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Simon Fraser University in Vancouver, Canada offers two introductory calculus courses designed for students enrolled in science and engineering programs. Students identified as needing additional support based on their admission grades take the version of the course where students meet weekly for four hours instead of three. A new approach for the fourth hour was introduced in Fall 2019 splitting the class into smaller sections of 20-40 students to work in small groups on vertical whiteboards under the supervision of the instructor, complemented by peer tutors. This format introduces an active learning element that improves student performance and attitude. The project was first implemented in Fall 2019, although interrupted due to COVID-19. After returning to the in-person classroom, the whiteboard seminar program was reinstated. In Fall 2022 and Spring 2023, survey feedback was collected from both students and peer tutors for a more holistic perspective on the program. In this study, the results of these surveys are analyzed, focussing on four areas of measurement: students' satisfaction, learning calculus concepts and problem-solving techniques, the contribution of the instructor, and the contribution of the peer tutors. Exploratory factor analysis revealed three latent variables underlying student survey responses. The survey results suggest that interactions with the instructor, peer tutors, and active learning activities all contributed to students' enjoyment of the course and their perceptions of their own learning. We compared students' final course grades from Fall 2018, where the fourth hour was devoted to lecture before the program was implemented, to Fall 2019 and 2022. The data shows a decrease in the percentage of students failing the course and an increase in those earning A's and B's since the program's implementation. Additionally, survey results show that replacing a typical lecture-style hour with a whiteboard seminar improved students' attitudes and perceptions of the course.

Once the pandemic concluded, the Foreign Languages Department of a Chilean state university hired a Canadian company to implement a pre-designed language learning system (PLLS). This platform was to be used by all teachers and students, as it contained various activities to develop all four language skills, including pronunciation practice through AI-based voice recognition. This study explores the attitudes of 17 university teachers towards using these pre-elaborated resources, activities, and assessments in their communicative English and German courses. A mixed-method approach was used, involving a survey based on the Technology Adoption Model (TAM) and individual interviews. Descriptive statistics were obtained from the survey responses, and qualitative data were analysed using content analysis techniques. The results indicate that teachers' attitudes towards the PLLS were generally neutral to negative. Instructors expressed their concerns about the system's pre-designed content and perceived functionality. Perceived ease of use and usefulness were rated low, reporting difficulties in navigation and alignment with their teaching styles. Perceived enjoyment received the lowest rating, mentioning issues such as disconnected content and lack of progressive structure. Qualitative data revealed technical problems, increased workload, and concerns about the system's impact on student motivation and learning outcomes. While some positive aspects were noted, the overall attitude towards the PLLS was predominantly negative, highlighting the need for better alignment with pedagogical goals and improved implementation strategies.

With a primary objective to engage students in the process of science online, we transformed a long-standing laboratory course for first-year science students into a more accessible, immersive experience of current biological research using a narrow and focused set of primary literature and the Consider, Read, Elucidate a hypothesis, Analyze and interpret data, Think of the next Experiment (CREATE) pedagogy. The efficacy of the CREATE approach has been demonstrated in a diversity of higher education settings and courses. It is, however, not yet known if CREATE can be success fully implemented online with a large, diverse team of faculty untrained in the CREATE pedagogy. Here, we present the transformation of a large-enrollment, multi-section, multi-instructor course for first-year students in which the instructors follow different biological research questions but work together to reach shared goals and outcomes. We assessed students' (i) science self-efficacy and (ii) epistemological beliefs about science throughout an academic year of instruction fully administered online as a result of ongoing threats posed by COVID-19. Our findings demonstrate that novice CREATE instructors with varying levels of teaching experience and ranks can achieve comparable outcomes and improvements in students' science efficacy in the virtual classroom as a teaching team. This study extends the use of the CREATE pedagogy to large, team-taught, multi-section courses and shows its utility in the online teaching and learning environment.

ICAP is a framework that classifies learning processes based on students' explicit behaviors. The framework is developed for testing the hypothesis that interactive exercises are better than constructive exercises, and active exercises are better than the passive exercises for higher cognitive engagement and better learning outcomes. The ICAP Framework is intended to assist researchers, instruction designers and instructors in determining the activities appropriate for the aimed research and teaching. This study aims to evaluate articles based on or supported by the ICAP Framework from various aspects. In the study, employing the descriptive survey method, data collection was conducted through document analysis, while content analysis was utilized to analyze the data. The 71 articles reviewed within the study's scope were examined through the "data collection form" developed by the authors. In this context, the articles' general and methodological characteristics and themes and the findings related to ICAP contexts are presented. As a result of the research, no study regarding the ICAP Framework was conducted in Turkey. It was revealed that most of the studies, which have increased in number since 2017 in various countries, utilize the ICAP framework at the analytical level or create models-modules and develop toolsscales based on the ICAP Framework. Additionally, it was observed that mostly undergraduate and K12 students were studied in face-to-face education, with social sciences as the leading disciplinary field and teaching-learning approaches and design-development-evaluation as the most frequently studied topics, while in studies in which mixed and qualitative methods were the leading methods, exploratory and experimental approaches were more preferred. In line with these results, recommendations are presented to contribute to the field.

United Nations Sustainable Development Goal 4 (SDG 4) focuses on education and seeks to promote inclusive, equitable, and quality education, providing opportunities for all. In this context, it seeks to promote intersectionality (gender and ethnicity) as a fundamental factor in education, and in science, technology, engineering, and mathematics (STEM) careers in particular. Similarly, it aims to support programs that include the gender gap in their studies to mitigate the lack of Indigenous women and/or students from native peoples in STEM careers. The objective of this work was to carry out a categorization of programs aimed at Indigenous students in their processes of access, retention, and follow-up in STEM careers, with the purpose of making visible the variety of approaches and programs that have been created in different regions of the world. A systematic review was conducted to analyze the programs, and the classical content analysis method of scientific production was employed. The main results of the analysis are classified into three main categories: the characteristics of the studies, the programs, and their results. In relation to the study's contribution, the aim is to generate knowledge and understanding of the programs identified to promote the inclusion of this underrepresented population in STEM education.

University students experience stress from academic demands. Stress is in fact expected in academic settings and important for achieving goals. How students experience the inevitable stress in the academic context, and whether stress is a support or hindrance for them, is related to their beliefs about stress. This study examined two types of beliefs regarding academic stress: (a) perceptions of being capable of coping with academic stress and demands, named coping self-efficacy, and (b) general beliefs regarding stress itself, named stress mindset, and the impact of those two stress beliefs on two types of outcomes related to student success: academic performance (GPA) and student experiences (mental health, perceived motivation challenges). Findings indicate coping self-efficacy positively predicts higher mental health and lower motivation challenges; neither stress mindset nor coping self-efficacy predicted GPA. Coping self-efficacy in the university context, which denotes feeling capable of managing stress and academic demands, emerged as a useful predictor of student success outcomes. As eliminating stress altogether is not practical or possible, this research focuses on beliefs about stress as important for student success.

The number of international students worldwide increased from two million in 2000 to more than five million in 2017. International students may experience one or more challenges, such as financial issues, language limitations, academic performance, social and cultural differences, discrimination and racism, and identity reconstruction. Many of these challenges affect international students' sense of belonging. The concept of belonging is multi-faceted. We can belong in different contexts, for example, to families, institutions, cultural or ethnic groups, and religions, and we belong at both concrete and abstract levels. As an international student, I used autoethnography to study my sense of belonging as an individual who is also a graduate student. Autoethnography allows the researcher to relate personal experiences to wider cultural, political, and social meanings and understandings. This enabled me to focus on interpreting my core personal narrative, linking my life and story to international students' lives and stories.

In 2007, the Ministers of Education across Canada adopted the Canadian Degree Qualifications Framework, articulating learning outcomes for bachelor's, master's, and doctoral degrees. Yet, by 2016, only 30% of Canadian institutions reported having learning outcomes for all programs (MacFarlane & Brumwell, 2016). One obstacle institutions face when developing program learning outcomes (PLOs) is faculty resistance. Unfortunately, faculty participation is critical to successfully implementing PLOs. This paper describes the process used to develop PLOs in the Faculty of Science at UBC Okanagan, which is deeply collaborative and consultative, to gain faculty buy-in and initiate a positive culture around learning outcomes and assessment. This was accomplished by educating faculty on the benefits and rationale for implementing PLOs, fostering faculty ownership of PLOs, supporting faculty through the process, and engaging with various stakeholders. This collaborative process led to community building, increased stakeholder commitment, laid the foundation for future collaborations, and fostered robust PLOs.

Interprofessional education (IPE) occurs when students are provided the opportunity to learn with and from others of related professions to improve the potential for future collaboration. The aim of this study was to explore the perceptions of students about working with professionals from different disciplines before and after their engagement in an interprofessional learning activity and determine any changes in their willingness to work in interprofessional teams. Doctor of Pharmacy students from the University of Manitoba and Master's speech-language pathology students from McMaster University participated in an online inter-university and inter-provincial education module. Students were invited to complete the Interprofessional Socialization and Valuing Scale (ISVS-9B) and three open-ended questions to capture attitudes toward interprofessional teams before and after the IPE event. A mixed-method approach was used to assess changes in attitudes, values, and comfort with collaborating. A total of 20 students completed the pre-survey and 19 completed the post-survey; significant changes in total ISVS-9B scores were observed. Four questions of the ISVS-9B also showed significant positive changes after the IPE event. Qualitative themes were identified from responses to the open-ended questions: collaboration optimizes patient care, collaboration is fostered by clear communication, learning from peers increases knowledge and appreciation of professional roles, and IPE fosters the potential for future collaborations. This study suggests that a virtual IPE event tailored to pharmacy and speech-language pathology trainees may be effective in fostering future interdisciplinary collaboration through increasing knowledge and appreciation of other professional roles with a primary goal of optimizing patient care.

Universities recognize they have a civic responsibility to engage and enrich the community in which they reside. This study looks at a community engagement project undertaken at one university that was intended to address significant recreational needs within the community while also furthering academic initiatives. As part of the appeal to various levels of government for financial support to build a campus recreation complex, senior administration at the University promised to engage marginalized community members through implementing a charter to enshrine open community access. This research was a cross-sectional exploration of one university's engagement with the community through sport and physical activity, with the overall intent of understanding the implementation of the University's Charter and how this has worked to address some of the issues related to marginalized groups living in the inner-city. Interviews were conducted with four university members who, in their various roles, have held some level of responsibility in the implementation of the Charter. Clarke and colleagues' (2017) Situational Analysis was used to deconstruct interview transcripts, code, and develop themes. After listening to the voices of the participants, three major themes, as well as nine sub-themes, emerged from the data.

Co-operative education (co-op) programs enable students to gain real-world experience by alternating work and study terms. Understanding employers' expectations of students in different disciplines is therefore critical for success. To do this, the relationships between co-op job postings, required skills, and academic backgrounds can be modeled using graphs. This study proposes a novel graph methodology for analyzing employer expectations of co-op students by grouping academic backgrounds and either co-op job titles or required skills into graph clusters. A case study is used to demonstrate the effectiveness of this methodology. Over 13,000 co-op job postings are used to uncover key differences in employer expectations for students in each program, including the importance of communication for arts students who are expected to fill interdisciplinary roles and the prevalence of data science and highly specific technical skills in many academic programs.

Critical thinking is an important part of higher education in Canada, and many education systems worldwide, but not all cultural contexts. Critical thinking enables students to expand their perspectives and better navigate important personal and professional decisions. This narrative inquiry compares Canadian and Iranian international graduate students' perceptions of critical thinking. Through conversations with eight participants, deep and complex transcultural understandings of critical thinking were unearthed. Findings indicate that while Canadian participants can articulate informed viewpoints about critical thinking, some Iranian participants require further knowledge to construct their critical thinking conceptualizations. Results suggest that Canadian higher education needs to consider international students' limited background knowledge of critical thinking and must provide more opportunities to develop critical thinking skills. This study offers insights for higher education policymakers, curriculum developers, and practitioners to consider international and intercultural perspectives to facilitate critical thinking in both international and domestic students.

Simulation has been recognized for its ability to develop competency-level skills and as a replacement for some introductory fieldwork (FW) hours. This study explored how occupational therapy competency-related skills developed over sequential in-person simulations across health practice contexts during Level 1 FW. Entry-to-practice occupational therapy students (N = 66) participated in six sequential, formative, Level 1 FW simulations. The first three sequential simulations (the same patient case evolves in each successive interaction) included a trained simulated patient in a community mental health context and the following three engaged a trained simulated inpatient in a physical health context. Evaluation rubric variables included selected Competencies for Occupational Therapists in Canada (2021) scaffolded to performance expectations at an introductory Level 1 FW placement level. Quantitative pre-post comparison design with secondary data analysis was analyzed using Wilcoxon signed-rank test and ordered logistic regression. Each additional simulation demonstrated significant increases in the odds of improved performance in clinical skills, clinical decision making, responding to evolving patient's needs and priorities, identifying their own strengths and weaknesses, articulating clinical reasoning, and receiving constructive criticism. However, students' skills in the physical health context for decision-making and responding to the patient's needs and priorities did not demonstrate the same improvement trajectories as the mental health context. Sequential simulations are an effective modality for developing Level 1 competency related skills in different practice contexts. Depending on the competency-related practice skill and context, three or more formative unfolding simulations in that context may be needed for a significant improvement.

In postsecondary education institutions, where innovative technologies continually reshape research and pedagogical approaches, the integration of generative artificial intelligence (GenAI) tools presents promising avenues for enhancing student learning experiences. This study assesses the efficacy of integrating GenAI tools, specifically chatbots, to ameliorate learning outcomes and mitigate test anxiety among postsecondary students. Within the context of an introductory psychology course, 40 participants engaged with chatbots as supplementary "study confidantes" for exam preparation and as facilitators for an essay grading task. The results from surveys administered to the participants indicated that most students found the chatbots helpful in aiding comprehension of course materials. Moreover, a substantial proportion of respondents reported an enhanced understanding of how to structure an academic paper because of their essay grading activity. Despite the favourable perception of chatbot assistance with learning course material and fostering insights into structuring scholarly essays, no discernible alterations in the levels of test anxiety among students were observed. Overall, this research underscores the latent potential of chatbots as pedagogical adjuncts, furnishing instructive insights for educators aiming to innovate instructional methodologies and optimize student learning paradigms within the domain of postsecondary education.

Despite existing research on AI applications in education (AIEd), the release of ChatGPT has disrupted the status quo in the educational landscape. Although this technology can personalize learning, decrease teacher workload, and offer access to a wealth of information, concerns around generative AI (GenAI) tools have emerged, including academic integrity, data accuracy, and bias in information. Given research highlights and acknowledging educators' varied levels of awareness and conflicting views toward AIEd, two teacher educators (also authors of this paper) in the Faculty of Education at Brock University facilitated three workshops among different groups of teacher educators. The workshops focused on the emerging nature of GenAI tools, their affordances, and their implications for educators' practices. Adopting a narrative inquiry approach, the authors describe the details of these workshops and present their reflections on the process of preparing for and facilitating them. Implications for teacher education research and practice are also presented and discussed.

This essay explores the integration of generative artificial intelligence (GenAI) into pre-service teacher education amidst contemporary debates on technology in education. It highlights the cautious stance taken by educational authorities, such as the Alberta Teachers' Association, which advises against involving students directly with AI tools. The discussion contrasts this cautionary position with global trends, noting advanced AI curricula in countries like China and Japan. Emphasizing the necessity for hands-on GenAI training for pre-service teachers, the essay advocates equipping future educators with the skills and knowledge to effectively incorporate AI into their practice. It calls for engaging students as partners in learning and rethinking traditional notions of plagiarism in a postplagiarism world where AI co-creation becomes common.

Academic integrity concerns related to students' use of technology have renewed calls for teaching, assessment, and learning best practices, including those that involve and empower students. Empowerment is a benefit of developing students' assessment literacies, or how students contextually understand, plan, and undertake assessment and use assessment information to monitor and progress their learning. Informed by Bandura's (1986) social cognitive theory and reflexivity (Dewey, 1933; Schön, 1983), a qualitative exploratory case study examined first-year university students' experiences with assessment and the development of their assessment literacies. The findings highlighted student autonomy and empowerment benefits while stressing the importance of reflexivity and assessment literacies for both students and teachers. Teaching, assessment, and learning best practices commonly suggested to promote academic honesty in the GenAI context were also evident. Accordingly, this paper explores the role of students' assessment literacies as part of these best practices, with implications for all levels of education.

Bullying in placements is a phenomenon that is reported by numerous healthcare disciplines. The limited literature on occupational therapy and student bullying accounts that incivility during placement is both widespread and significantly impacts learning. This study aimed to 1) gather data on the prevalence, type, and effects of bullying that Canadian occupational therapy students experienced while on placement, and 2) explore students' perspectives on current reporting processes and potential mitigation strategies. Using a phenomenological approach, a mixed-methods descriptive and exploratory study was conducted. An anonymous Qualtrics survey consisting of multiple-choice, Likert scale and open-ended questions was completed by past occupational therapy graduates from the years 2018-2022 across Canada. The data was analyzed using descriptive statistics and thematic analysis. The results suggest that occupational therapy students across Canada experienced bullying on their fieldwork placements. Four major themes were identified in the data including types of bullying, impact on students, student responses to bullying, and the reporting experience. Bullying had both emotional and psychological effects on students with "loss of confidence", "dreading going to placement", and "self-doubt" as the most frequently reported impacts of bullying. Canadian occupational therapy programs and academic fieldwork coordinators must be proactive in preventing placement bullying. Findings from this study can serve to inform occupational therapy academic fieldwork coordinators and placement sites on how to create safe learning environments.

University leaders navigate a complex and dynamic environment, balancing the diverse expectations of students, faculty, policy makers, and governmental bodies. Proficiency in these roles requires deep academic understanding, contextual knowledge, and effective management and leadership skills. This study explored how faculty members serving as department chairs developed their leadership capacity when entering the role. The investigation utilized social network theory and a leadership development model to examine department chairs' experiences at a Canadian research-intensive university. It employed a qualitative research approach combining constructivist philosophy, case study design, and inductive research techniques. Drawing on the key themes of role entry, role understanding, and skill development, the study found that social networks played a central role in the participants' leadership development. Post-secondary institutions may consider supporting leadership networks and providing equitable access to learning opportunities to increase academic leadership capacity.

Although the ideals of higher education promote learning and personal growth irrespective of an individual's social identity including their perceived or declared race, systemic racism continues to subject Indigenous, Black, and otherwise racialized students, staff, and faculty to unwelcoming academic cultures and, at times, hostilities. The aim of this rapid scoping review was to identify and analyze some of the available peer-reviewed, published research literature between 2000 and 2022 focused on systemic racism in the Canadian higher education context. The authors analyzed 32 articles included in the scoping review to identify the theoretical frameworks used to situate each study. In addition, the analysis surfaced concepts related to how systemic racism is structured and enacted. Using a thematic analysis, a narrative summary is also presented to describe the experiences of Indigenous and racialized staff, students, and faculty. This study offers insight to those committed to building healthier academic communities through understandings of systemic racism as it is theoretically framed, conceptualized, and experienced.

Since 2019, equity, diversity, and inclusion have become institutional priorities for Canadian funding agencies and universities under the acronym EDI. Here, we examine for the fields of science, technology, engineering, and mathematics (STEM) how the current EDI discourse unfolds in scientists' understandings as "EDI construct." This study presents data collected through 18 online interviews with researchers in STEM fields across Canada. For our analysis we apply critical discourse analysis and the matrix of domination. Four themes emerge from our data regarding STEM researchers' understanding of and experience with the EDI construct: (a) EDI as trainable knowledge, (b) EDI as human resources/managerial issue, (c) EDI as assessable performance, and (d) EDI as individual initiative/lonely endeavour. Our findings suggest that the EDI discourse increases the awareness of the underrepresentation of groups in STEM fields. However, most interview participants demonstrate an essentialist understanding of identity decontextualized from institutional and structural processes of difference making along axes of gender, race, class, and body, amongst others. This critical discourse-analytical work contributes to an intersectional, power-acknowledging understanding of EDI in Canadian higher education.

Experiential education, the process of providing students with applied learning opportunities within and outside the classroom, is rife with organizational complexity. This article examines Ontario's Strategic Mandate Agreements using qualitative content analysis to see how conceptions and communications of experiential learning have changed over time, and how universities have responded to government pressure to foster experiential learning. Drawing on frame analysis, findings reveal that universities have developed a considerable amount of institutional infrastructure and initiatives to support the expansion of experiential learning, and these efforts have been framed in relation to current discourse about graduate skill readiness. However, these outward signalling responses are not necessarily aligned with internal organizational processes (i.e., expansion of co-curricular learning). These mandate agreements represent official accounts of institutional priorities, which leave the door open for future research to examine micro-foundations of experiential learning through the perspectives of the faculty and staff inhabiting these institutions.

Many post-secondary institutions contain organizational values, which describe enduring beliefs that support strategic priorities and guide members of an organization. Relatedly, the adoption of health-promoting frameworks calls on embedding health within post-secondary institutions' core values. The study objective was to map Canada's post-secondary values to determine how health is integrated within value statements. Mixed methods were used to map institutional values, contextualize well-being, and identify thematic messages of health-related content contained within values. Most institutions espoused values (n = 64, 71%), yet only a small proportion of these institutions espoused health within their value statements (n = 7, 11%). Qualitative analysis revealed three thematic messages: (i) health as a descriptor for other institutional priorities, (ii) wellness broadly acknowledged or embedded within non-health values, and (iii) well-being as a core value or commitment. These novel findings suggest more institutions must embed health as a core value to demonstrate institutional commitment.

Given that teacher dropout is an issue for beginning teachers, it is important to be proactive in order to retain teachers within the profession. Physical Education pre-service teachers' education programs represent a crucial part of their professional development in preparing them to face the challenges that often explain retirement, especially students' motivation. Authors recognize the importance of considering pre-service teachers' needs during teacher education programs and their concerns about the challenges to be faced once they start teaching (Richards et al., 2013). Using a qualitative approach, this study aims to: (1) identify pre-service Physical Education teachers' perceptions of anticipated challenges in general, (2) identify the specific challenges they anticipate about supporting students' motivation and (3) describe how they can be prepared to support students' motivation. Participants consisted of 18 pre-service Physical Education teachers (M[subscript age] = 25; SD = 3.61 years) from French-language universities in Quebec (Canada). Four focus groups were conducted, and data were analyzed consistent with the four steps suggested by Boutin (2007). Results indicate that the main challenges anticipated by pre-service Physical Education teachers are classroom management and students' lack of motivation. In terms of supporting students' motivation, five specific challenges were highlighted: (1) student heterogeneity, (2) proposal of learning activities to support motivation, (3) student engagement, (4) management of disengaged students, and (5) gender differences. As for their needs during teacher education program, participants wished to learn how to plan motivational strategies, be given more opportunities to practice, and discuss how to implement these strategies. Recommendations for teacher education programs are discussed in the conclusion.

Individual development plans (IDPs) are increasingly being used in higher education to provide personalized guidance to students that can foster a more purposeful and productive education experience. In this study, we document the graduate student's perspective on the effectiveness of the IDP based on responses from students in course- and thesis-based masters and doctoral programs in science and social science. Informational interviews and mentor meetings were seen as the most useful components of the IDP. Students also felt that the IDP had helped them with many career development activities, but they also highlighted several challenges. Findings from a content and thematic analysis provide insight for those interested in implementing the IDP at their own institution.

Gender disparity persists in the personal caregiving of children and older adults, and in professional caregiving duties, with many workplace policies and cultures favoring the "ideal worker" and presenting significant and continuing barriers to female caregivers' professional success and well-being. The recent pandemic both highlighted and augmented this disparity as schools, daycares, and adult care facilities closed or implemented restrictions. This study interprets results from the July 2021 Canadian Natural Sciences & Engineering (NSE) Faculty Workplace Climate Survey by empirically assessing the impact on emotional exhaustion of the increased caregiving burden during the COVID-19 pandemic on female academics in the highly masculinized NSE fields. Results indicate that women were more likely to experience emotional exhaustion even when other factors were considered. Collegiality and inclusion were found to be protective factors, illustrating important implications for, and the retention and support of, success and well-being of female NSE academics.

Values such as peace, mutual understanding, and solidarity have long been subsidiary to the aim of pursuing competition and revenue through the internationalization of higher education (HE). With the full-scale Russian invasion of Ukraine in February 2022, higher education institutions demonstrated strong support for peace and solidarity. Yet, the extent to which we are witnessing a return to an international politics rationale driving HE internationalization remains unclear. Using Canada and Germany as case studies, this paper compares how international conflict impacts HE internationalization practices from a host institution perspective. The developed theoretical framework connects HE crisis literature with novel approaches to HE institutions in global geopolitics. Data were analyzed through critical policy analysis, focusing on university presidents' statements and institutional press releases. The key finding suggests the dominance of the logic of appropriateness whereby a geopolitical rationale governs institutional responses in a context where widely shared democratic values are under attack.

The cultural challenge of educating Haitian rehabilitation professionals was identified by a Canadian francophone university which collaborated in the implementation and organization of international internships. Ethical cross-border internationalization should ensure reciprocity for partners. With this as a central value and in a context of pedagogical resource scarcity in Haiti, an intercultural educational partnership involved Haitian and Canadian university students situated in their respective countries in a Problem-Based Learning (PBL) course. Teachers and students applied principles of decolonization of health pedagogy principles were applied by teacher and students throughout this cross-border virtual synchronous PBL course. The aim of this study was to determine the feasibility and to identify facilitators and obstacles to conducting a cross-border virtual synchronous PBL course and its perceived benefits in the development of professional competencies. Five Canadian students and five Haitian students, all volunteers, took part in a 3-week cross-border virtual synchronous PBL course. Deductive qualitative content analysis of the transcripts from a 120-minute focus group discussion held one week after the course and a logbook kept during the project was conducted. The criteria deemed important to successfully replicate this project relate to: 1) The attributes of the students and teachers involved; 2) pedagogical preparation activities; and 3) the use of multiple communication strategies and connectivity plans. In addition to the acquisition of course content not readily available in Haiti, the student interactions inherent in the PBL method supported the acquisition of competencies such as collaboration, communication, and change agent advocacy promoted by the Canadian association of occupational therapy which contribute greatly to strengthening the students' professional identity.

This study applies the hermeneutical phenomenological approach, guided by Critical Race Theory, to explicate a nuanced understanding of the way Chinese international students' racial identity shapes the challenges that they faced during the pandemic and their experience of academic institutions' support during this time. The current study highlights the pervasive anti-Asian racism that directly and indirectly contributed to Chinese international students' negative experiences studying in Canada during the pandemic. The findings also highlight the lack of support from academic institutions, despite the rising anti-Asian racism faced by this group of students. Furthermore, this study calls attention to the consideration of race in developing support programs for racialized international students. Recommendations for universities to better support international students (Chinese or otherwise) are developed.

The field of applied linguistics is becoming increasingly transdisciplinary as recognition for the need to approach empirical questions from a variety of epistemological and theoretical perspectives grows (Douglas Fir Group, 2016). One methodological approach that holds promise for advancing sophisticated inquiry into complex issues of applied linguistics is mixed methods research (MMR); however, studies adopting MMR to its fullest potential remain infrequent. Employing an exploratory sequential mixed methods design that includes a focus group and survey questionnaire, this empirical study investigates the internal and external factors that may lead applied linguistics researchers to avoid conducting and/or publishing MMR. Integrated analyses revealed that participants' methodological and publishing decisions were influenced by factors such as their socialization into research practices in graduate school, the pressure to publish, and the considerations of the research journal industry. Implications for future applied linguistics researcher education programs and the impact of the publishing industry on research agendas are discussed.

Worldwide trends suggest we are witnessing a global "campus mental health crisis" (Andersen, Holm, & Côté, 2021). According to the most recent US National College Health Assessment, over the course of a typical month, 29% of students chronically experience high levels of stress, 42% experience stress that negatively impacts their performance or progress towards their degree, and 66% feel hopeless (National College Health Assessment, 2022a). Study reviews in various countries indicate that the prevalence of students meeting criteria for a mental health disorder is alarmingly high (e.g., 25% depressive disorder, Sheldon et al., 2021). Accordingly, students' demand for mental health services has reached new heights (Xiao et al., 2017). While this rise in psychological distress and help-seeking behavior is likely in part due to decreased mental health stigma (Lipson, Lattie, & Eisenberg, 2019), postsecondary students are also believed to be facing unprecedented challenges. Ensuring that colleges and universities procure learning environments that prioritize emerging adults' wellbeing has thus become necessary.

This study aims to look at research trends on inquiry and socioscientific in the last 2 decades from 2004 to 2023. The PRISMA method is a reference in determining inclusion and exclusion criteria, as many as 449 articles were synthesized using bibliometric analysis. The result synthesis refers to the distribution of articles per year, research themes, affiliations, countries, authors, and productive journals. The inquiry and socioscientific research trends will peak in 2022, affiliated with the University of Wisconsin-Madison and the University of Southampton. Productive country United states and United Kingdom. Best author Laursen S. and Zeidler D.L. Productive journal CBE Life Science Education from United Kingdom and International Journal of Science Education from United States.

Postsecondary students with disabilities risk facing challenges while pursuing their academic goals. Although disability service providers are encouraged to support their goal pursuit, its actualization and the role of individual differences remain poorly researched. We examine the role of autonomy striving dispositional styles, need satisfaction, and goal action crisis. A three-wave, semester-long study was conducted with 234 university students with disabilities. Through path analysis, a type of structural equation modeling, four hypotheses were tested. Assisted autonomy was associated with higher need satisfaction and less severe goal action crises in the middle of the semester. Indirect effects were also evidenced on goal progress and positive affect at the end of the semester. Striving to satisfy their autonomy need through collaborative means supports well-being and academic goal progress for university students with disabilities. Disability service providers and university settings are thus encouraged to create need-supportive environments and foster collaboration across campuses.

This paper offers insights into how mathematics education researchers can learn from preservice teachers (PSTs) by building upon parallels between adapting curriculum-making and designing research. The pandemic created learning opportunities for PSTs to anticipate mathematics curriculum anew and obstacles for researchers to study their pedagogical processes. A multiple case study reveals how PSTs in Year 1 and Year 2 of a Bachelor of Education program reimagined their intended mathematics curriculum to meet the demands of the evolving pandemic context. Viewed through the lens of complexity thinking and conceptions of "currere" and curriculum-making, PSTs' lesson redesigns include new contexts for teaching and learning (e.g., home environment, parental/guardian involvement, materials) that illuminate how curriculum researchers might become more tentative, responsive, and adaptable to unforeseen circumstances.

As students transition from high school to university, they must navigate new academic learning environments, develop new social networks, manage multiple new responsibilities, explore and regulate independence, and deal with the stressors that they will encounter. Successful transitioning to university often involves sources of support as well as internal resources. The current study aimed to understand supports and challenges of first year undergraduate students in their transition to university. A total of 66 first year undergraduate students participated in this study. Participants answered four open-ended questions about supports and personal factors during their transition to university. Data were analyzed using thematic analysis and codes were systematically generated across the dataset. Themes were identified once coding was complete. The four themes that emerged were informational, instrumental, and emotional supports, and internal resources. Students transitioning to university may benefit from transition programs and resilience modeling to facilitate a successful transition.

During the COVID-19 pandemic, student services leaders needed to adapt to working entirely virtually, find creative solutions to adjust their service delivery, and change how they engaged with their teams. Before COVID-19, studies of virtual leadership focused on virtual teams developed because of the geographical distance between team members. This qualitative study investigated virtual leadership and virtual teams developed because of the move to virtual work during the COVID-19 pandemic. It examined how student services leaders changed their leadership behaviours in response to moving to the virtual work environment. Using data gathered through a questionnaire, interviews, and documentation, four themes reflecting how leaders changed their behaviours and practices were identified: reimagining communication, reconstructing work using technology, reframing team support, and reorienting toward hybrid work. Understanding how these leaders managed their virtual teams at a midsized university in southern Ontario provides insight into what practices might be helpful for teams that continue exclusively virtual work and those that transition to a hybrid work approach.

Institutional practices related to providing academic accommodations and access have long been ableist and bureaucratic and remain that way. This paper will focus on these practices in the post-secondary education context. The central question of this paper is: What do meaningful access and reasonable accommodation mean to post-secondary students with disabilities? Proceeding from the premise that students with disabilities do not currently define meaningful access and reasonable accommodations, this paper will argue that accommodations and access as defined within policy are not adequately serving the needs of post-secondary students with disabilities. This paper then highlights the definitions of meaningful access and reasonable accommodations provided by eight students who participated in a recent study. Finally, this paper will highlight the negative and positive encounters with accommodations experienced by many post-secondary students in the province of Ontario who follow the Policy on Accessible Education for Students with Disabilities (2018) as a policy that guides educational practices.

The purpose of the study was to gain further understandings of undergraduate students' perspectives on employability skill development in the liberal arts programs, as well as the perceived influence of the identification of employability skills in course curricula on undergraduate students' self-efficacy. Building on the results of a prior study on faculty perspectives in the liberal arts on employability skills, we also explored the ways students' and faculty members' perspectives were in alignment. Purposive sampling was used to select the undergraduate courses from three different undergraduate programs at the research site. Three relatively high enrolment courses were selected based on two key criteria: must be a second or third level undergraduate course and must be in a non-professional program in the liberal arts. Non-professional programs were considered programs where the students do not graduate with a specific professional designation or applied program. Two methods were used to collect the data for this project: an employability skill inventory and a survey distributed to students (N = 131). Course syllabi were also obtained to map employability skills. The findings of this study provide further insights with respect to the ways that employability matters to students and the ways in which students expect their instructors and institution to play a role in their employability development. Conclusions of this study underscore the need to consider bridging the disconnect between expectations of the students, the institution, and the faculty regarding employability development.

Driven by competition amongst higher education institutions, increasing recognition of the benefits of international academic mobility, and the global pandemic, transnational distance education has accelerated in recent years. Despite its many advantages, quality assurance issues can pose significant obstacles to success. Using a collaborative autoethnography approach, this study aimed to conceptualize quality dimensions from the perspectives of three Greek graduate students shaped by their collective experience at an open university in Canada. The findings suggest that quality encompasses accessibility, learner-centred instructional design, social-emotional support, and applying acquired knowledge and skills in local contexts. The significance of this study further illustrates the emerging transnational distance student population and highlights their experiences to inform quality internationalization practices in higher education for all students.

This study explores the learning needs of international students at a Canadian private university. Through a qualitative content analysis of 580 students' emails, we identified and examined 819 requests and complaints The analysis highlighted trends about due dates, assignment resubmissions, regrading, and plagiarism issues, leading to the identification of five primary needs: improved internet access and digital literacy support, acknowledgment of cultural differences, assignment design without assumptions, accessible learning management systems, and inclusive learning environments. These findings underline the necessity of empathetic listening to develop strategies that facilitate international students' transition to Canadian higher education, enhancing their learning experiences. The research suggests innovative approaches for incorporating international students' perspectives into course and program design, advocating for active engagement with these students to create educational environments that are inclusive and responsive to their unique needs.

In the last three decades, there has been a rush towards internationalizing higher education. The international double/joint degree programs are one of the drivers of internationalisation activities. Many African universities have evolved to offer their students these opportunities for academic mobility. This study is a phenomenological understanding of the experiences of African students in Canada on exchange partnerships for international double/joint degree programs (IDDP), using Bourdieu's toolbox. The result shows a gap between the ideal expectations and the instrumental aspects of the programs. Students seem satisfied, despite the challenges faced by participating in these programs.

This paper aims to study the effects that asynchronous and synchronous instructional methods have on student perceptions and attitudes towards online education. We analyze both qualitative and quantitative survey responses from 496 students in three large (greater than 200 enrolled students) first-year calculus classes at the University of Guelph. The survey results show significant differences among the three online instructional formats in students' attitudes toward asking questions, the similarity of each instructional modality to face-to-face delivery, technology issues encountered, students' perceived ability to keep up with course content, how collaborative the course felt, and student preferences for mode of delivery. There were no significant differences reported in relation to time-management skills or communication with instructors. Qualitative analysis of student comments also revealed perceived strengths and weaknesses of each mode of instruction. The results are used to make suggestions for improving student experience in online, post-secondary mathematical teaching.

Research on international students suggests they have a low sense of belonging at the U.S. institutions they attend. This study examined whether academic advisor's cultural empathy, advisor-advisee rapport, and international students' advising satisfaction influenced international students' perspectives of belonging to the institution. We further examined whether cultural empathy and advisor-advisee rapport mediated the effect of advising satisfaction on international students' sense of belonging. The cross-sectional quantitative study used a convenience sample of 209 international students enrolled in two institutions in the United States. Results indicated that cultural empathy and student advising satisfaction had a statistically significant influence on the sense of belonging, not advisor-advisee rapport, and cultural empathy mediated the effect of advising satisfaction on sense of belonging. We offered recommendations for institutions and academic advisors when working with international students.

With postsecondary institutions increasing offerings of online courses, there is much to learn about how online group work is designed to support collaborative learning, particularly for professional certification programs such as education. As part of a case study research, we synthesized data collected from instructors and students at two Canadian postsecondary institutions offering online courses in their Bachelor of Education degree pathways. Results suggest four design considerations to help support instructors when planning learning activities involving online group work: (1) clearly articulate the purpose of group work, (2) provide learner support through teaching presence, (3) be intentional in how groups are established, and (4) leverage digital tools for collaboration.