This study examines the impact of teachers' professional development on Canadian allophone students' learning and reading performance levels. We used the data from the Pan-Canadian Assessment Program 2016 involving Grade 8/Secondary II Canadian allophone students (N = 2,244) and teachers in French and English Language Arts (N = 598). Our…

The Teaching and Learning Network (TLN) at the University of Guelph, Ontario, Canada, represents an effective network model for faculty and educational leadership development. Grounded in the principles of communities of practice (Wenger, 1998), the TLN is a collaborative network that fosters interdisciplinary dialogue, relationship building,…

We present the design and evaluation of an institutional support model for the Scholarship of Teaching and Learning (SoTL): the SoTL Seed Program. In this model, faculty from across disciplines partner with graduate students with expertise in educational and social science methodologies to implement SoTL investigations. We interviewed and obtained…

As Web3 technologies increasingly intersect with educational practice, understanding stakeholder perspectives becomes crucial for effective implementation. This study investigates how self-identified educators and noneducators within a Web3-focused educational community (Ed3DAO) differ in their attitudes, expertise, and knowledge regarding…

This article discusses the international events known as Proxima, organized by a group of colleagues, whose slogan is 'Drawing Closer to Go Further'. Two half-day sessions, held in April and May 2020, consisted of 20 simultaneous Codevelopment Group (CDG) online sessions. Held during the global lockdown, these online events generated creative,…

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of…

In this paper, we propose a model for cultivating trust through academic development programming involving Universal Design for Learning (UDL). A scaffolded design called 5R (Relevance, Reposition, Relationships, Reciprocity, and Reallocate) of academic development is described as it relates to the role of starting conversations and the eventual…

This article explores the perceptions of participants following the first International Summer Institute (SI) on students as partners in higher education, a four-day professional development experience designed to foster student-staff partnerships. Approximately 9 months after the Institute, 10 participants were interviewed to understand their…

This short paper outlines the design and development of a multi-phase, cross-institution Instructional Skills Workshop (ISW) program that was conceived by educational developers from five higher educational institutions in Halifax, Nova Scotia. The initiative is grounded in the belief that implementing the ISW program in the Halifax Regional…

The Teaching Scholars Program and Community of Practice (TSCoP) develops educational leadership and research through enabling reflective conversations, purposeful listening, inclusive standards, and bold thinking about Scholarship of Teaching and Learning (SoTL). Teaching Scholars lead innovative practice in their own faculty given their shared…

Across jurisdictions, new and experienced teachers are expected to engage in ongoing professional learning that centers context, student learning, and teachers as adaptive instructional designers. The present study examines one such professional learning opportunity. From 2017 to 2020, a university teacher education program partnered with a school…

While online course delivery in higher education has been increasing for several decades, students can face unique challenges in the digital environment. At a small university in Western Canada, online and blended learning have been a major focus for course delivery since 1995. Considering the risk that students could experience a lack of…

Purpose: This research investigated whether structuring an inquiry-oriented professional learning network to include school-based co-teaching partners would amplify educators' success in taking up and adapting evidence-based understandings and practices as meaningful in their contexts. Our research questions were: (1) What conditions did educators…

This article is about the multidisciplinary Community of Practice (CoP) initiative that was implemented in the summer of 2020- summer of the pivot- at a Canadian post-secondary institution to prepare faculty, staff, and students for remote teaching and learning while navigating pandemic conditions created by COVID-19. The CoP as a case study using…

This paper presents analysis of evidence on the ways in which the connection between technology and scholarship supported a Community of Practice (CoP) for instructors in a Faculty of Education in Canada. The goal is to reflect on different types of pedagogical practices of CoP members. We discuss the ways in which both social learning and online…