Teaching Innovation Projects Journal - National Special Issue

Teaching Innovation Projects Journal - National Special Issue

Canadian Perspectives

Graduate students and post-doctoral fellows from 11 universities across Canada were invited to contribute to the inaugural special issue of the Teaching Innovation Projects (TIPS) journal. TIPS authorship promotes awareness of the SOTL literature and provides novice academics with a scholarly foundation for their own teaching and learning. The TIPS National Issue increases the number of graduate student and post-doctoral fellow authors who are called to reflect, in a concrete and productive fashion, on a significant need or gap within the teaching and learning domain of their discipline. The rich body of innovative workshops and resources emerging from TIPS are free for use or adaptation by all members of the higher education community. These unique seminar proposals provide a concise review of relevant literature in contemporary teaching and learning and serve as a repository for workshops that could be delivered at institutions worldwide. Extending the TIPS call across Canada highlights unique regional interests and perspectives, increasing the breadth of resources available to our community of practice. TIPS is available at http://ir.lib.uwo.ca/tips/

The National Special Issue of TIPS includes 14 published articles spanning a range of topics and discplines, such as:

Effective Use of Logbooks in Engineering Education: Enhancing Communication through Short Design Activities
Libby Osgood - University of Prince Edward Island

Teaching the “Right” Thing: Wrestling with Ethics Instruction in Non-Profit Management Studies
Lisa Ferguson - Ryerson University

Discovery-Based Learning in World Arts: Creativity and Collaboration in the Undergraduate Fine Arts Class
Catherine Marie Nutting - University of Victoria

Using Yoga as a Personalized and Emergent Model for Early Childhood Educators
Mary M. MacPhee - University of Prince Edward Island

Discouraging Social Loafing During Team-Based Assessments

Kyra Jones - University of Waterloo