Re-envisioning land-based pedagogies as a transformative third space: perspectives from university academics,students, and Indigenous knowledge holders from Manitoba,Canada

ABSTRACT

This research project examines experiences at the University of Winnipeg in facilitating land-based pedagogical (LBP) courses to ascertain the potential of land-based learning in strengthening students’ connection with Indigenous ways of knowing in Manitoba. The overarching aim of the research was to create empirical support for building bridges among the pedagogical approaches of land-based learning, two-eyed seeing, and transformative learning as a strategy for promoting transformative third space through land-based education programs. Transformative third space is utilized to conceptualize the process of weaving together Indigenous knowledges and academic knowledge to encourage intercultural dialogue and perceptual shifts in students’ understanding of Indigenous ways of knowing.     

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A multi-dimensional transfer function approach to photo-acoustic signal analysis

Photo-acoustic signal generation has shown potential for medical tomography. This paper aims to present a consistent and unified approach to the mathematical modelling of the photo-acoustic problem, using a transfer function approach. A generalized version of the Fourier slice theorem is presented and proved. Reconstruction algorithms can be developed based on specific cases of this general theorem. Closed-form solutions to special cases are given in Cartesian, cylindrical and spherical polar coordinates. These can be used to simulate the forward problem and as test cases for any reconstruction algorithms.     

Search Engines as Substitutes for Traditional Information Sources? An Investigation of Media Choice

We develop a two-phased survey design—based on the uses and gratifications approach and the theory of planned behavior—to analyze competitive relations between search engines and traditional information sources. We apply the survey design in a large-scale empirical study with 14-to 66-year-old Internet users (mean age 32) to find out whether complementary or substitutional dependencies predominate between search engines and three traditional information sources—paper-based encyclopedias and yellow pages and telephone-based directory assistance. We find that search engines, compared to the traditional alternatives, are gratifying a wider spread of users' needs. Although yellow pages and directory assistance are potentially substitutable, encyclopedias serve those needs that search engines cannot (yet) fulfill. The traditional media companies face increased competition, but do not necessarily have to be in an inferior competitive position.     

Anatomy Students That are “Team-Taught” May Achieve Better Results Than Those That are “Sole-Taught”

Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials.     

The Research Encounter: An Innovative Course Inclusion that Facilitates Student Engagement

The learning and engagement activity we describe was designed to demystify the research culture of the Health Faculty for first year students, and there are implications for practice in other fields. It is founded on the idea of research-based learning, which in its pure form is a respected pedagogical approach but problematic for large cohort (>500) first year students. As an assessment item, students were placed in small groups and were matched with faculty research staff and/or a research area to investigate. The students were surveyed before and after the research encounter; and results show that, among other findings, student engagement with peers and with the faculty were distinct positive outcomes.     

High school teachers' perceptions of cyberbullying prevention and intervention strategies

Recent meta‐analyses indicate that bully prevention programs produce minimal change in student behavior. This study examined 66 high school teachers' perceptions regarding the effect of cyberbullying on students, which intervening strategies teachers would use when dealing with cyberbullying, and which prevention strategies would assist in preventing cyberbullying. Almost one fourth of teachers indicated cyberbullying does not have long‐lasting negative effects and that cyberbullying “prepares students for life.” Fewer than half of teachers favored implementing a formal cyberbully prevention program. Teachers perceived the following strategies as most helpful in addressing cyberbullying: increasing parental involvement, warning students about consequences for cyberbullying, and increasing consequences for cyberbullying. School administrators should consider teachers' perceptions before implementing prevention programs that target cyberbullying. Additionally, strategies should consider fostering greater teacher buy‐in, thus improving intervention fidelity and creating a unified effort focused on decreasing student cyberbullying. © 2012 Wiley Periodicals, Inc.     

A Comparison of Physical Self-Perception Profile Questionnaire Formats: Structured Alternative and Ordered Response Scale Formats

This study assessed the performance of the original version of the Physical Self-Perception Profile (PSPP; Fox & Corbin, 1989 Fox, K. R. and Corbin, C. B. 1989. The Physical Self-Perception Profile: Development and preliminary validation. Journal of Sport and Exercise Psychology, 11: 408–430. [Crossref], [Web of Science ®] , [Google Scholar]) as compared to a revised version. University students (N?=?259) participated in the study, each answering and comparing the clarity of the original and a revised PSPP. While participants found the revised version to be significantly clearer, it performed similarly to the original in select analyses of internal consistency and construct validity. The original structured alternative format did not have lower levels of socially desirable responding, as compared to the Likert-type ordered response scale format of the revised PSPP. Because the revised version was deemed clearer, performed similarly to the original on select psychometric analyses, and did not have any data loss, there is merit in further examining additional validity and reliability evidence for the revised PSPP.     

Exploring sport brand double jeopardy: The link between team market share and attitudinal loyalty

Marketers are charged with the responsibility of attracting consumers and encouraging loyalty for their brands. Double jeopardy, a marketing law observed across numerous product and service settings, contends that loyalty is largely influenced by a brand's market share. There have been suggestions that sport may be one of the few areas immune to such effects, providing researchers with an opportunity to test how sport brand loyalty may be impacted by market share. The current research capitalises on this opportunity by assessing the effects of market share on attitudinal loyalty reported by a sample of 794 Australian sport fans. ANOVA tests revealed that fans of high market share brands displayed higher levels of attitudinal loyalty towards their favourite teams in comparison to small market share team fans. Further tests revealed that differences existed in terms of the brand association perceptions held by high and small market share team fans, and how these contributed to predicting attitudinal loyalty. Consequently, sport marketers should be cognisant of double jeopardy effects when evaluating sport brands and formulating marketing strategies, though future research is needed to determine the full applicability of double jeopardy within the sport context.     

Biology Education Research: Lessons and Future Directions

This feature draws on a 2012 National Research Council report to highlight some of the insights that discipline-based education research in general—and biology education research in particular—have provided into the challenges of undergraduate science education. It identifies strategies for overcoming those challenges and future directions for biology education research.Biologists have long been concerned about the quality of undergraduate biology education. Indeed, some biology education journals, such as the American Biology Teacher, have been in existence since the 1930s. Early contributors to these journals addressed broad questions about science learning, such as whether collaborative or individual learning was more effective and the value of conceptualization over memorization. Over time, however, biology faculty members have begun to study increasingly sophisticated questions about teaching and learning in the discipline. These scholars, often called biology education researchers, are part of a growing field of inquiry called discipline-based education research (DBER).DBER investigates both fundamental and applied aspects of teaching and learning in a given discipline; our emphasis here is on several science disciplines and engineering. The distinguishing feature of DBER is deep disciplinary knowledge of what constitutes expertise and expert-like understanding in a discipline. This knowledge has the potential to guide research focused on the most important concepts in a discipline and offers a framework for interpreting findings about students’ learning and understanding in that discipline. While DBER investigates teaching and learning in a given discipline, it is informed by and complementary to general research on human learning and cognition and can build on findings from K–12 science education research.DBER is emerging as a field of inquiry from programs of research that have developed somewhat independently in various disciplines in the sciences and engineering. Although biology education research (BER) has emerged more recently than similar efforts in physics, chemistry, or engineering education research, it is making contributions to the understanding of how students learn and gain expertise in biology. These contributions, together with those that DBER has made in physics and astronomy, chemistry, engineering, and the geosciences, are the focus of a 2012 report by the National Research Council (NRC, 2012 ).1 For biologists who are interested in education research, the report is a useful reference, because it offers the first comprehensive synthesis of the emerging body of BER and highlights the ways in which BER findings are similar to those in other disciplines. In this essay, we draw on the NRC report to highlight some of the insights that DBER in general and BER in particular have provided into effective instructional practices and undergraduate learning, and to point to some directions for the future. The views in this essay are ours as editors of the report and do not represent the official views of the Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research; the NRC; or the National Science Foundation (NSF).