CTL Research

DiPietro, C., Dyjur, P., Fitzpatrick, K., Grant, K., Hoessler, C., Kalu, F., Richards, J., Skene, A., & Wolf, P. (2022) Educational Development Guide Series: No. 4. A Comprehensive Guide to Working with Higher Education Curriculum Development, Review & Renewal Projects. (P. Dyjur & A. Skene, Eds.). Educational Developers Caucus.

Chittle, L., Kustra, E., & Houser, C. (under review). “The entire budgeting system is anti-interdisciplinary”: An examination from faculty member's perceptions of challenges with interdisciplinary curriculum development, The Canadian Journal for the Scholarship of Teaching and Learning.

Coulter, S.E., Coyne. P., Andrews, D. M. (submitted). The Choice is theirs: Students achieve positive outcomes when offered flexibility in course assessment options. Canadian Journal for the Scholarship of Teaching and Learning.

Coyne P. & Woodruff, S. J. (2022). Giving students choice: Does the use of a flexible assessment weighting scheme result in better student grades. International Journal of Teaching and Learning in Higher Education, 33(3), 398-406.

Meadows, K.N., Dawson, D.L., Shaw, L., & Kustra, E. (submitted). Assessing the teaching culture on campus: The development and validation of the institutional teaching culture perception survey-faculty, International Journal for Academic Development.

Ménard, A.D., & Chittle, L., (under review). The Impostor Phenomenon in post-secondary students: A review of the literature, Review of Education.

Ménard, A.D., Chittle, L., Bondy, M., Power, J., Milidrag, L. (under review). ‘I genuinely can't understand why I was selected for the job’: Understanding and predicting the Impostor Phenomenon in university staff and faculty members, Canadian Journal for the Scholarship of Teaching and Learning.

Ménard, A.D., Bondy, M., Jones, M., Desjardins, L., Milidrag, L., Foulon, A., & Chittle, L. (under review). “I wasn’t that good at it but I pretended to be”: Students’ experiences of the Impostor Phenomenon in academic settings, Current Psychology.

Potter, M.K. & Raffoul, J. (in press). Engaged alienation: SoTL, inclusivity, and the problem of integrity. International Journal for the Scholarship of Teaching and Learning.

Raffoul, J., Skene, A., Chittle, L., & Kartolo, A. (2021). ‘Accountable to whom, for what, and through what means’: educational developers in the audit culture, International Journal for Academic Development, DOI: 10.1080/1360144X.2021.2015355

Raffoul, J., Ward, J., Calvez, S., Kartolo, A., Haque, A., Holmes, T., Attas, R., Kechego, J., Kustra, E., & Mooney, J. (2022). Institutional structures and individual stories: Experiences from the front lines of Indigenous educational development in higher education. AlterNative: An International Journal of Indigenous Peoples, 18(1), 163-172.

Raffoul, J., Hoessler, C., Kolomitro, K., Ives, C., Loy, K., & Groen, J. (in press). Mobilizing narratives in educational development: A framework for evaluating, informing, and influencing. Journal on Centres for Teaching and Learning.

Raffoul, J., Potter, M.K., & Andrews, D. (2021). The SoTL body: Identifying and navigating points of entry. International Journal for the Scholarship of Teaching and Learning, 15(1), Article 5.

Santarossa, S., Coyne, P., Woodruff, S. J. (2022). If you can’t beat them, you might as well join them: A case study using Instagram to create an online learning environment. The Journal of Social Media for Learning, 2(1), 3-16. https://doi.org/10.24377/LJMU.jsml.vol2article509  

Shaw, L., MacDougall, H., Goff, L., Ellis, D., Kustra, E., Law, M., & Taylor, L. (submitted). Valuing teaching: Exploring how a university's strategic documents reflect institutional teaching culture, International Journal for Academic Development.

Skene, A., Winer, L., & Kustra, E. (2022). Clouds in the silver lining: Navigating ethical considerations in learning analytics. International Journal for Academic Development. https://doi.org/10.1080/1360144X.2022.2099208.

Roy, D., Kustra, E. & Borin, P. (accepted with revisions). Taking teaching seriously. In S. Baptiste, C. Grisé, S. Sammon & A. de Bie (Eds.). Reflections on Teaching and Learning at McMaster: 50 Years of Stories. McMaster University.

Skene, A. (in press). Peril and promise in ethical use of learning analytics for SoTL.  In L.M. Fedoruk, (Ed.) Ethics and the Scholarship of Teaching and Learning. Springer.

Marval, P. (2022). Rethinking academic poster design. Teach-Learn, Centre for Teaching and Learning, University of Windsor, https://teach-learn.ca/2022/04/13/rethinking-academic-poster-design

Marval, P. (2022). Taking your online presentations to the next level – Part II. Teach-Learn, Centre for Teaching and Learning, University of Windsor, https://teach-learn.ca/2022/03/22/taking-your-online-presentations-to-the-next-level2/

Muir, I., Coyne, P., Ismail, E., & Chittle, L. (2022). Gathering student feedback as a GA/TA. Teach-Learn, Centre for Teaching and Learning, University of Windsor, https://teach-learn.ca/2022/06/27/gathering-student-feedback-as-a-gata/

Skene, A. (2021). A new pandemic? Academic integrity in the CoVid era. Teach-Learn, Centre for Teaching and Learning, University of Windsor, https://teach-learn.ca/2021/10/29/academic-integrity-in-the-covid-era/

Chittle, L., et al. (2021). Teaching Assistant and Graduate Student Advancement (TAGSA), Online Resources, https://docs.google.com/spreadsheets/d/1cRU1--2wQOYTNRAV_C-EPtUsG5aF-8036lbiFrCszyA/edit#gid=2113861401

University of Toronto, University of Windsor (Ismail, E., Kustra, E., Raffoul, J.), Western University, University of Waterloo, Toronto Metropolitan University. (2021-22). Developing Your Teaching Dossier: A Series of Four OER Asychronous Online Modules. Funded by eCampus Ontario, https://openlibrary-repo.ecampusontario.ca/xmlui/handle/123456789/1107

Kechego, J. (2022). Module 5: Indigenous Pedagogies and the Benefits for all Learners in Ontario. Universal Design for Learning (UDL) for Inclusion, Diversity, Equity and Accessibility (IDEA). Pressbooks, https://ecampusontario.pressbooks.pub/universaldesign/part/module-5-indigenous-pedagogies-and-the-benefits-for-all-learners-in-ontario/

Skene, A., Curriculum Services. (2021). University of Windsor. Available at https://uwin365.sharepoint.com/_layouts/15/sharepoint.aspx

Kechego, J. (2022, June). Lift Each Other Up Gathering. Helping academics speak from their hearts, bodies, spirits, and minds. University of Manitoba.

Marval, P. (2022). Challenging Anti-Black Racism by building inclusive classrooms. University of Windsor, Windsor, ON.

Marval, P. (2022). Challenging Anti-Black Racism by building inclusive classrooms. University of Windsor, Windsor, ON.

Marval, P. (2021). Practical strategies and suggestions for the return to campus. University of Windsor, Windsor, ON.

Marval, P. (2021). Reaching ALL your students: Practices to make your content accessible. University of Windsor, Windsor, ON.

Marval, P. (2021). Developing short-term international study abroad opportunities. University of Windsor, Windsor, ON.

Marval, P. (2021). Meaningful integration of Indigenous epistemologies and pedagogies. University of Windsor, Windsor, ON.

Marval, P. (2021). Incorporating diverse sources of Indigenous knowledge. University of Windsor, Windsor, ON.

Marval, P. (2021). Engaging with Indigenous communities. University of Windsor, Windsor, ON.

Marval, P. (2021). Understanding Indigenization. University of Windsor, Windsor, ON.

Chittle, L., Stewart, K., Merheb, J., Innes, L., Houser, C., Noel, T., Barrette-Ng, I. (2021, October). Biological science student and faculty perceptions of the development of graduate attributes: The role of teaching methods and assessment practices. Peer-reviewed poster presentation at the International Society for the Scholarship of Teaching and Learning Conference. (Online conference).

Chittle, L., Barrette-Ng, I., Noel, T., Steward, K., Innes, L., Merheb, J., & Houser, C. (2021, July). How do different teaching methods and assessment practices contribute to the development of graduate attributes? Peer-reviewed poster presentation at the Society for the Advancement of Biology Education Research Conference (Online).

Clare, A., McLeavey, A., Gallagher, M., Cogswell, A., Febria, C., Proctor, C., Kehn, A., Pitcher, T., Tomcsak, T. A., Duffield, F., McKay, M., Chittle, L., Williams, M., Lubrick, M., Brousseau, M., Barrette-Ng, I. (2022, June). myWATERSHED: A sandbox game for connecting and accelerating sustainability stewards of the future. Peer-reviewed poster presentation at the Society for Teaching and Learning in Higher Education, Ottawa, ON.

Gourlay, G., Chittle, L., Chang, S. (2022, February). Identifying gaps and enhancing support for TAs and graduate students: The evolving role of TAGSA in 2020-21. Peer-reviewed showcase video at Educational Developers Caucus Conference. University of Waterloo, ON, Online.

Kechego, J. & Stolarchuk, L. (2022, May). Maada’oonidiwag: Sharing Anishinaabwe pedagogies into a Western open educational resource. Digital poster presentation at the annual conference of the Taylor Institute for Teaching and Learning, University of Calgary, Online.

King, A., Sood, S., Hinch, I., Cavallo-Medved, D., Houser, C., & Chittle, L. (2022, April). Fostering students as partners: A faculty-wide examination of science undergraduate students’ perspectives of pedagogical partnerships. Peer-reviewed oral presentation at the 13th Annual University of Waterloo Teaching and Learning Conference: Fostering Partnerships in Pedagogy. University of Waterloo, ON, Online.

King, A., Sood, S., Hinch, I., Cavallo-Medved, D., Houser, C., & Chittle, L. (2022, March). Fostering science students are partners. Examining undergraduate students’ perspectives of pedagogical partnerships. Peer-reviewed oral presentation at UWill Discover, University of Windsor, ON. 

Muir, I., Coyne, P., & Ismail, E. (2021). An examination of student partnerships within a teaching assistant development program. Poster presentation (online) at Innovations in Education Conference 2021, McMaster University, Hamilton, Ontario.
Muir, I., Coyne, P., & Ismail, E. (2022). Fostering leadership: Reflections from a transformational leadership model. Oral presentation (online) at Graduate Students in Teaching Conference 2022, University of British Columbia, Vancouver, British Columbia.

Raffoul, J., Felten, P., Chick, N., & DiPietro, M. (2022, May). Storytelling and meaning-making: Educational developers in times of crisis. Pre-conference workshop at the International Consortium of Educational Developers Conference, Aarhus, Denmark.

Raffoul, J., Felten, P., DiPietro, M., & Chick, N. (2021, October). Storytelling and meaning-making: Educational developers in times of crisis. Two pre-conference sessions at the annual conference of the Professional and Organizational Development (POD) in Higher Education Conference, Online.

Ripley-McNeil, E. & Kustra, E. (2022, February). A Framework for expanding evaluation and reporting practices of educational development programs: Evidence from an environmental scan of Canadian and international practices. Peer-reviewed presentation at the annual Educational Developers Caucus Conference, University of Waterloo, Online.

Skene, A. (2022). Learning analytics: sustainably solving the 2-sigma problem? Peer-reviewed presentation accepted to the International Consortium of Educational Developers Annual Conference, Aarhus Denmark. (Accepted, but withdrawn).

Wright, M.C., Flaming, A. & Kustra, E. (2022, June). Defining what matters: CTL tools for evaluation and strategic planning. Peer-reviewed presentation at the annualInternational Consortium for Educational Developers (ICED): Sustainable Educational Development, Aarhus, Denmark.

Wuetherick, B., Woolmer, C., Barrette-Ng, I., Maher, P., McSweeney-Flaherty, J., Chittle, L., McCollum, B., Sibbald, K., Tran, L., Carroll, H., McBride, B., Foster, C., Scholz, K., de Bie Das, A., & Ostrowdun, C. (2022, May). Perspectives and experiences of equity in the online domain during the pandemic: A multi-institutional study of Canadian Institutions (Research Oriented). Peer reviewed oral presentation at The Open/Technology in Education, Society, and Scholarship Association Conference (Online Conference). 

Bali, M., Lederer, M., Mogyorody, V., Pillon, K., & Gagnon, C. (2022, March). Accessible spaces and places. Accessibility Awareness Days 2022, University of Windsor, Online.

Bussiere, D., Gray, K., Mihalo, J. & Kustra, E. (2021, November). Returning to teach on campus: Practical strategies for Winter 2022 Odette School of Business.  (hyflex)

Sabourin, B., Gadoury-Sansfaçon, G., Goulay, G., Young, K., Chittle, L., Chang, S. (2022). Rethinking graduate student teaching development: A year (or two) in review. Invited workshop at the Society for Teaching and Learning in Higher Education, Ottawa, ON.

Dixon, J., Fritz, P. & Kustra, E. (2022, February). Chronicle strategic leadership program for Heads. AAU Heads Meeting, Office of the Provost, Online.

Haque, A., Kechego, J., Khan, R., & Molicard-Chartier, P. (2021, November). The times are urgent; let us slow down. Invited panelist for the Council of Ontario Educational Developers, Online.

Kechego, J. (2022, January). Meaningful integration of Indigenous pedagogies. Faculty of Education Annual Vulnerability and Marginalization Conference, University of Windsor.

Kechego, J. (2022, February). Graduate seminar civil and environmental engineering. Faculty of Engineering, University of Windsor.

Kechego, J. (2022, March). Land acknowledgement guidance session, Centre for English Language Development, University of Windsor.

Kechego, J. (2022, March). Indigenous perspectives regarding mental wellness, Clinical Interviewing. Department of Psychology, University of Windsor.

Kechego, J. (2022, March). What does it mean to Indigenize the University of Windsor? Equity, Diversity, Inclusion and Decolonization Week, University of Windsor.

Kechego, J. & Major, R. (2022, March). Engaging Indigenous communities and people: In a good way. Board of Governors Retreat, University of Windsor.

Kechego, J. & Jacobs, B. (2022, June). Session with Honorable Michaëlle Jean. University of Windsor.

Kechego, J. (2021, December). Understanding Indigenization. Employment, Engagement and Development, Human Resources, University of Windsor.

Kechego, J. (2021, November). Indigenous wellness framework. Faculty of Nursing, University of Windsor.

Kechego, J., Falzetti, A., & Major, R. (2021, November). Working with Indigenous scholars and communities. Office of Research and Innovation Services, University of Windsor.

Kechego, J. (2021, August). Indigenous peoples’ experiences with mainstream medicine and providing culturally safe care. University of Windsor Student Medical Response Service, University of Windsor.

Kustra, E. & Ciampa, M. (2022, March). Aspire World Cafe Consultations: Volunteer Training, Aspire Strategic Planning, Office of the President.

Kustra, E. (2021, November). Assessment: Balancing student and instructor workload winter term. Associate Deans Council, University of Windsor, Online.

Mogyorody, V. (2022, March). Council of Ontario Universities (COU) Task Force on University Space Transformation, Invited Participant, Online.

Sibaei, Z., Hailemariam, D., Mcfarlane, E., Merza, H.  (2021, December). UWindsor Wizard: An Enchanted Support Tool, MiBUG, Online.

Skene, A., Winer, L. & Kustra, E. (2022, May).  Ethical considerations for educational developers working with learning analytics. Learning Analytics Community Special Interest Group, POD Network, Online.

Barrette-Ng, I., Noel, T., Tamara, K., Beaulieu, E., Wilson, P., Clare, A., Williams, M., Hinić-Frlog, S., Smith, J., Chittle, L., & Heath, D. (2021). Digital content – OpenGenLab: Open-source Genetics Laboratory Simulations, eCampus Ontario Virtual Learning Strategy Grant. $85,782.

Barrette-Ng, I., Proctor, C., Febria, C., Clare, A., Jacobs, C., Beckford, C., Kelly, T., McKay, M., Pitcher, T., Williams, M., & Chittle, L. (2021). myWATERSHED: A sandbox game for connecting and accelerating sustainability stewards of the future. eCampus Ontario Virtual Learning Strategy Grant, $85,068.

Ménard, A.M., Freeman, L., Luctkar-Flude, M., Ralph, J., Soucie, K., Yerman, J., McEwen, A., Rickeard, D., Baker, N., & Kustra, E. (2022-2024). Improving psychological preparedness of Canadian nurses working during healthcare crises: Simulated training to improve resiliency of nursing groups (STRONG). Canadian Institutes of Health Research (CIHR): Addressing the Wider Health Impacts of COVID-19 2021-11-08. $405,990.

Schmuckler, M., Kasprzak, M., & D’Amico, C., University of Toronto, with Ryerson University, Western University, University of Waterloo, & University of Windsor. (2021). Developing your teaching dossier: A series of four OER asynchronous online modules. eCampus Ontario Virtual Learning Strategy Grant. $40,000.

Squires, V., Hendricks, C., Stewart, J., Calvez, S., Turner, N., & Kustra E. with collaborators, Lew, J., Perreault, A., Kechego, J., & Raffoul, J. (2022-2024). Using relational systems thinking to explore and advance Indigenization of teaching and learning at three Canadian higher education institutions. Social Sciences and Humanities Research Council of Canada Partnership Development Grant. $198,526.

University of Windsor (PI: Baker, N., and CTL Contributors: Kechego, J., Kustra, E., Potter, M.K.), Mohawk College, University of Ottawa, University of Waterloo, Brock University, Ontario Tech University, Nipissing University, St. Clair College, University of Guelph, Centennial College. (2021). Universal design for learning (UDL): An online post-secondary educator micro-credential for inclusion, diversity, equity and accessibility (IDEA), eCampus Ontario Virtual Learning Strategy Grant, $200,000.