Celebrating 15 years of CJSoTL/RCACEA: An Introduction to Issue 15.2.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.21301
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Works matching IS 19182902 AND DT 2024 AND VI 15 AND IP 2
Results: 20
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Student-generated Multiple-Choice Questions: A Java and Web-Based Tool for Students to Create Multiple Choice Tests.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.16625
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Fostering Students as Partners: A Faculty-wide Examination of Science Undergraduate and Graduate Students' Perspectives of Pedagogical Partnerships.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.16378
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The Future is Interdisciplinary: Development of a Medical Sciences Master's Program that Fosters Academic, Professional, and Personal Development.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.16366
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Come Join the Party: Lessons Learned Fostering Inclusion in Online Learning.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.15633
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Crisis of Meaning: Compassion and Community Engaged Learning.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.15603
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Combining SIFT and the Information Needs, Types, and Qualities Approaches: A Framework-Informed Strategy for Information Literacy Instruction.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.15558
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Situating the Self Through Sketching: First Year Doctoral Students Finding Their Way.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.15556
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Undergraduate Students Develop Questioning, Creativity, and Collaboration Skills by Using the Question Formulation Technique.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.15519
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Layering at all Levels: Integrating Layered Curriculum in Postsecondary Education.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.15429
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Teaching Interprofessional Collaboration through Experiential Learning with Behavioural Psychology, Business, and Engineering Students.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.15204
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Creating a Gender-inclusive Learning Environment in Spanish Language Classrooms.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.15170
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13
Implementation of a Goal Setting and Time Management Program in Undergraduate Courses.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.15153
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14
Radical Hope: A Teaching Manifesto.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.15125
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How Do Course-Based Assessments Change in The Shift to Emergency Remote Teaching? Sustainable Assessment Strategies Through an Authenticity Lens.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.15122
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The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.14931
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"I Learned How to Think, Not What to Think." Student Perspectives on an Interdisciplinary Undergraduate Honours Programme.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.14311
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Transformative but Not Easy: Students' Experiences of an Interdisciplinary, Project-based Capstone Course.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.13646
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Teaching in Active Learning Classrooms at a Canadian University.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.14408
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Awareness, Use, and Value of Student Support Programs Through the Lens of Science Students, Professors, and Staff.
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- Canadian Journal for the Scholarship of Teaching & Learning, 2024, v. 15, n. 2, p. 1, doi. 10.5206/cjsotlrcacea.2024.2.14211
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