Browsing by Author "Grant, Kimberley A."

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    Comparing Student and Teacher Self-Assessment Practices
    (University of Calgary, 2014-05) Grant, Kimberley A.; Werklund School of Education
    In constructivist models of education, teachers are positioned as co-learners. This paper raises the question of how we might then apply what we know about student learning to teacher learning through the example of comparing student and teacher self-assessment. A review of academic and professional literature reveals that while the perceived benefits of both student and teacher self-assessment are similar, the current practices are quite different.
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    A Comprehensive Guide to Working with Higher Education Curriculum Development, Review & Renewal Projects
    (2022-08) DiPietro, Cary; Dyjur, Patti; Fitzpatrick, Kathleen; Grant, Kimberley A.; Hoessler, Carolyn; Kalu, Frances; Richards, Jessie; Skene, Allyson; Wolf, Peter; Dyjur, Patti; Skene, Allyson
    “A Comprehensive Guide to Working with Higher Education Curriculum Development, Review & Renewal Projects” is a collaborative effort drawing on the collective experience of the authors, who have worked in different institutional contexts across Canada and beyond. Our goal is to provide practical guidance by describing curriculum development, review, and renewal practices in plain language, using a scholarly, evidence-informed, critical, and self-reflective approach. In writing this guide, we drew variously from theories of learning, well-established scholarship in education and curriculum studies, models of change management as applied to education, and the practice of educational development as informed by our own experiences and shared knowledges, to identify what in our view are best or promising practices for curriculum development.
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    Engaging Graduate Students in Educational Development Activities in Canadian Teaching and Learning Centres: A Report
    (2021-12) Arshad, Muhammad Adil; Grant, Kimberley A.
    While engaging with students as partners has been a valuable focus in higher education teaching and learning practice and scholarship for the past decade (Mercer-Mapstone et al., 2017), expanding the students-as partners model (Healey, Flint, & Harrington, 2014) to educational development (ED) activities is a relatively new area of focus (Felten et al., 2019; Marquis, Power, & Yin, 2019). The authors, a graduate student currently researching the experiences of international Teaching Assistants and an educational developer who designed and led a teaching development certificate program for graduate students, embarked on a research project to learn more about how Canadian teaching and learning centres (TLCs) are partnering with graduate students to design or co-design, lead or co-lead educational development activities. While the engagement of students in ED activities has been recognized as one of the pathways to introduce people to a career in educational development (Linder et al., 2011; McDonald & Stockley, 2008; Meizlish & Wright, 2007), there is little research documenting current practices in Canada. We began this research by conducting an environmental scan of TLC websites (Arshad & Grant, 2020). This report builds on those initial findings and focuses on the results of a Canadawide survey, funded in part by a grant from the Educational Developers Caucus of Canada. Through the survey, we found that the engagement of students as partners in educational development is more widespread and has a longer history than was apparent through our website scan. Our aim is that sharing our findings will a) help TLCs across Canada learn more about how other centres are partnering with graduate students, b) inspire new ways to partner with graduate students in ED, and c) spark further research about different approaches and lived experiences, particularly those of graduate students, in these programs.
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    Fearful to 'Fear Less': Experiencing Feedback for Teaching Development
    (2019-04-30) Nelson, Nancy; Jeffs, Cheryl; Grant, Kimberley A.; Nowell, Lorelli; Paris, Britney; Viceer, Nazia
    Feedback about teaching in academia is a normative and expected experience, yet not everyone is ‘feedback literate’. This interactive digital poster will provide conference delegates the opportunity to experience the elements of giving and receiving effective feedback. Research project funding from the University of Calgary Campus Mental Health Strategy.