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Scholarly practice (SP) is considered a key competency of occupational therapy and physiotherapy. To date, the three sectors--education/research, practice, and policy/regulation--that support SP have been working relatively independently. The goals of this project were to (a) understand how representatives of the three sectors conceptualize SP; (b) define each sector's individual and collective roles in supporting SP; (c) identify factors influencing the enactment of SP and the specific needs of how best to support SP; and (d) co-develop goals and strategies to support SP across all sectors. We used interpretive description methodology. Consistent with an integrated knowledge translation approach, partners representing the three sectors across Canada recruited individuals from each sector, developed the content and questions for three focus groups, and collected and analyzed the data. Inspired by the Consolidated Framework for Implementation Research, we developed the questions for the second focus group. We analyzed the data using an inductive thematic analysis method. Thirty-nine participants from the three sectors participated. Themes related to participants' conceptualization of SP included (a) ongoing process, (b) reflective process, (c) broad concept, and (d) collective effort. Themes describing factors influencing and supporting SP were (a) recognition, (b) appropriate conceptualization, (c) social network, (d) accessibility to resources, and (e) forces outside of practitioners' effort. Goals to support SP included (a) further recognizing SP, (b) sustaining SP competency, and (c) ensuring access to information. SP requires collaborative and integrated intersectoral support and further recognition of its importance through the collaboration of multiple stakeholders.

Purpose: Along with other industries, healthcare is becoming increasingly digitized. Our study explores how the field of academic medicine is preparing for this digital future. Method: Active strategic plans available in English were collected from faculties of medicine in Canada (n = 14), departments in medical schools (n = 17), academic health science centres (n = 23) and associated research institutes (n = 5). In total, 59 strategic plans were subjected to a practice-oriented form of document analysis, informed by the concept of sociotechnical imaginaries. Results: On the one hand, digital health is discursively treated as a continuation of the academic medicine vision, with expansions of physician competencies and of research institutes contributions. These imaginaries do not necessarily disrupt the field of academic medicine as currently configured. On the other hand, there is a vision of digital health pursuing a robust sociotechnical future with transformative implications for how care is conducted, what forms of knowledge are prioritized, how patients and patienthood will be understood, and how data work will be distributed. This imaginary may destabilize existing distributions of knowledge and power. Conclusions: Looking through the lens of sociotechnical imaginaries, this study illuminates strategic plans as framing desirable futures, directing attention towards specific ways of understanding problems of healthcare, and mobilizing the resources to knit together social and technical systems in ways that bring these visions to fruition. There are bound to be tensions as these sociotechnical imaginaries are translated into material realities. Many of those tensions and their attempted resolutions will have direct implications for the expectations of health professional graduates, the nature of clinical learning environments, and future relationships with patients. Sociology of digital health and science and technology studies can provide useful insights to guide leaders in academic medicine shaping these digital futures.

Currently there is a severe lack of research on autism and Indigenous people in Canada. This scoping review explores this literature gap and assesses the same literature from an Indigenous perspective. Scoping reviews are an effective means to explore the literature in a specific area, in this case, autism and Indigenous people in Canada. We explored existing literature as it pertains to Indigenous populations and autism in Canada. To support this review, the Indigenous Quality Assessment Tool (QAT) was adapted to appraise the quality of literature. In total, there were a total of 212 articles identified of which 24 met the inclusion criteria: (1) some focus on autism, (2) a component specific to Indigenous people, and (3) specific to Canada. Of the 24 articles and reports, 15 were peer-reviewed and the rest considered grey literature. Most articles focused on program delivery with some literature using primary data (quantitative and/or qualitative). Overall, the quality of the research was appraised as poor, as determined by the QAT. Findings reaffirm the critical need for research that addresses autism in Indigenous communities within Canada and show the importance of having research done in full partnership with, or led by, Indigenous people.

The pursuit of anti-oppressive, cross-racial research has become ubiquitous in educational settings. Although some attention has been given to the complexities such an endeavor involves, more intricate and profound aspects that undergird such projects are revealed when examined through the lens of an ethic of hospitality. Based on a case-study focused on the experiences of Black refugee students in Manitoba, this article deconstructs the research journal that I kept throughout that project. Four overarching and intertwined themes are evidenced and discussed: the methodological decisions I had to make along the study, personal ambivalences experienced, feelings of powerlessness, and the (explicit) implications of my White identity. As such, the research journal here analyzed not only reveals the aporetic nature of hospitality but also several ethical complexities involved in the pursuit of hospitable, anti-oppressive research in a cross-racial setting, which have not received enough attention in current literature.

A strength-based approach to childhood attention-deficit/hyperactivity disorder (ADHD) research highlights children's positive attributes that can support their areas of difficulty. However, research on perceptions of a child's positive attributes is understudied. Specifically, there is little research that examines strength-based perceptions of children with ADHD, and only one known article addresses parent perceptions of their children with ADHD. As such, this study analyzed parent and child-reported strengths in children with ADHD. Parent and child-reported strengths were measured using the Behavioral and Emotional Rating Scale--Second edition, Parent Form and Child Form (BERS-2). Results indicated that parents and children perceived strengths in the interpersonal, intrapersonal, and affective domains to be similar, falling in the Average range. However, children indicated their family involvement and school functioning fell within the Average range, whereas parents rated these domains below average. Positive parental perspectives of their children may promote positive parent-child interactions and serve as an overall protective factor for children with ADHD. Domains which parents and children see as strengths should be utilized to support areas of weakness. Strength-based research for children with ADHD and positive interventions utilizing strengths may benefit families with ADHD, as well as classroom teachers and school psychologists.

Knowledge exchange, also called knowledge translation, mobilization, or transfer, increasingly factors in university strategic plans and funding agency mandates. The growing emphasis on research that includes community engagement and making research knowledge more accessible and useful for nonacademic constituents often brings in knowledge brokers, whose activities promote sharing of research knowledge among different actors. In this article, we consider how librarians and adult literacy educators engage in this work as professionals uniquely positioned to advance knowledge exchange initiatives. Three initiatives in British Columbia, Canada, involve academic librarians and adult literacy educators engaging in knowledge exchange work in transformative ways. We describe how they are reconfiguring knowledge making, sharing, and use with constituents and bridging nonacademic and university communities. This approach disrupts traditional notions of who produces and consumes knowledge and who is an expert while acknowledging how place-based approaches are essential for advancing knowledge exchange initiatives.

This paper shares preliminary findings from a reflective inquiry into the nature of collaboration and mentorship through digital spaces within a national SSHRC-funded research team the authors form a part of. Our research collaboration has been marked by particularly close friendships, co-creation and mutual learning that have helped to deepen our research and provide a meaningful and enriching experience for everyone involved. Proposing that mentorship and collaboration can be viewed as a performance, which can be enacted in diverse ways depending on the context and intention, we share the digital and arts-based methods our team uses to both foster mentorship relationships and routinely reflect on how we are performing and experiencing mentorship within our team in order to identify and respond to our emerging needs, challenges and opportunities to enrich our collaboration. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

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.]

Knowledge influences policy development and policies impact disabled people. Scientific and technological advancements, including neuro-advancements and their governance, have social implications for disabled people. However, knowledge is missing on this topic. Although efforts are underway to increase the number of disabled academics, the numbers remain low. Engaging undergraduate disabled students in knowledge production, especially research, could decrease the knowledge deficit and increase the pool of disabled students considering an academic career. We performed 10 semi-structured interviews of disabled students to understand the reality of undergraduate disabled students as knowledge producers, including researchers. Using a directed thematic content analysis, we found that participants felt that undergraduate disabled students were insufficiently exposed to and supported in the identity of being knowledge producers including researchers. Participants identified ethical, legal, and social implications of science and technology and argued that undergraduate disabled students and disabled people have a role to play in the discussions of these. Exposing disabled students at the undergraduate and high school level to knowledge production including researcher identity could increase the numbers of undergraduate disabled researchers, disabled academics, and disabled students doing research in the community after graduation and decrease the knowledge gaps around the social situation of disabled people.

In the context of academic research, a diversity of ethical issues, conditioned by the different roles of members within these institutions, arise. Previous studies on this topic addressed mainly the perceptions of researchers. However, to our knowledge, no studies have explored the transversal ethical issues from a wider spectrum, including other members of academic institutions as the research ethics board (REB) members, and the research ethics experts. The present study used a descriptive phenomenological approach to document the ethical issues experienced by a heterogeneous group of Canadian researchers, REB members, and research ethics experts. Data collection involved socio-demographic questionnaires and individual semi-structured interviews. Following the triangulation of different perspectives (researchers, REB members and ethics experts), emerging ethical issues were synthesized in ten units of meaning: (1) research integrity, (2) conflicts of interest, (3) respect for research participants, (4) lack of supervision and power imbalances, (5) individualism and performance, (6) inadequate ethical guidance, (7) social injustices, (8) distributive injustices, (9) epistemic injustices, and (10) ethical distress. This study highlighted several problematic elements that can support the identification of future solutions to resolve transversal ethical issues in research that affect the heterogeneous members of the academic community.

Academic librarians face multiple barriers in conducting the research that is expected in their work, yet they still manage to successfully complete it. This study aimed to identify the factors that contribute to their success. Through an online survey sent via email to a random sample of academic librarians in the United States, we gathered and analyzed quantitative data about education and experience, demographics, success factor statements, and research productivity to determine which factors are related to increased research output. We found that three categories of factors--Individual Attributes, Peers and Community, and Institutional Structures and Supports--contribute positively to overall research output. We identified several elements that academic librarians may want to pursue to increase research productivity, with Peers and Community identified as a category for exploration. Overall, we found that academic librarians are highly motivated to conduct research, yet the factors leading to their success are complex and varied.

Objectives: Improving performance to meet strategic priorities, such as teaching balanced with increased applied research activities, has developed into a central, though contentious, discourse for faculty in Ontario colleges. The aim of this article is to analyze and better understand why faculty are not engaged in applied research practices. Method: This article draws from social cognition theory and a social constructivist perspective. The literature review examines the evolution of colleges in Ontario, including the political factors and symbolic artifacts that shape values and organizational practices. This study sought to explore how a conceptual continuous improvement (CI) framework might advance our understanding of the policy shifts between applied research discourses within Ontario colleges in Canada and barriers that faculty face to enact applied research practices. Results: Underpinned by a set of simple principles, including improving through communication, learning through collaboration, and changing through coordination, the conceptual CI processes and systematic method provide opportunities to bridge the different contexts and unveil the varied on-the-ground realities of faculty teaching and research tasks. Conclusions: The findings reveal developmental needs and adaptive institutional challenges related to applied research practice changes have been influenced by political, cultural, and socio-cognition contexts and tasks. Implication for Practice: The inventive conceptual CI framework provides a viable means to analyze the fragmented state of applied research practices across Ontario colleges, which may ignite conversations and inform decision-making as well as suggest approaches to change at other global postsecondary education institutions. The innovative conceptual CI framework analysis tool will be of interest to faculty, institutional leaders, faculty unions, and policymakers.

Background: Unhealthy lifestyle habits developed during university years could continue into adulthood. Purpose: To analyze and map worldwide publications on physical activity among university students. Method: A pre-validated search strategy was used to find relevant articles in the Scopus database. The study period represented three decades (1993-2022). Results: The method retrieved 919 articles. More than half of the articles (n = 491; 53.4%) were published between 2019 and 2022. The "International Journal of Environmental and Public Health" was the most prolific, but articles published in the "PLOS ONE" journal were the most influential. Research on the impact of physical activity on mental health (n = 236; 25.7%) was the largest research theme, followed by that on body weight (n = 144; 15.7%). Articles on the effect of screen time and mobile phone use on physical activity received the highest number of citations, while those on physical activity during the COVID-19 pandemic received the highest number of citations per year. Discussion: The current study provided baseline information on the research activity on physical activity among a category of assumingly healthy individuals. Translation to Health Education Practice: University students need to be targeted to increase their engagement in physical activity. Translation to Health Education Practice

In this paper we contribute to the emerging literature on the effect of the COVID-19 pandemic on the gender gap in research productivity. We extend previous studies by considering men and women academics from science and non-science disciplines through an analysis of data from academics at 14 universities across two countries (seven in Australia and seven in Canada) and focusing on the role of primary caregiving. Our empirical approach used logistic regressions and the Blinder-Oaxaca decomposition technique. The latter enabled us to ask: 'How much of the gender gap in perceived productivity during the pandemic is due to gender differences in primary care responsibilities?' Within the sample (N = 2,817) of academics, 33% of women and 25% of men reported that their perceived publication ability decreased a lot during the pandemic. This is an eight percentage-point gender gap in perceived publication ability. Statistical analysis revealed that two-fifths (40%) of this gap may be explained by gender differences in having primary responsibility for the care of children. Gender differences in other characteristics such as age, discipline, and increased teaching and administrative work were not, as a group, significant. There were also no differences between Australia and Canada. The findings are important, particularly for the pursuit of gender equality within academia. In the absence of specific mitigating interventions, research disruptions in 2020 may have long-lasting career scarring effects (e.g. hiring, promotion, tenure) and, as a result, see women further disadvantaged within the academy.

Centres for teaching and learning (CTLs) often play a brokering and supporting role in student partnerships (SaP), but there is little research exploring partnerships between students and academic developers. Our study qualitatively examined whether students perceived themselves as partners within a CTL, even though this was not explicitly articulated as SaP. Results indicated students perceived themselves as partners and developed transferable skills: professionalism, communication and collaboration, leadership, and research. Additionally, the benefits enhanced the CTL mission for teaching and learning. Our findings imply that meaningful partnerships with students and related benefits can occur in a relationship-rich context outside a formally articulated SaP program.

This bibliometric study analyzed characteristics of publications related to art therapy for children from 1990 to 2020, based on the datasets taken from Web of Science (WoS) core collections. The results indicate that the USA, Israel, Germany, UK, Australia, and Canada were six leading countries in this field of research interest. The Top 5 most influential journals were identified by the number of publications, TLCS, TGCS and by their impact factor. Five leading journals in the art therapy studies include "Arts in Psychotherapy," "American Journal of Art Therapy," "Child & Family Social Work," "Frontiers in Psychology," and "Monatsschrift Kinderheilkunde." Core themes from the 87 articles focus on surrounding socialization and attachment relationship, art therapy for the well-being of children with learning disabilities, alternative intervention for art therapy, and parent-child art therapy. This bibliometric study portrayed the development of art therapy for children by means of visualization techniques. The potential issues emerging from the data will contribute to future studies in this field. Multiple methods of art therapy are applied for all children's well-being; as such, children's art therapy in schools can be seen as the potential trend for researchers and teachers.

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.

We evaluate how the U-Links Centre for Community-Based Research (U-Links), a nonprofit organization that brokers research for community-based organizations with postsecondary institutions in Haliburton County, Ontario, has impacted this rural region of Ontario. Our approach uses contribution analysis and realist evaluation as layered tactics within one program evaluation. Data came from interviews with community partners (n = 26), interviews and focus groups with U-Links committee members, internal document review, and personal observations by the authors. We describe U-Links' theory of change for how community-based research impacts community, discuss traits of successful community-based research, and suggest a set of five factors that may enable and affect positive community outcomes: relevance, rigor, reach, relationships, and resources.

This ongoing case study reports on the research activities of the Canadian Environmental and Sustainability Education in Teacher Education (ESE-TE) Standing Committee. A history of the Standing Committee's research activities, a literature review comparing the Standing Committee's ESE-TE research with international approaches to ESE-TE research, the identification and prioritizing of the Standing Committee's future ESE-TE research agenda, and a model for developing a research agenda amongst Standing Committee ESE-TE stakeholders comprise the work. Recommended future research consists of redefining ESE; reviewing Canadian and international ESE-TE research literature; and examining potential Canadian and international ESE-TE research topics including: connecting the social and the ecological; teacher "identity" and "agency"; community-based ESE; teaching/student learning and belief systems; and challenges in applying research to practice.

In this study, the social network structure of the studies conducted in the early childhood towards the concept of temperament was examined. The research was considered as a descriptive study since it examined the relation between the existing studies according to the citations. The concept of temperament in early childhood has taken its place in the literature as a concept that began to be studied in 1955. 1025 studies on this subject in the Web of Science database were examined. Studies conducted between 1975-2020 were analyzed. In this study, Cite Space program, one of the social network analysis programs, was used. Documents were examined in relation to co-citations by authors, journals, countries and sources. As a result of the examinations, it was concluded that the most cited country was the United States, the most cited author Mary K. Rothbart, and the most cited journal Child Development. As a result of examining the co-references in the documents, 18 clusters named using the LLR (log-likelihood) algorithm were obtained. The names of the clusters and the most cited articles were determined in accordance with the network structure. At the same time, it is possible to see which clusters are more active in which periods and when the co-citations are analyzed according to the references and which articles are referred to more frequently. The current studies on this subject have been included in child obesity risk, postnatal plasticity revisited and extended and dispositional negativity clusters. With the results of this research, a map of information is presented to the researchers who want to study on the subject of temperament in early childhood. It can direct the researchers according to their sub-fields. It gives information about important sources, authors, and journals about the subject of interest, according to the tendency of the researcher. In addition, the researcher could see current issues or what topics the literature lacks. Therefore, as with this topic, authors can obtain detailed information about the subject area with such bibliometric studies while choosing the field of study.

SoTL Canada recently conducted a survey to gain insight into the Scholarship of Teaching and Learning (SoTL) activities of faculty and staff at institutions of higher education across Canada. Questions were guided by several principles, including: (a) identifying who is doing SoTL (such as personal, institutional, geographical and professional characteristics); (b) characterizing how SoTL is being conducted, supported, and disseminated (such as collaborations with peers and students, the number of active projects), and (c) differentiating the levels at which SoTL activities are occurring and funded. While we likely did not fully capture the work being done, our inquiry nonetheless provides important data related to the current nature and scope of SoTL in Canada. We noted that the people doing SoTL show a wide diversity of characteristics including appointments and disciplinary affiliations although a majority of respondents were female, and that collaborations with both colleagues and students were commonplace. SoTL continues to be conducted primarily at the classroom level, and approximately 65% of respondents have received funding, mostly from the institutional level. We also found an increased amount of activity compared to the last Canadian survey conducted in 2012, in particular by staff from Centres for Teaching and Learning. Survey participants reported discussing their SoTL findings with their colleagues more often than with their students. A number of areas of future research are identified.

This paper reports on the first nationwide census examining sustainability uptake in policy initiatives in Canadian K-12 education. Included in the study are each of Canada's 13 provincial and territorial ministries of education, and all 374 public school divisions across the country. Sustainability was defined as including, at minimum, consideration of environmental issues, with the study also encompassing use of other related terminologies. Data were collected on three types of policy initiatives: (a) the existence of sustainability-specific policy, (b) participation in sustainability certification programs, and (c) the existence of sustainability staff, which were examined in relation to a range of geographic and institutional variables. Sustainability-specific policy was examined across five domains of a whole institution approach to sustainability: governance, curriculum, facilities and operations, research, and community outreach. We found that 54% of ministries of education and 59% of school divisions in Canada had sustainability-specific policy, most commonly in the curriculum domain at the ministry level and in the operations domain at the school division level. In addition, 43% of school divisions had participated in a sustainability certification program, and 25% had sustainability staff. We discuss implications for policy making in Canada as well for intergovernmental UN policy programs, in particular regarding new policy development and monitoring and evaluation efforts.

The author, preparing for a new position as a doctoral research faculty at the American College of Education (ACE), conducted an extensive integrated literature review of "digital natives" and related terms. Focus of the review was directed specifically around digital learners defined as those born between 1980 and 1994. The results clearly revealed a variety of definitions for "digital natives" and "digital immigrants" with no specific clarification or research-based rationale. In addition, strong evidence points toward little connection between a student's age and digital skills and increased learning. Much of the research suggests that students' digital competence may be much lower than their "digital professors."

The purpose of this review study was to conduct a thematic exploration of prior studies related to the transition between primary and secondary school. The aim of the paper was to discover (1) the extent of earlier research, (2) how earlier research thematises social and emotional issues, and (3) suggestions of those studies concerning how to improve schools. Searches were conducted across four international databases of peer-reviewed research to identify articles published in the last decade on the topic 'transition between primary and secondary school'. Articles related to social and emotional issues were further selected, and thematic analysis was conducted on the selected 29 articles to identify the topical focus. This review study draws attention to the importance of understanding challenges related to the transition between primary and secondary school. Overall, the analysed studies indicate that this is an important focus for educational research. Key issues related to support and wellbeing/bullying have emerged, which clarify the importance of further research in this field. The present study may also contribute to increasing awareness among policy makers and school leaders of the challenges related to the transition between primary and secondary school.

Career exploration enables children to gain self- and occupational knowledge, and to assign meaning to what is learnt at school. Children's career exploration can be conceived as a foundation for career developmental learning and academic success. In this manuscript, we review articles published over the last five years to address whether these constructs have been articulated. The included 19 manuscripts showed that career exploration, learning, and academic success have been mostly studied separately. Future efforts to integrate career and academic theories might be useful to advance research covering relations among these constructs. Specialised training from career practitioners, age-appropriate strategies, and collaborative alliances with policymakers, community stakeholders, and educational agents seem critical for career guidance practices targeting children's career and academic flourishing.

Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government's reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is politics affecting literacy teacher educators? Three specific aspects are considered: their pedagogies, identity and well-being. It describes how their pedagogy (goals and teaching strategies) has narrowed because of mandated curriculum and exit exams. It shows how their identity as academics is being complicated because they often do not have time for their research. And their well-being is compromised because of excessive external inspections and as their community in the university splinters.

Patient-oriented research engages patients and caregivers as partners contributing to all phases of the research process. This was the goal of the Strongest Families Institute Neurodevelopmental research, in Halifax, Nova Scotia, when they included a parent advisory committee, made up of parents and caregivers of children and adolescents with a neurodevelopmental condition, to complete their research project. The purpose of this qualitative research was to examine the experiences of researchers and parents of children with a neurodevelopmental condition who participated on a research study advisory committee for the Strongest Families Neurodevelopment research project. From interviews with both parents/caregivers and researchers that played a role on the advisory committee, four major themes emerged on how to negotiate and navigate their time on the committee and what worked well and what did not. This led to recommendations for future researchers and patients who may create or be a part of an advisory committee.

Post-secondary institutions, especially those with a research focus, face a challenge in ensuring consistent and high-quality teaching, in part because many members of the teaching faculty have backgrounds in research instead of teaching. A common part of meeting this challenge is the presence of Centres for Teaching and Learning (CTLs) on university campuses. This study examines the situations of CTL directors at research and teaching-intensive post-secondary institutions across Canada, with an aim to develop an understanding of the current context in which Canadian CTLs are operating, as well as the experiences of those who lead the CTLs. The qualitative study consisted primarily of 60- to 90-minute individual semi-structured interviews. The findings of these interviews were coded into four main categories: the evolving purpose of CTLs, key drivers of change, common challenges, and future trends. The implications for this research are two shifts: one mirroring a shift in education development to embracing Boyer's work and secondly moving from a service to a leadership orientation. A thriving CTL is an indication of a university culture that values teaching, learning and scholarship.

Despite now long-standing recognition of the value and importance of the scholarship of teaching and learning, questions continue to be raised about how to satisfy the hybrid responsibilities of teaching and research. The key message of this paper is that instructor-researchers, educational developers, and research ethics personnel should consider two key guidance documents in tandem: the Society for Teaching and Learning in Higher Education's statement on Ethical Principles in University Teaching (Murray, Gillese, Lennon, Mercer, & Robinson, 1996) and the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, & Social Sciences and Humanities Research Council of Canada, 2014). Together these documents provide much needed guidance for teaching and researching ethically.

As with higher-education institutions around the world, British Columbia (BC) and Ontario are increasingly faced with demographic and market pressures that erode the traditional difference between the university and non-university sectors (i.e., colleges and institutes). Key components that ensure these provinces' institutions preserve their unique roles and differentiations in a changing context, partially driven by their governments, include research mandates, transparency in institutional governance, and strategic documents that resist the academic drift created by institutional isomorphism. Both governments are actively reshaping their post-secondary systems to align with national or regional economic needs, increasing access, streamlining degree completion, and responding to community pressure to have a university or a degree-granting institution. An analysis of the enabling legislation, government policy directives, and institutional documents of both provinces shows that there is a blurring in the distinction between colleges and universities, and the costs associated with this.

From 2014-2016, Scholarship of Teaching and Learning (SoTL) Research Fellows at a mid-sized Canadian research-intensive, medical-doctoral university undertook to study their own formation as scholars of teaching and learning, as well as benefits and challenges of their cross-appointment to our central teaching and learning institute from their home academic departments. Findings from surveys and focus groups identified themes such as identity, community, access, transfer, and structural elements (each with benefits and challenges to practice). Our autoethnographic work confirms assertions in the literature about the uneasy relation between SoTL and traditional scholarship, while also bearing out the need for departmental support, and for key interventions along the path from novice to practitioner identity. Some discussion of the ambassador or translator role that can flow from such arrangements is included.

This paper recounts the development and implementation of the "Peer Leader Training Manual" for the Story-Sharing for Sexual Health Research (SSSH) Study conducted in Toronto, Canada. In the disciplinary integration of health and adult education, the community-engaged health research reported here reflects the successful partnership of a team of academic researchers with a community-based organization. Eight community-based South Asian women peer leaders were collectively recruited and trained as research associates to explore how stories (relative to fact sheets) can be used to promote dialogue and knowledge about sexual health and reduce HIV stigma among South Asian women. This paper is about the adult education tool used to orient them to the SSSH Study and train them for related field work: recruit SSSH Study participants, arrange intervention site and logistics, deliver intervention, administer pre and post surveys, conduct focus groups, and ensure data security. The manual played a significant role in training the peer leaders who are now prepared to further engage in future community health partnerships. This tool will also be helpful for other community-engaged health research involving sexual health initiatives in marginalized communities.

Place-based education is common in elementary school geography curriculums where children are taught about their surroundings. Emphasizing hands-on, real-world learning experiences, this approach creates heightened commitment to serving as active, contributing citizens. By post-secondary school, geography students collectively pursue knowledge within a classroom, learning about the importance of becoming global citizens. In the process, the benefits of place-based education are overlooked in favor of global aspirations. This paper considers the importance of place in student well-being, and the role of educator in place-based education, while reflecting on the role that local experiential education can play in increasingly global-oriented education.

Online learning has become a widespread method for providing learning at different levels of education. It has facilitated the learning in many ways and made it more flexible and available by providing learners with more opportunities to learn information, further access to different learning resources, and collaboration rather than face-to-face learning. In spite of these benefits and rapid growth of online education, success and persistence in such courses is one the important aspects of online learning research and it relies on different factors. Therefore investigating the reasons of students' dropout of an online education course or program and its contributing factors is essential in this area. One of the biggest barriers in online learning system is lack of interactions. In learning, interaction between students themselves, with the course content, and course instructors is important for conveying information, enhancing teaching quality, giving directions, and many more functions. The aim of this research is to review the literature to propose a clearer picture of studies have been conducted regarding online interaction and factors that impact it in online education systems.

Academic institutions and research funders have in the last decade devoted considerable effort to developing policies to support academic integrity and prevent misconduct. In this study, we consider the extent to which various initiatives of Canadian federal and provincial (Québec) funders have affected the development of institutional research integrity/misconduct (RIM) policies. Examining the creation and modification dates of 32 institutional RIM policies, we find that federal but not provincial initiatives appear to have the greatest impact on the development of RIM policies. Idiosyncrasies in the creation dates, as well as lack of evidence of a systematic pattern in modification dates, suggest a complex system that is often insulated from certain government initiatives. These results lead us to conclude that there should be greater consistency in the development or updating of RIM policies to ensure the appropriate treatment of misconduct and to encourage behaviour that meets the highest standards of research integrity.

In this article, we offer glimpses of a contemplative arts co-inquiry that we recently undertook: our primary purpose was to wit(h)ness one another as we reimagine our lives and work. Briefly, we are white, Canadian-born female professors of European settler heritage living on the traditional lands of the Indigenous peoples of Treaties 6 and 7, and Metis Region 3 and 4, who have been living in the transitional spaces of leaving the academy for the past two years. We share a deep personal and social commitment to engaging with contemplative arts practices in relational ways in our daily lives, as well as in our teaching and research. We became interested in wit(h)nessing one another through a co-inquiry that offered the opportunity for us to explore more deeply the transitional spaces we now occupy--and to foreground the inter-relational healing aspects of the process, both personally and in relation to the potentialities.

Education is a tool for collaboration among nations. The emergence of concepts as internationalization of educational policies, students-staff exchange programs, internationalization of curriculum, internationalization at home (IAH) or even the emergence of multinational agencies to expedite global exchanges in the realm of Higher Education lead educational policy-makers to confess that segregation of the educational policies from nations' foreign affairs policies have no promising results than failure of the nations' educational goals and priorities. Based on the qualitative and case study research methodologies, we adopted critical policy analysis (CPA) to address the question of "why does a Canadian public university engage in internationalization?". The study showed that the decision to acknowledge internationalization as a priority at a public university in Ontario is based upon different motives ranging from commercial-economic and socio-political to academic-educational and profile-building components. The study also identified the gradual extension of market-based rationales that have historically been absent from traditional university policies in the Canadian context to educational initiatives and academic rationales.

Common typologies frame youth participation as something that exists at different hierarchical, or linear, levels or stages. In these models, non-participation is positioned as something negative or not addressed at all. Scholars have critiqued these typologies for ignoring contextual specificities and complexities, nuances, and power dynamics inherent in participatory processes. In this article, I draw from narratives of young people to productively theorize what non-participation might engender for thinking about and enacting participatory processes. In this study, I asked stakeholders at a youth-led HIV prevention and harm reduction peer-education program to take and discuss photographs that reflected their ideas about youth engagement. I provide a thematic analysis of how young people understood and navigated their participation in complex and self-determined ways. I put their narratives in dialogue with critical scholars' writing on settler-colonialism, neoliberalism, and willfulness to tease apart why and how young people's comments on non-participation offer a sophisticated counter-hegemonic understanding of the "call to participation" and its discursive and material effects. Last, drawing on the work of Indigenous theorists who advocate for a politics of refusal, I argue that young people's refusal to participate (or to participate on their own terms) may be an act of resistance -- especially for young people whose bodies are regulated on a daily basis. I conclude by making a case for non-participation as a conceptual tool to disrupt and refuse hegemonic, linear theories of change and invite practitioners working with young people to do the same.

Purpose: In this paper, the author explores his research journey into the learning organization and its impact on his academic career. This paper describes how Peter Senge's book "The Fifth Discipline: The Art and Practice of The Learning Organization" (1990) was the spark that led to the author's focus on empirical research in the field. Design/methodology/approach: This paper provides author's personal reflections on how this decision put him on a path to a variety of serendipitous experiences, exciting research areas and also enabled him to engage in productive collaborative research with many of his colleagues. Findings: The findings conclude with a discussion on what the author see as new challenges and perspectives for advancing research into the learning organization. Originality/value: This paper provides a unique perspective on how "The Fifth Discipline" by Peter Senge has influenced an academic career. It presents a personal reflection of a research journey into the learning organization that spans over 30 years.

The Wheels Project took place from January to March, 2012 in a junior kindergarten/kindergarten classroom at the St. Nicholas location of Owl Child Care Services of Ontario in Waterloo. Owl Child Care Services, a nonprofit registered charity, operates seven centers in Kitchener, Waterloo, and Cambridge, Ontario. Owl is one of the largest center-based, licensed child care agencies in the Region of Waterloo, providing care for more than 800 children a day between the ages 3 months and 10 years old. Owl has served families in the region for more than 30 years. In 2010, following a staff-led review of different learning philosophies, the organization decided that a change was necessary to remain current with evidenced-based practice in the field of early childhood education and care. The shift was made from theme-based to play-based learning with a focus on emergent curriculum based on Ontario's framework for early childhood settings, Early Learning for Every Child Today (ELECT). This paper is a reflection on one classroom's part in the pilot project for the philosophy change. The children's interest in wheels, found in the classroom, provided the inspiration for research, investigation, creation, documentation, imagination, and discussion. The Wheels Project allowed the teachers to learn along with the children, and reminded the teachers to trust the children in their search for knowledge.

The growth of interdisciplinary health services research training programs across Canada has in part been due to acknowledgement of and efforts to bridge a gap between researchers, policy makers and practitioners. Consequently, a new breed of interdisciplinary health services researchers (many of whom have specialization in knowledge translation) are now ready to meet complex system demands only to find limited career opportunities. We argue that the investments for advancing interdisciplinary health services training have not been paralleled with post-training positions in academia and elsewhere, and change must occur.