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The study discussed in this article investigated university student beliefs and behaviours with respect to co-curricular activities among incoming (n=983), mid-degree (n=173), and graduating (n=1006) students. When asked about their most significant learning experiences during their time at university, graduating students were more likely to report on co-curricular activities than those related to coursework. However, participation in co-curricular activities was not related to graduating students' feelings of preparedness to undertake a job search or apply for postgraduate education. Incoming students reported clear intentions to participate in some types of co-curricular activities (e.g., volunteering, intramural sports, clubs) but were more uncertain about others (e.g., events or activities related to global awareness, or diversity and inclusion). Parallel findings were observed with respect to actual co-curricular involvement among mid-degree and graduating students. This research is discussed in the context of university efforts to promote co-curricular activities to students in order to develop career ready transferrable skills, and the relevance of particular patterns of involvement to the current job market.

Educational researchers developed an online repository of effective practices contributing to or enhancing the teaching culture at multiple higher education institutions as part of a larger project exploring institutional teaching culture. The repository was designed to be a companion document to the Institutional Teaching Culture Perception Surveys (ITCPS), a resource for administrators, educational developers, and centers for teaching and learning (CTL) striving to cultivate institutional cultures that support the development of teaching and learning. This article outlines the methods for developing this repository, summarizes findings, identifies some of the practices included, and highlights areas for future development.

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.

In this paper, we (a faculty member and an educational developer) discuss our attempts to be more mindful in the academy with attention to mindfulness practices in the classroom and the development of a community of practice at our institution as ways to foster community and deepen learning. Included within the paper is an introduction to mindfulness and the benefits of mindfulness and mediation practices--generally and within education. In addition to providing current resources we include details of our own experiences as examples through which others may be able to incorporate these practices into their own classrooms and institutions.