Vol. 21 (2017)

• Introductioon

  i-ii

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Articles

• Reading Quizzes for Upper Year Seminars

  Louise Wasylkiw

  1-6

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• Best Practices for Online Learning

  Andrew Carrothers

  7-21

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• Online Quizzes, Metacognition, and the Testing Effect: An Optimistic, Cautionary Tale

  Jennifer Tomes

  22-32

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• Small Optimizations: Five Simple Tweaks to Maximize Student Engagement in Online Courses

  Emily Ballantyne

  33-42

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• Ask the Right Questions: The Key to Creating Connections and Fostering Student Engagement in Class

  Shana McGuire

  43-52

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• Preparing Our Students for Meaningful Laboratory Experiences

  Kelly Resmer

  53-59

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• Multiple-Choice Tests Can Support Deep Learning!

  Leigh-Ann MacFarlane, Genviève Boulet

  61-66

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• Listening for Reconciliation and Beyond

  Adrian Downey

  67-72

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• Little Things Mean a Lot: Twelve Experiential Learning Activities in an Open Course in Positive Psychology

  Peter MacIntyre

  73-82

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• Experiential Learning in Environmental Studies

  H Carolyn Peach Brown

  83-89

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• Using Archives in Undergraduate Courses in the Humanities and Social Sciences

  Jane Arnold, Andy Parnaby, Heather Sparling

  91-98

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• Implementing Culturally Sensitive Pedagogies

  Barbara Hamilton-Hinch, Mary Jane Harkins, Diana Seselja

  99-114

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• Faculty Mentoring and Pedagogical Partnerships: Perspectives from a Teaching and Research Collaboration on Reminiscence Work in Nova Scotia Museums

  Katie Aubrecht, Janice Keefe, Lisa Bower, Marco Redden

  115-121

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• The role of faculty in first-year students‘ orientations and anticipated continuance

  Tess Laidlaw, Alexandra French

  123-135

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• Doing Research in a Mathematics Education Course: One Experience, Two Points of View

  Manon LeBlanc, Caitlin Furlong, Joshua Bard, Geneviève Aubut

  137-143

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