societal problems were territorially blind, meaning that no country has sufficient knowledge or research capacity to solve all challenges on its own. To that end, this qualitative, comparative research study represents the unified effort of two very different countries to explore the topic of education for sustainable development (SD) at universities. The study employed a document analysis of selected publicly funded universities in Canada and South Africa. Gathered documents are from the past seven years and include the universities' mission and vision statements, annual reports, and strategic plans. The three main questions addressed in this work are: (a) What is the status and role of higher education for SD in Canada and South Africa? (b) What areas of SD are on the agenda of universities under investigation in Canada and South Africa? (c) What are the main similarities and differences between the two contexts under investigation? Findings indicate that universities focus on several aspects of SD, namely sustainable education, sustainable relationships, and sustainable initiatives. The paper discusses these areas for each country in connection to their contextual setting. Although the study's findings cannot be generalised, they can be informative for other universities and contexts and thus contribute to the body of knowledge about education for SD in higher education.

Canada's boreal forests are second only to the Amazon in producing life-giving oxygen and providing a habitat for thousands of species, from the large woodland caribou to the smallest organisms. The boreal forests are the lifeblood of many Aboriginal communities and the thousands of workers, Aboriginal and non-Aboriginal, who harvest and process pulp, paper, and other lumber products. All depend on the forest for their livelihood, their lifestyle, and the survival of their communities. Many groups, including environmentalists, multinational lumber companies, First Nations, and governments, have competing interests in the boreal forest. In 2010, key players with interests in the boreal forest formed the Boreal Forest Agreement, with the very specific goals of protecting the forest and its ecosystem, and ending conflict between the forestry industry and environmentalists. This case explores what has happened since. It focuses on the conflict between Resolute Forest Products and Greenpeace International, including boycotts, accusations, retractions, alliances, misrepresentations, lawsuits, and countersuits. In this case the reader will learn about the resources that are under dispute, the key players involved, and the agreement that was designed to avoid future conflicts. The article closes with examples of questions that instructors may use for discussion purposes depending on the seniority of students and the focus of the class.

The Professional Project Administrator Program (PPA) is an employment-focused online program offered in partnership with Indigenous communities in Western Canada. Based on the findings from the research conducted after the program completion, we discuss two key components that contributed to a meaningful learning experience and to the success of the program: wrap-around support and cultural learning. Through métissage, an arts-based approach to knowledge sharing, we present Natoonikew Aansaamb (searching together), where we have woven together different voices and stories that offer a glimpse of the learning experience. Greater inquiry and engagement with diverse Indigenous perspectives is the way for educators to design, implement, and assess learning for all students with intention and in a good way. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Anti-Indigenous racism is the result of a lack of knowledge about Indigenous peoples according to Senator Murray Sinclair (Sinclair, 2019). Teacher education is one of the most powerful ways to combat racism towards Indigenous peoples as it impacts not only pre-service teachers but in-service teachers, their students, and their families. Alberta's new Teaching Quality Standard was released in 2018 (TQS, 2020) and requires all Alberta teachers to possess and apply a foundational knowledge of Indigenous peoples. The article reports on the preliminary findings of a study examining how teacher education institutions in Alberta are integrating Indigenous perspectives into their programming. [Note: The page range (28-25) shown on the PDF is incorrect. The correct page range is 28-35. Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Academia has been dominated by European/settler ways of knowing while denying the existence and validity of Indigenous epistemologies, science, and philosophies. Post-secondary structures were not built to be inclusive spaces, they were built without Indigenous voices or considerations and often housed individuals and departments who have perpetuated research harms towards Indigenous peoples. These spaces have been and remain a place of privilege where few Indigenous knowledge holders manage to become established. In this article, calls for action to transform academia into an inclusive space through ongoing conversations on the Truth and Reconciliation Commission (TRC) report and the widespread theme of taking on Equity, Diversity, and Inclusion (EDI) conversations will be examined. Without conversations around tools and ideas about practical steps to take in our daily work navigating academic spaces, we maintain colonial structures by being complicit and avoid the question of where the Indigenous voices are found in these spaces. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Conventional scholarship within the sociology of education and organizations posits that schools achieve legitimacy by virtue of conforming to normative standards, abiding by government regulations and mimicking the forms of successful peers. Through this study, an examination of a sample of 751 Canadian for-profit colleges (FPCs) is performed, revealing the presence of an alternative logic. Rather than conformity, organizations within this sector engage in niche-seeking behaviour, using promotional materials to carve out unconventional identities. They do so by directly drawing on symbolic resources and affiliations from the industrial sectors which they service. These findings are interpreted through the prism of contemporary theorizing within organizational sociology.

The Teaching Scholars Program and Community of Practice (TSCoP) develops educational leadership and research through enabling reflective conversations, purposeful listening, inclusive standards, and bold thinking about Scholarship of Teaching and Learning (SoTL). Teaching Scholars lead innovative practice in their own faculty given their shared commitment to improving teaching and learning in diverse post-secondary contexts through practice focused research. In this paper, we describe how the TSCoP is both formal in structure and design, and informal and emergent in facilitated interpersonal discussions. Ongoing conversations among diverse colleagues contribute to Teaching Scholars' reflective and reflexive practice, help each educational leader gain new insights into their own studies and expand their vision for educational leadership in higher education. We use a SoTL framework to examine and position each of our research projects, and explore and make connections with educational leadership, mentorship and SoTL research. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

In this paper, we describe our approach to mentoring Graduate Teaching Assistants (GTAs) as teaching and learning protégés within the context of a challenging undergraduate honours thesis course. An approach to mentoring GTAs in this multifaceted course is outlined, while providing practical strategies that expose GTAs to various aspects of the teaching process so that they become co-educators. Reflections from two GTAs that highlight the benefits and challenges of the co-educator model are also presented. Evidence from course evaluations provide support for the critical role that GTAs engaged as protégés play to enhance student success in this academically rigorous capstone course. We argue that mentoring GTAs for teaching development by treating them as co-educators can be rewarding, improve course outcomes, and enhance the student experience. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

This article examines the Paper Partners program at Ryerson University, Toronto. This peer-mentoring program was developed to support the academic writing skills of students whose first language of academic study was not English. The program integrated a team of student-facilitators, a talk-aloud co-editing process, and a reflective feedback component. The article looks at (a) the process of developing a campus-wide program using a team of student-facilitators specially trained to support English academic writing skills; (b) program assessment based on feedback received from student-writers and facilitators; and (c) the contribution of the program to the language-learning experience. The article concludes with encouragement for postsecondary institutions to develop peer-led language learning opportunities on campus to create and celebrate a truly international learning community.

Due to COVID-19, almost all educational institutions were temporarily closed across the globe. As a result, many educators have focused on delivering courses through emergency remote teaching. Preparation for remote teaching was itself a great challenge. In this reflective paper, I have presented my own experience of preparation for emergency remote teaching for one my courses in one of the Canadian universities. I have mentioned in the paper the factors that were helpful in the preparation for remote teaching such as my own background knowledge of online learning, training for remote teaching, designing and developing the course, using synchronous and asynchronous, engaging students, and presences.

Purpose: The study aims to investigate the state of higher education (HE) leadership research after the intensified focus on teaching and learning (TL) in academia. Design/methodology/approach: The authors clarify the use of key concepts in English-medium empirical journal articles published between 2017 and 2021 by analysing 64 publications through qualitative content analysis. Findings: The analysed papers on leadership of TL in HE activate a number of concepts, the commonest concepts being academic leadership, distributed leadership, educational leadership, transformational leadership, leadership and transformative leadership. Even if the papers highlight partly overlapping aspects of leadership, the study finds a rationale for the use of several concepts in the HE context. Contrary to the expectation raised in earlier scholarship, no holistic framework evolves from within the recent research to reveal the contribution that leadership of TL makes to leadership in HE generally. Research limitations/implications: Limitations: Nearly 40 per cent of the analysed articles are from the United States of America (USA), United Kingdom (UK), Australia and Canada, which leaves large areas of the world aside. Implications: The found geographical incoherence might be remediated and the research of leadership of TL in HE generally led forward by widening the cultural and situational diversity in the field. Originality/value: This research contributes to an enhanced understanding of the field of leadership in TL in HE in that it frames the concepts used in recent research and makes the differences, similarities and rationale between concepts visible.

Colleges are important providers of vocational education and training and in some countries they are the major provider. Although the international literature on colleges has grown considerably in the past two decades, it still consists primarily of qualitative descriptions of college sectors in different countries. Quantitative studies of differences in the activity mix of colleges in different countries could improve knowledge of international variation in the roles of colleges and provide a stronger foundation for study of the sources and consequences of variation in college roles. After reviewing different methodological frameworks for comparative analysis of college activity, the research reported here employs one of these frameworks to analyse differences in the activity mix of colleges in five countries. In addition to finding some noteworthy differences among the five countries, the paper also identified several problems of comparability of college data from different countries. The paper concludes that the development of internationally comparable data on colleges would require leadership by international organisations and agencies and is an undertaking well worth pursuing both for the benefits that it could bring to those whom colleges serve and for its contribution to the advancement of comparative study of vocational education and training.

Purpose: This paper aims to investigate the role of multidisciplinary course requirements in shaping student attitudes toward sustainability and education for sustainable development. Previous research indicates that students conceptualize sustainability based on their academic discipline; thus, this research investigates whether there is a difference in student attitudes toward sustainability at Grenfell Campus, Memorial University of Newfoundland, where students are encouraged to cross the borders of their academic disciplines. Design/methodology/approach: This research reports on the findings from a mixed-methods study to assess the impact of program requirements on student attitudes toward sustainability and education for sustainable development at Grenfell Campus, Memorial University of Newfoundland. In phase one, an anonymous survey was administered to students regarding their perceptions and attitudes toward sustainability and education for sustainable development. The survey yielded 100 usable responses. Phase 2 consisted of a series of 10 semi-structured expert interviews with key faculty and staff at Grenfell Campus and a representative from the City of Corner Brook, which gave further insights regarding sustainability programming and campus culture. Findings: Contrary to previous research, the results of this research indicate that the School of Study does not have a statistically significant impact on student attitudes toward sustainability. This may be attributed to Grenfell Campus's Breadth of Knowledge requirement within the School of Arts and Social Science and the School of Science and the Environment, which requires that students take elective courses from a broad range of subject matter to develop their holistic awareness of social, cultural, scientific and political issues. Practical implications: The results of this research indicate that students who are exposed to broad multidisciplinary requirements may be more likely to have positive attitudes toward sustainability than students who focus on a single discipline. Originality/value: A limited number of studies investigate the impact of core program requirements on student attitudes toward sustainability. This paper promotes an effective way of raising sustainability-literate young people/citizens in a Canadian higher education context.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Describes a study conducted at two Canadian universities that surveyed a cross-section of 361 faculty, graduate, and undergraduate students to assess computer availability, experience, attitudes toward computers, and use of computers while engaged in academic writing. Compares advantages and disadvantages of writing on a computer versus written, or hard, copy. (Author/LRW)

This opinion piece underscores the critical role of undergraduate academic journals in fostering a comprehensive research experience for students, with a spotlight on Qapsule, an open-access journal at Queen's University led by undergraduates. These journals offer a unique platform for students to engage in the full spectrum of scientific inquiry, from conducting research to writing, peer review, and publication. The paper emphasizes the importance of undergraduate students' involvement in all aspects of research, discussing its crucial role in intellectual growth and professional development. However, these journals often remain under-utilized due to a lack of awareness. The paper discusses the importance of universities actively promoting these journals and providing the necessary resources for students to establish such platforms, thereby nurturing a culture of academic collaboration, creativity, and excellence. It also addresses quality concerns about undergraduate journals, asserting that with appropriate mentorship and guidance, undergraduate students are capable of contributing to the academic community.

The discipline of archaeology is uniquely positioned to allow for inclusion of culturally appropriate curricula to be incorporated into student learning objectives as mentioned in the 94 Calls to Action by the Truth and Reconciliation Commission of Canada (2015). In this paper the authors discuss the creation, implementation, and qualitative feedback of a community-directed and curriculum-based education program developed by graduate students that uses archaeology to mediate student learning and meet curriculum goals in both classroom and land-based environments. This experiential learning initiative involves graduate and undergraduate students, and students from a local Indigenous community and the surrounding area. Feedback from educators and student participants, both Indigenous and non-Indigenous found that the experience fostered a deeper understanding of longstanding histories of the land and increased cultural appreciation. The paper outlines program development, curriculum connections, community engagement, as well as educator and student feedback. This programming can be used as a framework, and the creation of local and place-based education initiatives is encouraged within other disciplines to facilitate pedagogy for reconciliation. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

This article reports on findings from a scan of 465 policies relevant to the handling of cyberbullying in 74 Canadian universities. It first assesses the commonalities and differences in the policies. Second, it considers how their various lenses--a human rights perspective versus a student conduct perspective, for instance--can affect the directions and outcomes of university responses. The majority of the policies reviewed were codes of student conduct and discipline, policies on electronic communication, and policies on harassment and discrimination. Most of the policies outlined complaint procedures and possible sanctions, but relatively few addressed prevention of unacceptable behaviours. Only about a third made reference to "cyber" behaviours, suggesting that the university policy environment is not current with the information and communication technologies that permeate the daily lives of university students and faculty.

In recent years, the pressure for educators to cultivate civic participation among Canada's apathetic youth voters has been mounting. Between 1998 and 2007, a national wave of curriculum reform introducing or enhancing civic engagement education occurred at the secondary level. In this study, we explore the role and place of civic engagement in the Canadian university curriculum. We have chosen to focus on curriculum in political science programs because calls to increase civic engagement originated with the goal of increasing participation in voting by young people, and because civic engagement is widely espoused as a central value in the discipline of political science. We report the findings of a national survey of politics instructors and their course syllabi regarding civic engagement as an intended learning outcome. Our analysis of the survey data involved a comparison of instructor responses with the assessment activities identified on their course syllabi. By analyzing the real and imagined audience(s) and purpose(s) of course assignments, we find that students are required to complete assignments that situate them within academic contexts involving academic purposes and audiences. The apparent conflict between civic education outcomes and academic assessment tasks relates to broader conversations about the purposes of political science education and higher education in general.

This study examines 143 graduate assignments across 12 faculties or schools in a Canadian university in order to identify types of writing tasks. Based on the descriptions provided by the instructors, we identified nine types of assignments, with scholarly essay being the most common, followed by summary and response, literature review, project, review, case analysis, proposal, exam, and creative writing. Many assignments are instructor-controlled and have specific content requirements. Some are also process-oriented, providing students with teacher or peer feedback on outlines or initial drafts, suggestions for topic choices, and examples of good writing. With an overview of the types of writing tasks across campus, the study has implications for English for Academic Purposes (EAP) or graduate writing program designers, material developers, educators working within and across disciplines, and researchers interested in the types of university writing assignments in Canada.

This analysis will argue that university educators have an ethical obligation to advocate for admission policies that are not exclusively competitive in nature -- what will be referred to later as levelling and remedy approaches. This argument will be detailed in four stages. First, it will use an anecdote and an appeal to virtue to argue that educators in universities should feel an ethical obligation to level the playing field of competitive admissions. Second, it will draw on the work of a Chris Martin and Ben Kotzee to provide a philosophical framework for my argument. Third, it will discuss examples from Scotland, Ontario, and British Columbia to consider the ways in which the status quo fails to meet our ethical commitments as educators. Fourth, and finally, it will posit the virtue-ethical argument that university educators should live out their commitment to being virtuous and philosophy of education by supporting admission policies that are not exclusively competitive. [This paper was presented as the 2019 Early Career Invited Lecture for the Canadian Philosophy of Education Society.]

Teaching can often seem like an independent endeavor, and seeking out ways to engage in dialogue and exchanges surrounding teaching can be beneficial. Opportunities to observe peers' teaching and discuss teaching practices, challenges, and experiences with peers can lead to an increased sense of community, a fruitful exchange of ideas, and ultimately more thoughtful and effective teaching (Hendry and Oliver, 2012; Lemus-Martinez et al., 2021). One venue for such engagement is the teaching square, an exercise in which teachers observe each other's teaching practice, typically with the goal of self-reflection of one's own practice rather than evaluation of a peer performance. We suggest that even as the common philosophy behind teaching squares emphasizes self-reflection, they can also be catalysts for peer mentoring among participants. This article discusses teaching squares as a peer mentorship opportunity, drawing attention to the benefits of cultivating peer mentorship focused on teaching practices. We provide an account of our experience in undertaking a teaching square and the informal peer mentorship that resulted. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

This paper reviews existing policies related to anti-racism and anti-discrimination at five major universities in Canada and assesses the equity initiatives undertaken by university authorities to promote greater access and inclusion of different ethnic minority groups. The study is based on secondary data sources. Therefore, policy papers, documents, study reports available in those universities, government policy and legislation, journals, and similar were consulted to construct the piece. Findings reveal that although the universities have some sort of antiracism and anti-discrimination policies to combat racism and discrimination in their educational setting, they face challenges or limitations in adopting holistic and inclusive measures for the different ethnic and diverse minority groups studying there. The study argued for promoting discussions and responses to specific policies, programmes, and practices, including behaviours and attitudes in the institutional and professional contexts, for combating racism and discrimination. The findings may be helpful for academics, policymakers, and administrators to develop their understanding of institutional racism, identify challenges, and adopt policy measures to address it.

This paper reviews the Digital Detox project at TRU. At TRU, the Digital Detox is not necessarily about abstaining from technology altogether, but rather establishing a more ethical, healthier approach to the tools we are required to use every day. Conceived this way, a Digital Detox offers an approachable opportunity to discuss difficult and controversial topics in educational technologies. The objective of this paper is to offer description and analysis of one strategy to improve university community engagement on issues of ethics and educational technologies. In addition to understanding our own process for creating this resource at TRU, this paper provides a "toolkit" for starting a Digital Detox event at any campus.

This paper illustrates the mutually constitutive processes of race and neoliberalism in the labour market navigation and integration for Black Caribbean and South/Southeast Asian international student graduates in Canada. The data was gathered from recent international students and key informants in Canada's immigration policy circle using semi-structured interviews. The paper reveals that international student graduates (ISGs) are constrained to seek out precarious and low-skilled forms of employment and participate in a labour market that profits from cheap, exploitable flexible labour. Participants in areas outside the populous Greater Toronto Area (GTA) are perceived as contingent workers. The paper concludes with an argument for centering both race and neoliberalism in future empirical studies of ISG labour market integration.

Developing as a scholar is a critical aspect of graduate school. In this article, we use an autoethnographic approach to explore our experiences in a newly redeveloped interdisciplinary graduate course. The course was designed to emphasize interdisciplinary scholarship and to encourage students' awareness of their own developing epistemological, ontological, and axiological commitments. In this paper, we identify themes that arose from the final class paper, in which the students/researchers reflected on our development as emerging scholars. Through this course we developed an understanding of the value of interdisciplinarity, the cultural embeddedness of knowledge, and our own responsibilities as researchers in relation to social structures of power and marginalization. Our analyses of our experiences suggests that reflections on our own positionality and axiology are important for developing our identities as emerging scholars and that becoming a scholar may be more about the process than an end goal. We conclude with a discussion of how our learning in this course may be relevant for other instructors and emerging scholars.

Examining legislative change between 1997 and 2013, and analyzing the governance of Manitoba's post-secondary system using military concepts of strategy, operations, and tactics, this article argues that there has been a trend since 2006 of a general loss of university autonomy in the province. The article finds that changes in public policy in Manitoba's post-secondary system, and how that policy is implemented, have led to a progressive movement towards greater government intrusion in what heretofore have been internal matters at the province's universities.

Through a previous review of high impact practices at our institution, we identified that health science students have very few opportunities to engage in experiential learning (EL) in the current curriculum. This paper describes our work to transform an existing volunteer opportunity at an allied health clinic, into a meaningful, student-driven, co-curricular EL opportunity. Specifically, we incorporated critical EL elements (i.e. reflection, feedback) into the existing volunteer program and developed five program specific learning outcomes (LO). We then tracked volunteers' self-selected participation in a variety of activities and collected volunteers' and practitioners' assessment of LO achievement. This paper presents LO data from the first offering of this EL opportunity and discusses the challenges we faced and lessons learned through this process so that it may inform other institutions considering implementing co-curricular EL opportunities.

This paper explores how sustainability has been integrated into and communicated in Canadian Master's of Business Administration (MBA) programs. We content analyzed university, business school, and MBA program mission and values statements; communicated strategic priorities; and relevant academic calendar content, as well as sustainability rankings and select media depictions of sustainable MBA programs and practices. We explore the potential for greenwashing practices in relation to the integration of sustainability in business education. We found some evidence of a decoupling between university and/or business school mission and claims, and MBA policies and practices. We conclude with a discussion of our findings, study limitations and some relevant implications for academia.

In response to a growing need for graduate students and postdoctoral scholars to strengthen their teaching and learning skills, our university recently established innovative certificate programs that purposively incorporate experiential learning opportunities for deeper growth and development. Drawing on prior research and local needs assessments, we developed programs aimed to meet the identified needs of graduate students and postdoctoral scholars. In this paper we describe how we planned, developed, and implemented these new certificate programs to engage graduate students and postdoctoral scholars from across our institution. Further, we discuss how these programs provide experiential learning opportunities for all participants. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Design Thinking (DT) has recently been adopted in some higher education disciplines as an effective pedagogical approach to enable students to acquire the skills needed for solving real world problems. As a human-centered, iterative process, design thinking is characterized by working with others to understand, define and solve problems using empathy, creativity, and radical collaboration. Many university courses also stress collaboration as a learning approach. However, not all students function well in collaborative environments. Based on their work in the Design-based Thinking course at the Werklund School of Education, University of Calgary, the authors asked, "could the design thinking process be used to foster collaboration among students and encourage radical collaboration"? In this paper the authors present a brief overview of the literature in this area and propose some parallels between the design thinking and collaborative team building processes. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Like many higher education institutions, amplifying experiential learning (EL) is a priority for the University of Calgary. In order to capture the extent and complexity of EL that exists in an institution, it is crucial to have a common understanding of the concept. In 2018, the University of Calgary created the EL Working Group, tasked with creating a definition of EL and framework unique to our institutional context. One way to capture EL across a program of study is through curriculum mapping. By identifying where EL already exists, a group can determine current strengths as well as how to improve EL offerings in future. In the example provided in our paper, we show the results of one such mapping process and provide recommendations for others considering using this process for capturing EL across a program of study. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]