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Many peer mentorship programs in academia train senior students to guide groups of incoming students through the rigors of postsecondary education. The mentorship program's structure can influence how mentors develop from this experience. Here, we compare how two different peer mentorship programs have shaped mentors' experiences and development. The curricular peer mentorship program was offered to mentors and mentees as credited academic courses. The non-curricular program was offered as a voluntary student union service to students and peer mentors. Both groups of peer mentors shared similar benefits, with curricular peer mentors (CMs) greatly valuing student interaction, and non-curricular peer mentors (NCMs) greatly valuing leadership development. Lack of autonomy and lack of mentee commitment were cited as the biggest concerns for CMs and NCMs, respectively. Both groups valued goal setting in shaping their mentorship development, but CMs raised concerns about its overemphasis. Implications for optimal structuring of academic mentorship programs are discussed.

Teaching culture is the product of a dynamic interplay among the embedded patterns, behaviours, values, beliefs and ideologies about teaching and learning within and across the many microcultures that make up a university. Educational researchers from across Canada developed a set of Institutional Teaching Culture Perception Surveys (ITCPS) to gain insight to an institution's teaching culture at a particular point in time. Staff, faculty, and students from two institutions provided comments through an open-ended survey and focus groups, answering the question "What would indicate to you that teaching matters at your institution?" Aligning with the six ITCPS levers, the results identified both barriers and pathways to a strong institutional teaching culture, highlighting strategic priorities, assessment methods, effective pedagogy, supportive infrastructure, engagement opportunities and public recognition.

Transitioning to university can be a daunting endeavour, with student success dependent on a myriad of effects (Pascarella & Terenzini, 2005). Understanding how to navigate university systems, who to meet, how to get help, how to study, and what goals to set can be hard to grasp (Valle et al., 2003). We provide an overview of the new interdisciplinary foundations course, which piloted in fall 2014, for first-year Faculty of Science students at McMaster University. This course provides a taste of research-based learning (Healey, Jenkins, & Lea, 2014) and develops essential skills that are important for an undergraduate degree and future academic or career plans, exposes students to a wide range of departments and programs in the Faculty of Science, and invites students to reflect on their academic journey and how it may be changing as a result of the course. This customized approach intentionally teaches students how to locate and use institutional resources and the expectations that the institution has of its students, while offering opportunities to create networks of support essential for student success and retention (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008), and speaks to a number of considerations highlighted in the literature (e.g., Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010). Other factors considered include balancing the needs of the Faculty, the resources available, and the goals, demands, and interests of the students. In this paper, we describe the course's design, structure and implementation, key components of the course, support from upper-level science students, and preliminary pedagogical results, which assess its impact on and perception by students.

An institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students' perception of the teaching culture at their institution and identify indicators of that teaching culture. Themes included support for teaching development; support for best practices, innovative practices and specific effective behaviours; recognition of teaching; infrastructure; evaluation of teaching and implementing the student feedback received from teaching evaluations. The study contributes to a larger project examining the quality of institutional teaching culture.

We implemented two different approaches of using peer review to support undergraduate essay assignments for students taking large second-year courses in life sciences and biology: a web-based online peer review (OPR) approach and a more traditional face-to-face peer review (FPR) approach that was conducted in tutorial settings. The essays consisted of a review of current literature to discuss the molecular involvement of cancer development or stem-cell growth. Following implementation of the peer reviews, we conducted a preliminary analysis of the pros and cons of using the two methods. Student and instructor feedback suggested that the activity of peer review was generally perceived as valuable regardless of which approach was used. OPR was convenient and saved time and resources relative to FPR, but the technical drawbacks using the OPR approach made it challenging for some students to use. A subsequent investigation using alternative OPR programs that offer additional functionality is planned.

A peer-mentoring program was developed for students in an introductory biology course at a university in Ontario, Canada. Students could attend up to five peer-mentoring sessions during their first semester. Quantitative-survey, participation, and academic data spanning from 2003 through 2007 were reviewed for the purpose of evaluating the program. An objectives-oriented approach was used to determine if the program was meeting its goals to improve students' introductory biology grades, facilitate transitioning experiences, and encourage students to pursue studies in biology. Data analysis revealed that students who participated in the program felt that it was a valuable experience. Students attending three or more sessions performed significantly better in their introductory biology courses, measured by final grades achieved, than those attending fewer sessions. There were no indications that the peer-mentoring program had any impact on students' perceptions of transitioning to university or on their program selection preferences. Recommendations are made to improve the peer-mentoring program to better align its components and objectives. (Contains 2 tables.)

As the quality of university education garners increasingly more interest in both the public and in the literature, and as quality assurance (QA) processes are developed and implemented within universities around the world, it is important to carefully consider what is meant by the term quality. This study attempts to add to the literature empirical data from interviews conducted with senior administrators within Canada's province of Ontario. A quality assurance framework was developed by the Ontario Council of Academic Vice-Presidents in response to international trends in QA and implemented by all 21 Ontario universities in 2011. This phenomenographic study explored the conceptions of quality held by senior university administrators and their strategies for implementing QA processes. Results revealed a range of QA approaches that are employed within Ontario's universities. Rather than the two categories of retrospective QA and prospective QA that Biggs ("High Educ" 41:221-238, 2001) postulated, results indicate a more complex spectrum that involves three main approaches to QA: an approach aimed at defending quality, an approach aimed at demonstrating quality, and an approach aimed at enhancing quality. These approaches are considered in relation to Biggs's ("High Educ" 41:221-238, 2001) ideas about quality enhancement and a revision to his model is proposed.

This article presents the results of research that examined the experiences of staff and students engaged in a novel "student scholars" program established through a university teaching and learning institute in Ontario, Canada. Drawing from participant reflections and focus group data, we describe the benefits and challenges perceived by individuals partnering through this initiative, using the theoretical framework of threshold concepts to understand these experiences. We describe ways in which participants experienced partnering as both troublesome and--in some cases--transformative, and consider the implications of these findings for academic developers engaging in and/or supporting faculty with the process of partnering with students.

Copyright of Interventions Économiques is the property of Association d'Economie Politique and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Collected Essays on Learning & Teaching is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The North American Free Trade Agreement renegotiation has created uncertainty around a number of provisions, including the cultural exemption. I argue that Canadian government advocacy of a cultural exemption will take place in a new context due to the approaches they have favoured in recent trade agreement negotiations, and to economic shifts driven by digital technologies. [ABSTRACT FROM AUTHOR]

The petrography of two coal seams in Alberta was determined using reflected light microscopy. Random reflectance is 0.36%, indicating a lignite rank. Huminite is dominant over liptinite and inertinite. Maceral assemblage suggests a wet forest moor depositional paleoenvironment. The predominance of telohuminite and gelohuminite over detrohuminite and inertodetrinite reveals peat formation in a rather reducing environment and a rapid burial of the peat, which prevented any significant oxidation. A few intervals with high levels of oxyfusinite reveal periodic drops of the water table. Results coincide with the interpretation based on the Na/K ratio, which is used as an indicator of the rate of sedimentation. [ABSTRACT FROM PUBLISHER]

The article presents information on the role and the political deposition of the law officers of England in comparison to the law officers of Australia and Canada. England consists of two law officers who act as the chief legal advisors for the Crown in both the federal and the state government. Information on the role of the Solicitor-General and the Attorney-General of England is also presented.

This article reports the findings of a qualitative case study examining the knowledge base held by English language teacher candidates enrolled in two university pre-service programs in Lebanon and Canada. Through an examination of blog postings and the data collected through semi-structured interviews, eight Canadian and eleven Lebanese respondents were polled while taking courses focusing on second language teaching methodology. Based on our findings, we argue that what teacher candidates know about their field of expertise is communal, contextually bounded and uniquely rooted in their experiences within and outside their pre-service programs. Moreover, the multitude of beliefs shared by these two groups of pre-service teachers demonstrate that there is indeed a universal knowledge base associated with the teaching of English as a Second Language (ESL) and English as a Foreign Language (EFL). However, we have also found significant differences between these fields based on specific and local contexts. [ABSTRACT FROM AUTHOR]

The main objective of this paper is to evaluate whether future climate change would trigger an increase in the fire activity of the Waswanipi area, central Quebec. First, we used regression analyses to model the historical (1973–2002) link between weather conditions and fire activity. Then, we calculated Fire Weather Index system components using 1961–2100 daily weather variables from the Canadian Regional Climate Model for the A2 climate change scenario. We tested linear trends in 1961–2100 fire activity and calculated rates of change in fire activity between 1975–2005, 2030–2060, and 2070–2100. Our results suggest that the August fire risk would double (+110%) for 2100, while the May fire risk would slightly decrease (–20%), moving the fire season peak later in the season. Future climate change would trigger weather conditions more favourable to forest fires and a slight increase in regional fire activity (+7%). While considering this long-term increase, interannual variations of fire activity remain a major challenge for the development of sustainable forest management. [ABSTRACT FROM AUTHOR]

The synchrony of regional fire regime shifts across the Quebec boreal forest, eastern Canada, suggests that regional fire regimes are influenced by large-scale climate variability. The present study investigated the relationship of the forest-age distribution, reflecting the regional fire activity, to large-scale climate variations. The interdecadal variation in forest fire activity in the Waswanipi area, north-eastern Canada, was reconstructed over 1720-2000. Next, the 1880-2000 reconstructed fire activity was analysed using different proxies of the Pacific Decadal Oscillation (PDO) and the North Atlantic Oscillation (NAO) and the Atlantic Multidecadal Oscillation (AMO). We estimated the global fire cycle around 132-153 years, with a major lengthening of the fire cycle from 99 years before 1940, to 282 years after 1940. Correlations between decadal fire activity and climate indices indicated a positive influence of the PDO. The positive influence of PDO on regional fire activity was also validated using t-tests between fire years and non-fire years between 1899 and 1996. Our results confirmed recent findings on the positive influence of the PDO on the fire activity over northern Quebec and the reinforcing role of the NAO in this relationship. [ABSTRACT FROM AUTHOR]

The article presents an analysis of the development in cultural policy in Canada. It compares traditional approaches to cultural policy with latest models of Canadian cultural policy. Particular focus is given to the impact of the cultural policy on the creative industries. It aims to identify the strengths and weaknesses of each policy model. It offers recommendations to enhance cultural policymaking in the country.

Copyright of Canadian Journal of Criminology is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Examines the botanical, petrographical, mineralogical and geochemical characteristics of a continental minerotrophic peatland in Alberta. Relation of changes in peat stratigraphy and mineralogy; Development toward oligotrophic conditions.

Replies to G. Paquet and J.-P. Wallot's article on the agricultural crisis in Lower Canada in 1802-12 which appeared in the June 1975 issue of 'The Canadian Historical Review.' Meaninglessness of the authors' analysis of external demand; Little analysis of domestic demand; Absence of an analysis of supply; Unresolved question on the standard-of-living; Failure to prove the absence of crisis.

To fully understand tsunami hazards along Canada's Pacific coast we must consider all potential sources including local and region-wide earthquakes, volcanic activity, slope failure events and bolide impacts. Furthermore, as climate changes, future extreme meteorological conditions will exacerbate slope failures on steep and over-steepened slopes, and potentially augment the magnitude and frequency of earthquake-generated tsunamis. There have been numerous reviews of the geological records of palaeotsunamis along the Cascadia margin, but as yet there has been no attempt made to pull together all data related to palaeotsunamis along the Pacific coast of Canada. We summarise all geological data related to palaeotsunamis reported in the region, all relevant non-geological data, and other information concerning potential tsunamigenic sources. Evidence for between 10 and 22 palaeotsunamis (prior to European arrival) have been documented, with the Cascadia Subduction Zone Y event (AD1700) being the most widely recognised. Geological, archaeological and anthropological data all indicate a complex, multi-sourced, prehistory of seismic/tsunami activity that is poorly understood. A clustering of potential activity off the SE coast of Vancouver Island suggests that we should also attempt to better understand locally generated events along Canada's Pacific coast. • Between 10 and 22 palaeotsunamis reported for Canada's Pacific coast. • Geological evidence augmented by extensive archaeological and anthropological data. • Slope failures and local faults highlighted as key tsunami sources. • AD1700 Cascadia Subduction Zone tsunami most widely recognised with 32 sites. • Evidence supports Turbidite T2 as a Cascadia Subduction Zone event. [ABSTRACT FROM AUTHOR]