Higher education institutions utilize faculty who possess subject-matter expertise and terminal degrees in specific disciplines. Often, faculty are not formally trained in educational theory, pedagogy, or best practices related to student learning. Best practices in course design standards are available to faculty who seek them out. However, with…

Background: Team-based learning (TBL) has become a more commonly recognized and implemented pedagogical approach in curricula of numerous disciplines. The desire to place more autonomy on the student and spend less in-class time delivering content has resulted in complete or partial adoption of this style of learning in many educational settings.…

Students of second and international languages in Alberta do not receive sufficient hours of instruction through formal classroom time alone to achieve distinguished levels of proficiency (Archibald, J., Roy, S., Harmel, S., Jesney, K., Dewey, E., Moisik, S., et al., 2006). This research study uses a constructivist approach (Guba & Lincoln,…

To develop a teaching style, educators must become knowledgeable in certain areas of teaching and in their expert field in order to understand how to transfer learning. Being an expert in one field does not necessarily mean that one knows how to transfer the learning to students. Educators develop their own teaching styles by understanding their…

"O! this learning, what a thing it is." -W. Shakespeare, "The Taming of the Shrew." The aim of this action research was to find out if active grammar involvement amongst students might lead to better results. My approach was to activate my students during grammar instruction by using cooperative learning: that is a form of…

More than two decades of debate since the Association of College and Research Libraries (ACRL) adopted the term information literacy have been marked by ongoing criticism of its associated definitions and standards. Some scholars and practitioners have argued for a critical information literacy, which applies the precepts of critical pedagogy to…