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This paper adds to writing to learn research by reporting on empirical and conceptual studies on the subject matter but also by speculating on the learning virtues that writing offers besides its function as an assessment tool, namely that it can provide students with an adequate avenue to reflect on their learning. For this purpose, I reviewed 17 studies spanning a 17-year period (2004-2020) and representing both the L1 and L2 contexts. Reviewed studies examined writing to learn in different disciplines and grade levels across countries, including the US, Canada, Turkey, Norway, Spain etc. Later in this paper, I set out to elaborate on thematic patterns if these existed and identify areas where further research may be warranted. Findings indicated that writing to learn is an effective instructional strategy across different grade-levels and disciplines both in the L1 and L2 teaching and learning contexts. Finally, this paper overviews relevant pedagogical implications and future research directions.

Orphan works are works that are still protected by copyright and whose owners cannot be identified or located by prospective users for copyright clearance. Many countries have addressed this issue since the emergence of the problem, and it remains a legitimate subject of inquiry in this present day. However, Malaysia is yet to initiate public consultations and formulate legislative and non-legislative solutions to the orphan work problem. Hence, this paper aspires to underline the challenges and obstacles in exploiting the orphan works in Malaysia. It starts with a brief introduction to the orphan works problem and its causes. It further highlights the legal and policy uncertainties about the orphan work phenomenon in Malaysia and its implication to higher learning education. Besides, this paper also examines the current practices in the United Kingdom and Canada. Finally, this paper proposes some suggestions into what Parliament and policymakers have to do and avoid when solving Malaysia's orphan work phenomenon. It is hoped that the access to the orphan works in Malaysia would not be problematised, thereby liberating them from the copyright orphanage.

The transition from high school to university can be difficult and stressful for many students who are not sure of how to be successful in their courses and become engaged in extracurricular activities beyond the classroom. This paper describes the design and outcomes of the Preparation for Academic Success in Science (PASS) transition program in the Faculty of Science at the University of Windsor, a mid-sized university in Ontario, Canada. The two-day PASS program, offered in the week before fall classes begin, is designed to introduce incoming students to effective study habits, note taking, and preparation for examinations. Moreover, students are advised on how to get involved in undergraduate research, study abroad, service learning, internships, and student organizations, while balancing their time, health and wellness. Results from PASS cohorts between 2017 and 2019 suggest that students who participated in the PASS program had higher major and overall averages in their first and subsequent years, and significantly greater engagement in extracurricular activities compared to the (control group) students who did not participate in the transition program. PASS is presented as an effective transition program, but it is argued that further study is required to determine how academic performance and engagement are related to the intentionality of the student when they start university, and the importance of the program to building community and a sense of belonging.

Purpose: This purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and longstanding calls to define and disseminate quality implementation good practice. Design/methodology/approach: A virtual nominal group technique engaged experts (n = 14) in idea generation, refinement and consensus building across asynchronous and synchronous stages. The resulting qualitative and quantitative data were analysed using thematic analysis and descriptive statistics, respectively. Findings: The GenAI Academic Integrity Policy Development Blueprint for EMI Tertiary Education is not a definitive mandate but represents a roadmap of inquiry for reflective deliberation as institutions chart their own courses in this complex terrain. Research limitations/implications: If repeated with varying expert panellists, findings may vary to a certain extent; thus, further research with a wider range of stakeholders may be necessary for additional validation. Practical implications: While grounded within the theoretical underpinnings of the field, the tool holds practical utility for stakeholders to develop bespoke policies and critically re-examine existing frameworks. Social implications: As texts produced by students using English as an additional language are at risk of being wrongly accused of GenAI-assisted plagiarism, owing to the limited efficacy of text classifiers such as Turnitin, the policy recommendations encapsulated in the blueprint aim to reduce potential bias and unfair treatment of students. Originality/value: The novel blueprint represents a step towards bridging concerning gaps in policy responses worldwide and aims to spark discussion and further much-needed scholarly exploration to this end.

Balancing part-time work and studies has become commonplace for university students in Canada and other countries where the costs of education have risen over time. While there is a substantial literature on the impacts of term-time work on studies, little has been written about campus employment programs, which are becoming more commonplace in North American universities. This paper addresses this gap by considering students' experiences in such a program at a western Canadian university. Focusing primarily on qualitative data from a longitudinal study, we examine the various reasons for the attractiveness of this program, which go beyond the promise of professional, career-related work experience. Our analysis draws on the academic literature on work-study roles, which examines whether term-time work has a more positive or negative effect on student outcomes as well as sociocultural literature that is more attentive to different contextual features of the work-study relationship. We find that university-sponsored jobs are highly valued by students for their workplace relationships, regulation, and flexibility. Positive relationships at work are facilitated by supervisors' recognition of students' academic priorities and opportunities to develop peer-support networks on campus. Other important features for students include the convenience of working where one studies, and the ability to build work schedules around academic schedules. However, the limited access to 'good' campus jobs raises concerns about equity.

In this paper, we emphasize the value of an online community of practice (OCoP) for bringing together faculty from across disciplines to share and leverage their diverse expertise and perspectives. We examine the transition of an interdisciplinary community of practice through the pivot into an online environment for engagement, communication, and collaboration. Through this paper we describe our individual Scholarship of Teaching and Learning (SoTL) projects and how we have navigated these projects within the Teaching Scholars OCoP, as well as our reflections and key learnings that have resulted from this sustained collaboration. We contribute key learnings and online strategies which can inform and be tailored by other academics and institutions who are developing online communities of practice as an approach to sustaining educational leadership and change in SoTL research and practice in diverse and distributed contexts.

While online course delivery in higher education has been increasing for several decades, students can face unique challenges in the digital environment. At a small university in Western Canada, online and blended learning have been a major focus for course delivery since 1995. Considering the risk that students could experience a lack of meaningful connection with their fellow students, the university launched a not-for-credit online learning module in 2006 that was designed to provide new-to-program students with resources and activities to encourage learning community development. Since the first module was launched, several programs at the university have adapted the original module to suit their specific needs. In this paper, we explore the experiences of graduate students in three programs over an eight-year period. Students completed surveys focused on the role of three module activities in helping them develop a supportive online learning community. The findings were organized under three areas that revealed elements of the module that worked well, areas for improvement, and suggestions for module additions. The recommendations call for making modules that are not-for-credit, mandatory, support both synchronous and asynchronous collaboration, use only one web-based entry point, consider time zones, and support students' ability to balance their education with their out-of-school commitments. For those who may wish to include similar activities for their students, we have included a link in the paper to the Open Educational Resource that was developed in support of our research.

This paper presents a methodology for directly aligning 'can do' frameworks to each other. The methodology, inspired by the manual for relating examinations to the "Common European Framework of Reference for Languages: Learning, teaching, assessment" (CEFR) (Council of Europe, 2009) and Kane's (2004, 2013) interpretative argument, takes account of both the horizontal dimension (content analysis) and the vertical dimension (benchmarking with Multifaceted Rasch Modelling -- MFRM). The paper exemplifies the application of the methodology by introducing the research conducted to align the "Canadian Language Benchmarks" (CLB)/"Niveaux de compétence linguistique canadiens" (NCLC) to the CEFR, presenting the resulting alignment, and discussing the rationale for the choices made.

This paper examines the written reflections of 30 Canadian undergraduate students who participated in an international field course focusing on migration and human rights in Mexico. It endeavors to understand how the students reconciled their thoughts and feelings about trauma and oppression in an intercultural setting. Borrowing Foucault's 'ethic of discomfort', which emphasizes the proactive and transformative potential of discomfort in education, the paper extends existing scholarship in teaching and learning around study abroad and social justice by focusing on ethically complex situations in the field. The findings reveal that while preparation for unprecedented and unforeseeable scenarios during an international field course was challenging for faculty, exposing students to the realities of migration ultimately facilitated learning.

This paper examines the PhD by publication in the humanities and social sciences in US, UK, Canadian and Australian universities. A set of PhDs by publication from each of these countries were collected for the study. The theses were analysed to see to what extent they fitted, or not, with discussions of thesis types described in previous research into the PhD by publication. Interviews with students and supervisors were carried out to investigate the choices that students made in their writing. University rules for the submission of PhDs by publication and related policy documents are also examined. The study found that there seems to be a preference for different types of PhD by publication in each of the countries. In the US they were all prospective PhDs with the work being especially written for the thesis. In the UK, by contrast, retrospective PhDs, the PhD by published work, largely dominate. Canada was similar to the US, at least in the area of study where the data were collected for the paper, Education. In Australia, both prospective and retrospective PhDs were found, although it was the former, the prospective PhD, which dominated.

Purpose: This study examines the competencies delineated by the Chartered Professional Accountants (CPA) in Canada and explores the gap between what universities provide, represented by the students' confidence in the knowledge acquired--and what the accounting profession in Canada requires and deems necessary. Design/methodology/approach: Using the 44 sub-competencies listed under the main seven competencies set by CPA, a pair of questionnaires were drafted. The first questionnaire asked post-secondary accounting students to rate their perceived confidence in these 44 sub-competencies and received 105 responses. The second questionnaire asked accounting professionals to rate the frequency and degree of use of each sub-competency in their workplace and received 72 responses. The responses to the two questionnaires were used to compare perceived student competencies with industry expectations. Findings: The study suggests an industry-neutral framework that employers and post-secondary institutions (PSIs) can use to determine where knowledge gaps exist between students' qualifications and professionals' requirements. The paper concludes that while there are synergies in many competencies in the accounting field in Canada, there are also areas of discord. Research limitations/implications: The study relies on one accredited PSI. Relying on one case study limits the ability to generalize the findings. Nevertheless, the in-depth nature of the study allows it to shed light on many key issues related to accounting education and the profession in Alberta, Canada. Originality/value: This paper adds to the existing literature by exploring the gap between what students learn and what the profession needs in the accounting field in Canada. Studying Canada adds to the accounting knowledge and draws attention to gaps that could exist in other countries. To the authors' knowledge, this is the first paper to focus on Canada from this perspective. The paper also proposes a curriculum development model that is based on market needs and applicable to all fields of knowledge.

This paper explores how teachers in training co-created a canon of texts for teaching about trauma issues, including sexual violence. This paper represents a piece of a larger feminist study where 23 teacher candidate participants took up readings in a sexual trauma text set and responded to pedagogy for teaching such texts with Canadian adolescent literacy learners. Overall, the data strongly indicated that many participants prioritized promoting social action in their emerging pedagogies, including anti-rape efforts. Discourses of readiness to combat rape culture especially surfaced, signalling that overwhelmingly, participants were authoring themselves as educators who prioritize creating community and enacting resistances to oppressions in some way. As such, a key finding examined in this paper was how participants collectively built on the initial corpus of trauma texts in the study's text set that they advocated for or planned to teach in their future education careers.

Short-term faculty-led study abroad programs have been offered in various institutions across the United States. Despite the many program offerings, students who are interested in the niche marketplace have been experiencing limited program participation. Therefore, the purpose of this paper is to introduce the use of online communication platforms in delivering a multi-institutional Paralympic study abroad experience among students from nine different universities across the United States and Canada. Specifically, this document intends to guide instructors in implementing a multi-institutional study abroad program. In addition, the paper shares thoughts on the beneficial opportunities study abroad trips can create for students who have a passion in the field of disability sport.

This paper discusses use of a scaffolded videomaking assignment to encourage students to engage with new literacies -- creation of media that blends text, sound, and imagery -- to expand the range through which students demonstrate knowledge and application of philosophical concepts in everyday Therapeutic Recreation (TR) practice. Technology is transforming the way we have come to value knowledge leading participants to value different models of teaching and learning. By videomaking, and through critical reflection, knowledge synthesis, and teamwork in weekly seminars, students apply knowledge of TR research, practice, and theory presented in an "Advanced Seminar in TR" course to broaden understandings and applications of TR practice. The assignment asks students to develop a focused application of course material on a topic of students' choosing to present to community members and a panel of reviewers (made up of practitioners, TR faculty from AHS and other institutions, and community members) on the video screening day that takes place at the end of the term. This paper describes learning new literacies as a social practice, power shifts through group work, and how scaffolded feedback and the synthesis of theory with TR experiences supports the articulation of a critical and theoretically embedded TR practice.

Purpose: This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities. Design/methodology/approach: This paper draws on multi-year interviews and hierarchical structure analysis of ten universities in Canada, the USA, Australia, Hong Kong, South Africa, Brazil, the UK and The Netherlands. The paper addresses existing literature that championed further integration between the two organizational sides of universities (academic and operations) and suggests approaches for better embedding sustainability into four primary domains of activity (education, research, campus operations and community engagement). Findings: This research found that effective sustainability governance needs to recognise and reconcile distinct cultures, diverging accountability structures and contrasting manifestations of central-coordination and distributed-agency approaches characteristic of the university's operational and academic activities. The positionality of actors appointed to lead institution-wide embedding influenced which domain received most attention. The paper concludes that a whole-institution approach would require significant tailoring and adjustments on both the operational and academic sides to be successful. Originality/value: Based on a review of sustainability activities at ten universities around the world, this paper provides a detailed analysis of the governance implications of integrating sustainability into the four domains of university activity. It discusses how best to work across the operational/academic divide and suggests principles for adopting a whole institution approach to sustainability.

This article empirically examines the ways in which Initial Teacher Education in Scotland and Alberta, Canada, seeks to 'get students in', 'get them out and into the workforce', 'get on with teaching future teachers' and how it should 'get on with students'. Using Adams' (2016) policy heuristic, which posits that policy can be discerned in three realms: frame; explanation; and formation, this paper considers the middle realm: that of policy explanation. Here, attempts to position policy through public pronouncement, policy directive, mandate and/or missive are examined in the context of ITE in Scotland and Alberta. By analysing policy explanations, the paper marks out how both jurisdictions should begin to attempt to craft ITE located in career-long, professional learning and development that understands and acknowledges tensions between ITE and later teacher-education phases. Finally, the paper makes a tentative proposal as to what such ITE might hope to achieve and how it might contribute to a well-developed workforce, so that both locations and other jurisdictions might orient initial teacher development.

Purpose: The purpose of this paper is to use the case of York University in Canada to analyze the connection between University Social Responsibility and voluntary disclosure. The authors examine whether the university's voluntary air emissions disclosure is performative by exploring whether York University's espoused commitment to its community stakeholders truly guides its incentive to disclose carbon emissions in the absence of a legal mandate. Design/methodology/approach: This qualitative exploratory study uses a post-humanistic approach to build on publicly available data on key measures and metrics of air quality and carbon emissions to facilitate our understanding of representational and interventionist uses of measurement models by social actors and their basis for making voluntary disclosures. Findings: York University linked the logic of capital markets with sustainability disclosures as an incentive for managing the cost of long-term debt. This paper contributes to measurement practice of sustainability disclosure by reinforcing the practice-theoretic conception of measurement that questions the independent nature of objects measured from the measurement methods and reporting tools. Practical implications: The findings of this study are important to higher education administrators, regulators and policymakers, as they offer a strategic guide for the assessment of reports on an organization's commitment to sustainability and in determining the efficacy of voluntary reporting to community stakeholders in general although they are intended for specific groups. Originality/value: Using York University as an illustrative case, the authors argue that air emissions per se are not a reality that shapes decisions at the organizations; instead, the intra-action of air emissions measurement, communications and operational investments define the reality where sustainability is advanced. Specifically, the authors find that the performative effects of emissions disclosure may be associated with socially desirable outcomes in terms of social responsibility and concrete financial rewards.

This paper explores 'decolonial love' as a pedagogy of care among 16 first generation Black immigrants enrolled in predominantly White four- year colleges in the United States and Canada. The term 'decolonial love' and extensions of this original conceptualization focus on radical self-love and resistance to colonial oppression. Scholars have also connected decolonial love with Black liberation movements. Through a narrative analysis of the Black immigrant student experiences in university, this article uses a decolonial and intersectional approach to explore how higher educational institutions can embrace a radical decolonial praxis. This approach affirms and supports Black identities in a climate of anti-Black racism. The paper will discuss implications for institutions and educators whose aim it is to decolonize their teaching practices.

How might those of us located within post-secondary institutions support students who have experience of the mental health system in a meaningful way? Drawing on scholarship in social movement studies and a case study in Ontario, Canada, I distinguish between the prevailing mental health and wellness offerings of educational institutions and distinct forms of grassroots organising led by and for mad-identified students. This paper reflects on my past engagement with mad student intra-university organising in Ontario. Sifting through archival materials, personal writing and correspondence, I contemplate how my involvement as a past organiser in a radical student-run peer support and advocacy group has shaped and informed my scholarship within the field of Mad Studies. Connections are made between the activist knowledge-practices fostered within mad student groups and the growth of Mad Studies in Canada. Building from social movement studies, I argue for supporting and engaging in activism alongside politicised students who are organising on campuses to confront inequitable social relations, on their own terms. Doing so requires critically unpacking white dominant hegemonic ways of thinking about what constitutes 'mental health and wellness' from a student perspective.

Purpose: This paper aims to address research gaps around third party data flows in education by investigating governance practices in higher education with respect to learning management system (LMS) ecosystems. The authors answer the following research questions: How are LMS and plugins/learning tools interoperability (LTI) governed at higher education institutions? Who is responsible for data governance activities around LMS? What is the current state of governance over LMS? What is the current state of governance over LMS plugins, LTI, etc.? What governance issues are unresolved in this domain? How are issues of privacy and governance regarding LMS and plugins/LTIs documented or communicated to the public and/or community members? Design/methodology/approach: This study involved three components: (1) An online questionnaire about LMS, plugin and LTI governance practices from information technology professionals at seven universities in the USA (n = 4) and Canada (n = 3). The responses from these individuals helped us frame and design the interview schedule. (2) A review of public data from 112 universities about LMS plugin and LTI governance. Eighteen of these universities provide additional documentation, which we analyze in further depth. (3) A series of extensive interviews with 25 university data governance officers with responsibilities for LMS, plugin and/or LTI governance, representing 14 different universities. Findings: The results indicate a portrait of fragmented and unobtrusive, unnoticed student information flows to third parties. From coordination problems on individual college campuses to disparate distributions of authority across campuses, as well as from significant data collection via individual LTIs to a shared problem of scope across many LTIs, the authors see that increased and intentional governance is needed to improve the state of student privacy and provide transparency in the complex environment around LMSs. Yet, the authors also see that there are logical paths forward based on successful governance and leveraging existing collaborative networks among data governance professionals in higher education. Originality/value: Substantial prior work has examined issues of privacy in the education context, although little research has directly examined higher education institutions' governance practices of LMS, plugin and LTI ecosystems. The tight integration of first and third-party tools in this ecosystem raises concerns that student data may be accessed and shared without sufficient transparency or oversight and in violation of established education privacy norms. However, these technologies and the university governance practices that could check inappropriate data handling remain under-scrutinized. This paper addresses this gap by investigating the governance practices of higher education institutions with respect to LMS ecosystems.

How is academic work accomplished within a curriculum that has been established through a digital education infrastructure, and what, exactly, does an academic member of staff do within this digital context? Reflecting on the empirical findings of a three-year ethnography of a distributed medical education curriculum delivered across two university campuses in Canada, this paper demonstrates that the ways in which work that has typically been characterized as academic is enacted within this curriculum, positioned as a socio-technological network, through a heterogeneous network of people and materials. Drawing on the philosophical anthropology of Bruno Latour, An Inquiry into Modes of Existence, this paper positions the individual academic member of staff as one amongst many network elements within the digital platform across which academic work is generated and circulated. The paper argues that studies of digitally-mediated higher education can equally rest on small and localized instances of practice as well as on cross-boundary or institutional explorations, and offers ways of thinking that are informed by Latour's philosophical anthropology.

STEM-related educational outreach offers students enriching opportunities to become more familiar with science, in terms of how it relates to their daily lives and with respect to possible career paths that they might want to follow. At the same time, graduate student trainees providing that outreach act as important resources for elementary and high school teachers while they hone their teaching skills and build confidence in the classroom. In this paper, six graduate students and recent graduates share their experiences with a variety of outreach programs that link young people with science in both Canada and the United States.

Difficulties with academic writing tasks, such as the literature review, impact students' timely completion of graduate degrees. A better understanding of graduate students' perceptions of writing the literature review could enable supervisors, administrators, service providers, and graduate students themselves to overcome these difficulties. This paper presents a case study of graduate students at a secondary campus of a Canadian research university. It describes survey data and results from focus groups conducted between 2014 and 2015 by communications faculty, writing centre staff, and librarians. The focus group participants were Master's and Doctoral students, including students situated within one discipline and those in interdisciplinary programs. The questions focused on the students' experiences of writing the literature review as well as the supports both accessed and desired. Data analysis revealed four themes: (1) literature review as a new and fundamental genre; (2) literature review for multiple purposes, in multiple forms, and during multiple stages of a graduate program; (3) difficulties with managing large amounts of information; and (4) various approaches and tools are used for research and writing. Using an academic literacies approach, the paper addresses implications for campus program development and writing centre interventions and furthers research into graduate students' experiences of writing literature reviews.

As a picture of childhood composed from the point of view of a young boy named Freddie, who suffers the effects of repeated and ongoing trauma, the experience of reading "The Freddie Stories" presents a number of interpretive challenges: its main character is often split and in various states of disassociation, the difference between dreaming and waking life is not always obvious, multiple monsters appear in different and changeable forms, and as Freddie experiences repeated difficulties with language and cognitive function, his traumatic past enfolds upon the time in which the story is set. In this paper, we analyze how undergraduate readers in teacher education engage with Barry's text, and how their experience of reading about trauma effectively mirrors the psychological effects of Freddie's suffering: getting lost in the text, being at a loss for words, reading in a state of enfolded temporality. Given how trauma disarticulates the self, this paper investigates how Barry's text disarticulates the adult's reading experience.

This paper addresses one of the major confusions in the study and practice of problem-based learning today, namely the use of the term "problem-based learning" to refer to both the small-group tutorial method pioneered by McMaster University and Maastricht University in medical education, and the problem-oriented project-work method developed in Denmark at the universities of Roskilde and Aalborg, which has gained prominence in recent years in the field of engineering education. This paper offers a comparison of the models using a thematic analysis of key elements of PBL, namely the nature of problems, the role of teachers, the nature of the educational process, and the underlying principles of the method, to conclude on a discussion of the causes of the confusion taking place today, and its potential ramifications for the study and practice of PBL in the future.

This article is concerned with the differences in REB policy and application processes across Canada as they impact multi-jurisdictional, higher education research projects that collect data at universities themselves. Despite the guiding principles of the Tri-Council Policy Statement 2 (TCPS2) there is significant variation among the practices of Research Ethics Boards (REBs) at Canada's universities, particularly when they respond to requests from researchers outside their own institution. The data for this paper were gathered through a review of research ethics applications at 69 universities across Canada. The findings suggest REBs use a range of different application systems and require different revisions and types of oversight for researchers who are not employed at their institution. This paper recommends further harmonization between REBs across the country and national-level dialogue on TCPS2 interpretations.

Langara College, as one of the leading undergraduate institutions in the province of British Columbia (BC), offers the "Applied Science for Engineering" two-year diploma program as well as the "Engineering Transfer" two-semester certificate program. Three project-based courses are offered as part of the two-year diploma program in Applied Science (APSC) and Computer Science (CPSC) departments: "APSC 1010--Engineering and Technology in Society", "CPSC 1090--Engineering Graphics", and "CPSC 1490--Applications of Microcontrollers", with CPSC 1090 and CPSC 1490 also part of the Engineering Transfer curriculum. Although the goals, scopes, objectives, and evaluation criteria of these courses are different, the main component of all three courses is a group-based technical project. Engineering students have access to Langara College's Makerspace for the hands-on component of their project. Makerspaces expand experiential learning opportunities and allows students to gain a skillset outside the traditional classroom. This paper begins with a detailed review of the maker movement and the impact of makerspace in higher education. Different forms of makerspace and the benefits of incorporating them on first-year students' creativity, sense of community, self-confidence, and entrepreneurial skills are discussed. This paper introduces Langara's engineering program and its project-based design courses. Langara's interdisciplinary makerspace, its goals and objectives, equipment, and some sample projects are introduced in this paper in detail. We then explain how the group-project component of APSC 1010, CPSC 1090, and CPSC 1490 are managed and how using makerspace improves students' performance in such projects. In conclusion, the paper describes the evaluation of learning outcomes via an anonymous student survey.

This paper offers insight from an informal cross-cultural mentoring experience of course development in higher education framed by the UNESCO Chair on Open Technologies for Open Educational Resources and Open Learning project. The Open Education for a Better World is a tuition-free international online mentoring program established to unlock the potential of open education in achieving the United Nation Sustainable Development Goals. Drawing from mentor/protégé conversations and reflections and examining the experiences of mentoring in the development of an online course for Indian teacher education faculty development, the authors illuminate a pathway toward building professional relationships and professional learning beyond borders and boundaries. This paper describes how mentorship can develop digital competencies foundational for transferring tacit knowledge about planning, designing, recording, implementing, and evaluating teaching and learning in education. Explicit knowledge-building for professional learning within a supportive mentoring relationship is explored.

This paper draws on the author's experience of developing a short-term, intensive international learning experience within the framework of a one-semester course. This paper is aimed at faculty members who are interested in implementing a short but effective and authentic international learning opportunity, but who may not have expertise in issues surrounding international development and learning abroad. It addresses some of the challenges, successes, and lessons learned, such as working with an appropriate international partner, overcoming barriers to student participation, ensuring discipline-specific learning, and providing the appropriate context of international development issues within the time-frame of a single semester.

As the world reacts to the impact of COVID-19, work-integrated learning (WIL) programs globally are similarly affected. Across Canada and Australia, thousands of WIL students either shifted to working remotely or dismissed from their WIL experience. This disruption impacted student learning, program delivery, risk management, staff capability, and industry engagement, and posed significant challenges for institutions. This paper presents the responses to COVID-19 by the University of Waterloo, Canada, and RMIT University, Australia, each guided by quality WIL principles and different WIL organizational structures. This paper outlines how each institution: mobilized staff, introduced program changes while maintaining quality, engaged industry partners and presented WIL program-based solutions to COVID-19 challenges. The paper concludes with discussion on challenges and opportunities that events such as COVID-19 has upon WIL programs, implications for other institutions and student outcomes. Consideration is given to post-COVID scenarios, and how WIL might need to be re-imagined.

This paper presents a case study of two types of multimedia resources that were integrated as supplementary learning materials into the design and delivery of two different graduate courses on the historical foundations of library and information science (LIS): video and audio lectures from an online course on the history of information (integrated into a doctoral seminar), and a curated playlist of a weekly public radio broadcast on the history of ideas (integrated into a master's course). It also considers some of the limitations of compiling LIS-related audiovisual materials from disparate online sources, with references to examples. By analyzing and critiquing these three applications of multimedia resources in LIS graduate courses, this paper attempts to answer the following research question: Beyond traditional pedagogical strategies such as lectures and text-based readings and assignments, how might students, practitioners, and the general public gain a sweeping understanding of our field? The paper aims to help LIS educators to diversify their pedagogical strategies and reach people outside their classrooms. By incorporating these kinds of multimedia resources into course designs, educators may help to empower students to actively and creatively apply what they learn in class to the analysis of historical events, biographies, and social movements, develop technical skills that will benefit their professional development, and produce deliverables that can be shared on public platforms to reach a wider audience beyond LIS classrooms.

This paper overviews an open educational resource (OER) project aimed at developing digital literacies and open educational practice within a Faculty of Education. The project, titled The Open Page, modelled and enacted three core digital learning principles--"produsage," presence, and authentic audiences--for a broad audience of faculty and educators through the creation of videos and podcasts about educational technology tools. Designed to enable Bachelor of Education students to work towards authentic assignments and open practice, while leading professional development for faculty and practicing teachers, "The Open Page" also developed student literacies in assessing and evaluating educational technology platforms. The project's video and podcast outputs, showcased on the official University of Windsor Faculty of Education website, reflect intensive student research into the classroom uses, data implications, and differentiated learning possibilities of digital classroom tools. The paper will introduce readers to the principles and pedagogy that shaped the design of The Open Page and examine its efforts to create a common conversation about digital learning between educators at all levels.

This paper explores Ontario's international education policy landscape through illuminating the discursive struggles to define international student funding policies, in particular the international doctoral students' Trillium Scholarship. Adopting Hajer's (1993, 2006) Discourse Coalition Framework, the study engages with three research questions: What paved the way to this funding policy? Who were the actors engaged in this policy landscape? How has the argumentation over this policy influenced the international education policy context in Ontario? Argumentative discourse analysis was used to analyze three data sources: news articles, policy documents, and interviews. Two storylines were identified: international student funding is desirable and beneficial to Ontario versus Ontario first. Whereas the first storyline achieved hegemony, the second succeeded in bringing discourses of protectionism to the forefront influencing the government's future engagement with international student funding. The paper ends with three observations on Ontario's international education policy landscape. This study contributes to our understanding of how international student funding can be highly political and influenced by non-education policy spaces and discourses.

This paper focuses on the recent political spars between Canada and Saudi Arabia as well as China and their impact on Canadian universities. It asks three questions: (1) What key issues did Canada's political strains with Saudi Arabia and China raise for Canadian universities' international education (IE) initiatives and what issues were absent? (2) What do these key issues suggest about Canada's approaches to IE in an era of new geopolitics? and (3) What implications can be drawn from these cases about Canadian university-government relations in the context of new geopolitics? Given the powerful role media plays in education policy, a systematic study was conducted across three main media sources to identify 74 articles and news releases between August 2018 and November 2019. Three dominant themes are identified and analyzed, each vividly illustrating the close ties between global politics, government foreign policy and IE within Canadian Universities. On the one hand, the narratives speak to concerns about IE as a risk to national security and, on the other, as a vehicle for Canada's economic prosperity. However, what the media has not achieved is a broader discussion on how Canada needs to revisit its IE objectives and approaches in light of broader geopolitical shifts. Using the theoretical framework of soft power, the paper speaks to the limitations and short-sightedness of Canada's approach to IE as soft power in this era of new geopolitics and concludes with three recommendations for Canada.

The coronavirus (COVID-19) pandemic has forced instructors and students to work together under constantly evolving circumstances. The abrupt transition to online education has contributed to making the educational experiences of instructors and students more emotionally complex and intense. Growing attention has been directed toward understanding the challenges international students face and their impact on the students' learning experiences, considering the unprecedented difficulties the global pandemic has posed for international student mobility. In this context, instructors are in a unique position to support international students. One way to do so is by being (more) empathetic. Empathy is important because it not only helps us feel for and with the other, but also improves the academic outcomes of students. This paper discusses the importance of empathy in teaching international students by expanding on the concept of teacher empathy. This paper also critically examines the experiences of international students in higher education in several domains of lived experience, such as the linguistic, academic, social, cultural, and psychological. Other aspects of empathy presented are its contagious nature and the concept of radical empathy. This paper concludes by highlighting the practical application of empathy in light of international students' experiences.