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Exploring Mentorship in Higher Education: Introduction to the Fifth Volume of Papers on Postsecondary Learning and Teaching...i-v Reciprocal Mentoring as a Method to Enhance Doctoral Success...9-16 Leadership, SoTL, and Mentorship in a Teaching Scholars Community of Practice...93-99 The Role of Mentorship in Internships...42-50 Performing Mentorship in Collaborative Research Teams...86-92 Shifting Values and Voices: An Exploration in Holistic Mentorship Evaluation...108-115 Co-Teaching as Mentors: Maximizing Instructor and Librarian Collaboration for Teaching Information Literacy Skills...75-85 Building Assistive Communities: The Potential of Liberating Structures for In-Class Peer Mentorship...59-66 Exploring the Transition of Health Workers from Students to Professionals...25-33 Beyond Tradition: Innovative Mentorship Models for Higher Education...1-8 Making Teaching Communal: Peer Mentoring through Teaching Squares...67-74 Integrating Mentorship in Workplace-Integrated Learning Curriculum...34-41 Unstable Ground: How Mentorship Altered Our View of Experiential and Active Education on Student Learning...51-58 Disrupting the Hierarchy: Mentoring Graduate Students as Co-educators...17-24 Professor Emeritus : A “Neglected” Mentor on University Campuses...100-107

Despite substantial efforts to develop foreign language learning pipelines, little is known about students’ experiences moving between levels of education. This is particularly true for less commonly taught languages, where pre-tertiary learning is considered crucial for graduating students at higher levels of proficiency. This qualitative case study examines how four L2 learners of Arabic transition from their high school classrooms to university programs. Adopting a grounded theory approach to analyze survey and focus group data, three key themes emerge: initial (dis)orientation in the tertiary setting, classroom (dis)harmony as students navigate new norms, and retrospective appreciation for their high school learning environments. The results illustrate that university programs seem to lack appropriate measures to accommodate pipeline learners. Likewise, high school programs are not doing enough to familiarize students with the learning opportunities ahead. The findings have implications for programs, teachers, and students on both sides of these periods of transition.

In this paper, we would like to talk about our experiences working with students from the International Teaching Assistant (ITA) Program at Michigan State University over the course of 2019-2020. The main goal of this paper is to both share our experiences and also offer advice and resources for future ITA tutors. This paper is divided into two main sections: segmentals (vowels and consonants) and suprasegmentals (word stress, intonation, etc.). Dmitrii focused on segmentals and Steven focused on suprasegmentals, though there was some overlap based on student needs. We discuss helpful resources for ITA fellows and some of the difficulties that our students had with different pronunciation features in English. Each section has suggestions about lesson planning and examples of activities from our tutoring sessions. Some of the issues that we discuss in this paper include light L/dark L, R, the minimal pair /æ/ and /e/, and different intonation patterns. The paper concludes with the list of resources for ITA students and fellows.

Expanding the Exploration of Experiential Learning...i-vi The Name of the Game: Utilizing Experiential Learning in the Classroom to Engage, Empower and Reflect on Student Learning and Assessment ...17-24 Experiential Learning and Archaeology: Reconciliation through Excavation...58-67 Exploring the Role of Viewing Technologies in the Chemistry Classroom...68-75 Implementation of Practice-Based Research in Social Work Education...96-100 Experiential Learning through Community-based Experiences: A Graduate Student Perspective ...9-16 Learning from the H.I.P.: Engagement through Reacting to the Past...25-31 Social Entrepreneurship Education within Post-Secondary Institutions...76-84 Getting Radical: Using Design thinking to Tackle Collaboration Issues...50-57 Supporting Design Thinking Through a Game-Based Pedagogy in Entrepreneurship Education...39-49 Vicarious Learning through Informational Interviews: A New Experiential Learning Tool...32-38 Capturing Experiential Learning in a Program by Curriculum Mapping...101-109 Into the Wild Experiential Learning Yonder: Community Cafe Participant Hypotheses on What's Next for Experiential Learning ...1-8 Innovative Certificate Programs in University Teaching and Learning: Experiential Learning for Graduate Students and Postdoctoral Scholars...85-95

The research consisted in having an Actionbound mobile hunt for A1 learners of Dutch designed by a group of language Student Teachers (STs) within the framework of a second year course on foreign language teaching. The game was then implemented with two groups of fifth grade primary school pupils during their visit of the Hergé Museum in Louvain-la-Neuve, Belgium. These two steps allowed our multidisciplinary research team to analyse the use of the app from the perspective of not only the players but also the creators of the game. Research data was collected throughout the study via questionnaires, observations, and a focus group. A qualitative analysis of the STs’ data allowed us to establish their digital profiles, thereby situating each of them in the digital integration process. The results suggest that integrating technology and content when designing a pedagogical activity is a complex task. Support and guidance from teacher trainers could therefore be recommended in order to propose a pertinent integration of technologies in the language classroom.

We are three teachers of business English in higher education who have developed a project for our second-year management students to co-create their own video document, exploring a business question. Our intention is to determine whether the complexity of our entire teaching sequence, and more specifically the use of Information and Communication Technology (ICT) tools for the co-creation of problem-solving content, allowed our learners to experience positive emotions, i.e. enjoyment – vs. anxiety – in the process of Second Language Acquisition (SLA), and whether they perceived the usefulness of the project for their future personal or professional life. Our project took place over the second semester of the 2018-2019 academic year, after which the students answered a questionnaire in their mother tongue with both Likert-scale and open questions. The current paper uses a mixed-methods approach to analyse the results and report on the emotional effect of the teaching sequence on the students.

Students as Creators, Drivers, Innovators, and Collaborators...i-iii A Study of Authentic Assessment in an Internship Course...65-73 Vignettes of the iGEM Experience: Student Partnerships Toward Authentic Learning...137-143 Simulation Innovation in Cyberspace: A Collaborative Approach to Teaching and Learning in Child and Youth Care Education...87-94 Conversations and Perspectives on Peer Feedback for Problem Solving...81-86 Creative Crossroads: Combining Engineering and Arts for Creative Development...25-31 The Role of Authentic Assessment Tasks in Problem-Based Learning...17-24 Students Empowering Students Through Peer Mentorship: An Untapped Resource...60-64 Participatory Collaboration: Building Partnerships in Curriculum Planning...127-136 Problem-Based Learning, Assessment Literacy, Mathematics Knowledge, and Competencies in Teacher Education...74-80 Transforming a Volunteer Program into a Meaningful Experiential Learning Opportunity....52-59 Inquiry-Based Learning (IBL) as a Driver of Curriculum: A Staged Approach...44-51 Something to Say: Writing for Publication...9-16 Evolving from Student to Teacher: Insights from the Conversation Café on Doctoral Student Mentorship...120-126 Pathfinders: Realizing Reconciliation Through Lessons Learned...95-102 Voices and Insights: Using Student Voice to Understand and Address Mental Health Issues on Campus...38-43 Movements in Mentorship: Exploring Shifting Boundaries and Roles in a Faculty-Graduate Student-Undergraduate Student Mentorship Micro-community...111-119 Student-Faculty Partnership as a Foundation for Authentic Learning...144-149 Authentic Learning Within the Brave Space Created Through Student-Faculty Partnerships...103-110 An Experiential Learning Model: Collaborative Student Creations of Multidisciplinary Community Classroom Experience...1-8 Critical Assessment: A Student-Centered Approach to Assessment...32-37

Starting Conversations that Matter...i-iii iGEM Team Meetings: Settings for Conversations on Teaching & Learning...64-68 Curious Conversations: Using Game-Based Learning to Develop Creative Culture within Technical Courses...57-63 The Kinesiology Curriculum: Using Student Responses to Evaluate Course Content...51-56 Impact of the Quick-Response Code Based In-Class Assignments on Students Engagement and Retention...42-50 Let’s Talk About Power: How Teacher Use of Power Shapes Relationships and Learning...34-41 The Role of Interactive Digital Simulations in Student Conversations About Visualizing Molecules...16-23 Convening Interdisciplinary Communities of Practice in an Institution of Higher Education...24-33 Lifelong Learning, Certification, and Nursing Practice: Their Interrelationship...10-15 Using Mental Health and Wellness as a Framework for Course Design...1-9

Anders Gedacht is an intermediate high/advanced level German textbook, appropriate most likely for 3rd or 4th-year students in a 4-year undergraduate German program. This textbook is content-based, written entirely in the target language with an accompanying workbook with supplemental exercises and activities, some of which are tasks. This book seeks to integrate aspects of German, Austrian, and Swiss culture through the use of culturally authentic materials such as stories, works of art, poetry, and film. This textbook offers additional exercises and materials through an online portal. The online component offers the opportunity for a hybrid curriculum as well as flipping the classroom.

Andrea Révész is a senior lecturer in applied linguistics and TESOL at Institute of Education, University College London. Her research interests lie in the areas of second language acquisition (SLA) and second language instruction. In particular, she has conducted research on the roles of tasks, implicit/explicit learning and teaching, and individual differences in instructed second language development.

Peer-reviewed conference proceeedings of the 2016 University of Calgary Conference on Postsecondary Learning and Teaching DEDICATION The first volume of Papers on Postsecondary Learning and Teaching (PPLT): Proceedings from the University of Calgary Conference on Postsecondary Learning and Teaching, is dedicated to Dr. Lynn Taylor, Vice-Provost (Teaching and Learning) at the University of Calgary. Dr. Taylor is a distinguished scholar, leader, and mentor. Her vision for the University of Calgary Conference on Postsecondary Learning and Teaching was to create an opportunity to share, critically examine and build on our collective wisdom, scholarship and experience. Through PPLT, this vision will continue and will be a legacy for past and future conferences. Dr. Taylor guided the creation of the Taylor Institute for Teaching and Learning – both a dedicated new building and devoted team. This institute has created the opportunity and the environment for teaching and learning to flourish at the University of Calgary and established us as leaders in the practice and scholarship of teaching and learning. It is Dr. Taylor’s support and encouragement that has made possible the publication of Papers on Postsecondary Learning and Teaching., Exploring Creativity in Postsecondary Learning and Teaching...i-v Boys, Jos. (2011). Toward Creative Learning Spaces: Re-Thinking the Architecture of Post-Compulsory Education. New York, NY: Routledge. Pages: 194. Price: $53.95 CDN, paper. ISBN 978-0415570640...47-49 Flexible Approaches to Using Online Case Data When Coupled with Textbook Based Case Studies in Medical Sciences Teaching and Learning...1-4 Educational Development for Quality Graduate Supervision...41-46 Threshold Concepts and Conceptual Change Processes...33-40 Using Active Learning Activities to Enhance Student Engagement in a Business English Program...27-32 University of the 3rd Age (U3A): Coming to Calgary...12-19 Integrating Design Thinking in Teacher Education to Foster Creativity...5-11 Creativity in Classroom Settings: Multiple Paths are the Rule not the Exception...20-26

As the number of Chinese international students at higher education institutions continues to grow, relevant research on this topic is increasingly vital. A number of studies expose academic and social challenges impeding this population’s adjustment to university landscapes in Canada and the United Kingdom, yet few shed light on positive strategies used to successfully navigate students’ sojourns abroad, particularly in the United States. This case study provides an in-depth, detailed account of a Chinese international student’s first year at a large American university. Data collected from regular interviews, classroom observations, and instructor insights are analyzed through the lens of the Positioning theory to explore how a student strategically positions himself on the path toward realizing his goals and imagined community. Implications of this study advocate for a multifaceted, reflective approach to study abroad by students, faculty, and administrators.

Real Reading 1 is a beginner-level reading textbook for an adult English language classroom and is the first in a series of four textbooks designed to teach intensive reading skills and develop vocabulary. Each of its twelve units contain two thematically related chapters and target a specific reading skill, vocabulary skill, and vocabulary learning strategy. In addition to the structured units, four reading fluency practice activities are scattered throughout the book, with additional vocabulary practice activities for each unit at the end of the book. Drawing vocabulary from the General Service Word List, the Academic Word List, and the BillurogluNeufeld List, the textbook targets high-frequency words while also aiming for controlled vocabulary such that “95-98 percent of the words are likely to be known by a typical learner at each level” (p. viii). Nation and Cheung (2009) have found that such a degree of familiarity with a given text is the amount of comprehension necessary for unassisted reading. Cumulatively, Real Reading 1 is an accessible, research-based, and level-appropriate textbook to aid in beginner-level reading and vocabulary development, but it is not without its shortcomings.

As recent years have brought with them a post-method pedagogy in language teaching where educators are recognizing the need to create a more holistic and context-driven approach to teaching a language in a given environment, so too has the need for a more communicative language teaching approach arisen where learners acquire productivity in the target language to communicate effectively, rather than simply gaining theoretical and abstract knowledge of the language (Duff, 2014; Kumaravadivelu, 2001). While Communicative Language Teaching (CLT), with information exchange, group work, and negotiation of meaning is not a mutually exclusive concept with explicit grammar teaching, teaching grammar in a communicative way, where students move beyond forms and begin to explore and experiment with meaning and use, often proves challenging and does not appear in all of textbooks or classrooms (Larsen-Freeman, 2014). Grammar and Beyond, 3 takes on this challenge and claims to present grammar in a communicative, corpus-based way without eliminating explicit grammar instruction. In doing so, it presents grammatical forms in a contextualized way that facilitates communicative tasks, rather than simply isolated focus on form occurrences (Ellis, 2006). To make it even more applicable to students, the book uses a corpus-based approach to expose students to real world uses of the forms and then engages them in “grammaring” to create productions with the grammar that incorporates structure, semantics, and pragmatics (Larsen-Freeman, 2014).

Over the past 15 years, the percentage of children in the United States who speak a language other than English at home has been increasing. As of 2013, this was almost one in four children (KIDS COUNT Data Center, 2014). With the passage of No Child Left Behind in 2001, schools have felt added pressure to ensure that children learn academic content and the language of the disciplines (Koyama & Menken, 2013). With limited hours in the day, the question becomes, how does one teach content and language simultaneously? This is a question for general education classrooms with learners of English and immersion classrooms with learners of an additional language. In this literature review, I will focus most on immersion classrooms because the integration of language and content is a central, defining feature of these programs since they teach students a second language through both content-area instruction in that language and additional language instruction (Lyster, 2007). For immersion programs to be successful, their teachers must be both language and content teachers. In order to explore how this can be accomplished, I will examine the historical and contextual influences on language-content integration in immersion education, the ways in which teachers can integrate language and content, and future directions for research.

The growing number of international students who come to study at American universities and the over 99,000 students who are specifically enrolled in English language programs (U.S. Immigration and Customs Enforcement, 2013) has revealed the need for well-developed and carefully tailored resources that prepare English-as-asecond-language (ESL) students for academic success. This handbook and workbook combination is one of the resources that has been developed to prepare ESL students for success both in the writing classroom and in their academic careers.

Professor Rod Ellis is the deputy head of the Department of Applied Language Studies and Linguistics at the University of Auckland, New Zealand. He came to the U.S. as a Professor in the University’s Distinguished Professor visitor program. He stayed in the U.S. for five weeks. He is planning to visit the U.S. again in April 2013 for a week. At Michigan State University, he taught a short course, “Planning and Task-Based Performance,” and gave the PhD students insights into how to do research related to task-based learning/teaching. His research interests include: second language acquisition, individual learner differences, form-focused instruction, teacher education, course design, and methodology of language teaching. He was kind enough to do the interview for the Second Language Studies Working Papers.

Thank you to Dr. Roy Lyster for accepting our invitation for SLS Working Papers. Dr. Lyster is Professor of Second Language Education, Department of Integrated Studies in Education, at McGill University. His research interests include second language acquisition in classroom settings in general, with a specific focus on immersion and content-based classrooms, more specifically, teacher-student interaction, form-focused instruction, and corrective feedback. He came to Michigan State University to give a talk at Second Language Research Forum. The interview was conducted by Seongmee Ahn on November 1, 2009. For more information about Dr. Lyster, please visit his faculty page: http://people.mcgill.ca/roy.lyster/.

ChinesePod is a language learning website that provides daily language course podcasts to teach spoken Mandarin Chinese to adult learners of Chinese as a second language (L2).

It has been broadly argued that, in the near future, the demand for skilled labor will increase whilst that for routine activities will decrease. In this regard, the need for making greater investments in education to re-skill workers and support continuous learning has been invoked as an essential requirement for preserving people’s employability.Digital technology is deemed increasingly necessary to sustain the educational endeavor, for the possibilities it offers to make more accessible and low-cost educational interventions. It allows for the creation of personalized learning paths and customized digital learning solutions, for courses to be available to a large attendance of learners, and for teaching-learning activities to be offered at significantly reduced cost.In this article, a learning unit structure designed to improve adaptive learning is proposed, and mechanisms for adaptive learning in a smart learning environment are discussed.The implemented teaching-learning solution is also illustrated. This is a preliminary application based on an approach that combines the teacher experience with learning analytics.

The article presents the role of web school diaries in organizing and conducting training in the Bulgarian school. Some online technologies have been explored to enable the preparation and implementation of a web school diary, in keeping with modern requirements. It is proposed that the web-based electronic diary should be created in accordance with the requirements of contemporary Bulgarian education. Here are some of the web app's capabilities can be used to evaluate students, web plans and assignments, as well as a parent's announcement of changes made during the school day. Here are some screenshots visualize the main features of the application.

This paper develops an analytical model to investigate the impact of governmental funding of higher education on educational outcomes including tuition, graduation rates, and enrollment. Assuming that students make an enrollment decision based on tuition, graduation rate, and labor market prospects, we show that push and pull funding strategies are equally effective in lowering net tuition and in increasing enrollment, the expected graduation rate, and social welfare without compromising the academic standards. We also show that a policy change from enrollment-based funding to performance-based funding raises graduation rates but does not necessarily improve the performance of the education system.

The purpose of this paper is to clarify the significance of mixed classes to create the “community” of practice” in which the first and second year students can enhance their own childcare skills together and through analyzing students’ learning processes. From the concept of “community of practice”, the term used by Jean Lave and Etienne Wenger, I prescribe the concept as following: any member can access the community to solve practical tasks. To examine the effect of such mixed classes, I used a questionnaire about learning processes to 45 first year students and 33 second year students in the 2006-07. For analyzing the students’ answers, I employed the concepts of peripheral participation, full participation, and culture of practice used by Lave ad Wenger. The analysis suggested the following: Most of the first year students were only peripheral participants, but most of the second year students were full participants. Significant part of this argument is that the first year students independently learned childcare skills from the second year students. They learned not only childcare skills but also communication skills and so on in order to participate with the second year students. This is to say, the first year students learned culture of the community of practice. The second year students also learned communication skills in order to join with the first year students as their seniors. The community of practice set up by mixed classes was a place for the second year students to feel their growth and acquire their identities as child caretakers.