CTL Research

Chittle, L., Coyne, P., King, A., Sood, S., Houser, C., Cavallo-Medved, D. (in press). But do they agree? Examining differences in science faculty and student perceptions of the presence of student partnership values. International Journal for Students as Partners.

Chittle, L., King, A., Sood, S., Hinch, I., Houser, C., Cavallo-Medved, D. (submitted). Fostering students as partners: A faculty-wide examination of science undergraduate and graduate students’ perspectives of pedagogical partnerships. The Canadian Journal for the Scholarship of Teaching and Learning.

Chittle, L., Kustra, E., & Houser, C., (in press). A qualitative examination of science faculty members perceptions of interdisciplinary curriculum development and refinement. The Canadian Journal for the Scholarship of Teaching and Learning.

McSweeney, J., Scholz, K., Ostrowdun, C., Tran, L., Woolmer, C., Chittle, L., Barrette-Ng, I., & Carroll, H. (submitted). The impact of COVID-19 on equitable approaches to teaching and learning across Canadian higher education institutions: An exploration of student and instructor experiences across four institutions. Canadian Journal of Higher Education.

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, D., Bondy, M., Jones, M., Desjardins, L., Milidrag, L. Foulon, A., & Chittle, L. (accepted). “I wasn’t that good at it but I pretended to be”: Students’ experiences of the Impostor Phenomenon in academic settings. Alberta Journal of Education Research.

Ménard, A. D., & Chittle, L., (2023). The impostor phenomenon in post-secondary students: A review of the literature. Review of Education, 11(2), 1-32.

Ménard, D., Chittle, L., Power, J., Bondy, M., & Milidrag, L. (revised and resubmitted). ‘I genuinely can't understand why I was selected for the job’: The impostor phenomenon in university staff and faculty members. Transformative Dialogues: Teaching and Learning Journal.

Ménard, D., Chittle, L., & Bondy, M. (submitted). Understanding group differences and predicting the impostor phenomenon among university staff and faculty. Transformative Dialogues: Teaching and Learning Journal.

Ménard, A., Pitre, A., Milidrag, L., & Chittle, L. (submitted). I thrive in this environment: Students' descriptions of belonging experiences in post-secondary settings. Learning Environments Research.

Potter, M.K. & Raffoul, J. (2023). Engaged alienation: SoTL, inclusivity, and the problem of integrity, International Journal for the Scholarship of Teaching and Learning, 17(1), 1-6.

Raffoul, J., Loy, K., Hoessler, C., Kolomitro, K., Ives, C., & Groen, J. (2023). Using narratives to communicate value in educational development. Journal on Centres for Teaching and Learning, 14, 90-105.

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.

Shaw, L., MacDougall, H., Goff, L., Ellis, D., Kustra, E., Law, M., & Taylor, L. (2023). Valuing teaching: Exploring how a university's strategic documents reflect institutional teaching culture. International Journal for Academic Development. DOI: 10.1080/1360144X.2023.2200761

Ostrowdun, C., Scholz, K., Chittle, L., Tran, L., Woolmer, C., McSweeney, J., Barrette-Ng, I., Carroll, H., McCollum, B., Aizenobie, A., Sibbald, K; Rowland, C., McBride, B., Foster, C., Pryke, D., Maher, P., de Bie, A., & Wuetherick, B. (accepted). Supporting equity in online learning during COVID-19. In Online learning, open education and equity in the age of COVID. Athabasca University Press.

Roy, D., Kustra, E., & Borin, P. (2022). Taking teaching seriously. In S. Baptiste, C. Grisé, S. Sammon & A. de Bie. Where learning deeply matters: Reflections on the past, present, and future of teaching at McMaster University, Chapter 4, pp. 1-17. McMaster University.

Skene, A. (2022). 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.

Galka, A. (2022). Transitioning back to the face-to-face classroom. Teach-Learn, Centre for Teaching and Learning. University of Windsor, https://teach-learn.ca/2022/08/31/transitioning-back-to-the-classroom/

Kechego, J. (2022). Conversations with Milly: Apologies and reparations. Teach-Learn, Centre for Teaching and Learning. University of Windsor, https://teach-learn.ca/2022/09/28/conversations-with-milly-reparations/

Marval, P. (2022). Centre for Teaching and Learning Newsletter. Centre for Teaching and Learning, University of Windsor. 

Marval, P. (2023). Faculty Spotlight: Arezoo Emadi. Teach-Learn, Centre for Teaching and Learning. University of Windsor, https://teach-learn.ca/2023/06/26/faculty-spotlight-arezoo-emadi/

Marval, P. (2023). Faculty Spotlight: Nick Hector. Teach-Learn, Centre for Teaching and Learning. University of Windsor, https://teach-learn.ca/2023/06/01/faculty-spotlight-nick-hector/

Brightspace Help & Resources. (2022-23). Centre for Teaching and Learning, University of Windsor, https://www.uwindsor.ca/brightspace/

Kechego, J. & Stolarchuk, L. (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/

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

Galka, A. (2023). Transferring grades using Gradeflow. University of Windsor, Windsor, ON.
https://uwindsor.yuja.com/V/Video?v=831106&node=4074116&a=103793371&autoplay=1

Galka, A. & Au-Yeung, T. (2023). UWindsor’s lightning speed transition to Brightspace: Success and lessons. https://teach-learn.ca/2023/06/23/uwindsors-transition-to-brightspace/

Ahn, H., Nazemi, H., Ismail, E., Chittle, L., Van Heyst, B. (2023, June). Graduate teaching and learning fellowships: Developing educational leaders in Engineering through student partnership. Poster presentation at the Canadian Engineering Education Association Conference, Kelowna, BC. 

Chittle, L., Hinch, I., Patel, M., King, A., Sood, S., Houser, C., & Cavallo-Medved, D. (2023, June). Graduate student- faculty partnerships: An investigation of science students’ perspectives of the benefits and challenges. Peer-reviewed presentation at annual conference of the Society for Teaching and Learning in Higher Education, Charlottetown, PEI.

Georgieva, K. N., Andrews, D.M., & Chittle, L. (2023, June). Examining kinesiology students’ perceptions of their learning gains across their degree program. Peer-reviewed presentation at annual conference of the Society for Teaching and Learning in Higher Education, Charlottetown, PEI.

Ismail, E., Coyne, P., Fetter, S., & Chittle, L. (2023, June). Building graduate students as educational leaders: A distributed approach to a teaching assistant development program. Peer-reviewed presentation at annual conference of the Society for Teaching and Learning in Higher Education, Charlottetown, PEI.

Kechego, J. & Stolarchuk, L. (2022, November). Maada’oonidiwag: Sharing Anishnaabe pedagogies into a Western OER. Presentation at the annual EDUCAUSE conference, Online.

Kustra, E., Dawson, D.L., Goff, L, Law, M. & Wolf, P. (2023, May). Tools for advancing university teaching culture. Presentation at the Canadian Society for the Study of Higher Education (CSSHE), Toronto, ON.

Major, R., Kechego, J., Stirbys, C., & Waboose, V. (2023, May). Indigenous faculty, staff, and student presentations on research, scholarship, and methodology. Panel presentation, Indigenous Research and Scholarship Forum, University of Windsor, Windsor, ON.

Raffoul, J., Skene, A., & Andrews, D. (2022, November).  Down the rabbit hole: A case for the re-imagination of SoTL. Peer-reviewed presentation at the annual conference of the International Society for the Scholarship of Teaching and Learning, Kelowna, BC.

Raffoul, J., Attas, R., Kechego, J., Calvez, S., Kustra, E., Holmes, T. & Kartolo, A. (2022, November). Stories of humility, healing, and hope: Reclaiming SoTL as an inclusive space for educational justice. Peer-reviewed presentation at the annual conference of the International Society for the Scholarship of Teaching and Learning, Kelowna, BC. 

Stolarchuk, L. & Kechego, J. (2023, June). Maada’oonidiwag: Sharing Anishnaabe pedagogies into a Western OER. Poster presentation at annual conference of the Society for Teaching and Learning in Higher Education, Charlottetown, PEI.

Au-Yeung, T, Galka, A., & Stolarchuk, L. (2022). Introducing Brightspace. Department of Political Science, University of Windsor, Windsor, ON.

Au Yeung, T. & Kustra, E. (2022). Introducing Brightspace. Faculty of Law, University of Windsor, Windsor, ON.

Chang, S., Chittle, L., Ismail, E., Wright, M., Gourlay, G., & Nombro,E. (2023, June). Graduate students and teaching assistants and the scholarship of teaching & learning (SoTL): An introduction to pathways into SoTL. Invited presentation at the annual conference of the Society for Teaching and Learning in Higher Education, Charlottetown, PEI.

Gagnon, C., & Kustra, E. (2023, March). Tips for accessible in-person and online presentations. Accessibility Awareness Days, Office of Human Rights, Equity and Accessibility. University of Windsor, Online.

Gagnon, C., Kustra, E. & Baker, N. (2023, May). AODA postsecondary education standard recommendations. Senate Information Session. University of Windsor, Online.

Galka, A. (2022). Introducing Brightspace. Department of Philosophy, University of Windsor, Windsor, ON.

Galka, A. (2022). Introducing Brightspace. School of the Environment, University of Windsor, Windsor, ON.

Galka, A. (2022). Introducing Brightspace. Department of Kinesiology, University of Windsor, Windsor, ON.

Galka, A. (2022). Introducing Brightspace. Department of Communication, Media and Film, University of Windsor, Windsor, ON.

Galka, A. (2022). Introducing Brightspace. Department of Mechanical, Automotive and Materials Engineering, University of Windsor, Windsor, ON.

Galka, A. (2022). Introducing Brightspace. Department of Economics, University of Windsor, Windsor, ON.

Galka, A. (2022). Introducing Brightspace. Department of Sociology, Anthropology and Criminology, University of Windsor, Windsor, ON.

Galka, A. (2022). Introducing Brightspace. Department of Mathematics and Statistics, University of Windsor, Windsor, ON.

Galka, A. (2022). Introducing Brightspace. School of Creative Arts, University of Windsor, Windsor, ON.

Galka, A. (2022). Introducing Brightspace. School of Computer Science, University of Windsor, Online.

Galka, A. (2022). Introducing Brightspace. Department of Civil and Environmental Engineering, University of Windsor, Windsor, ON.

Galka, A. (2022). Introducing Brightspace. Department of Physics, University of Windsor, Windsor, ON.

Galka, A. (2022). Introducing Brightspace. Finance and Administrative Managers, University of Windsor, Online.

Galka, A. & Au-Yeung, T. (2022). Introducing Brightspace. Faculty of Education, University of Windsor, Windsor, ON.

Galka, A. & Au-Yeung, T. (2022). Introducing Brightspace. Faculty of Nursing, University of Windsor, Windsor, ON.

Galka, A., Au Yeung, T., & Kustra, E., (2022). Introducing Brightspace. Faculty of Science, University of Windsor, Windsor, ON.

Galka, A., & Kustra, E. (2022). Introducing Brightspace. University of Windsor Senate, Windsor, ON.

Galka, A. & Kustra, E. (2022). Introducing Brightspace. Department of Psychology, University of Windsor, Windsor, ON.

Galka, A. & Kustra, E., (2022). Introducing Brightspace. Department of Biomedical Sciences, University of Windsor, Windsor, ON.

Kechego, J. (2023, March). Indigenization Panel, Odette Business Forum, University of Windsor, Windsor, ON.

Kechego, J. (2023, June). Panel presentation, Building Reconciliation Forum, Western University, London, ON.

Kechego, J. (2023, June). Exploring the Three Fires Territory: An introduction to Anishinaabe and Haudenosaunee Peoples. Presentation for the Women’s Enterprise Skills Training Group, Windsor, ON.

Kechego, J. (2023, May). Land acknowledgements. Presentation for the Student Success and Leadership Centre, University of Windsor, Windsor, ON.

Kechego, J.(2022, August). Kairos Blanket Exercise, Indigenous Legal Orders.

Kechego, J.(2022, November). Tips for writing a meaningful land acknowledgement. Employee Experience, University of Windsor, Windsor, ON.

Kechego, J. (2022, November). What is Indigenous science? Guest lecture in SCIE 4000, University of Windsor, Windsor, ON.

Kechego, J. (2022, November). The Indigenization of the social work practice. Guest lecture in SWRK 4100, School of Social Work, University of Windsor, Windsor, ON.

Kechego, J. (2022, October). Pulling together: A guide for teachers and instructors. Guest lecture in SWRK 8570, School of Social Work, University of Windsor, Windsor, ON.

Kechego, J.& Leung, V. (2023). Land acknowledgements: How to create a respectful statement, Canadian Association of Law Libraries.

Kechego, J. & Pasquach, K. (2023, June). Kairos Blanket Exercise, Centre for Teaching and Learning, University of Windsor, Windsor, ON.

Kustra, E. (2022). Introducing Brightspace. Provost’s Council, University of Windsor, Windsor, ON.

Kustra E. (2022).  Introducing Brightspace. Department of Electrical and Computer Engineering, University of Windsor, Online.   

Kustra, E. (2023, June). How has teaching changed since COVID? Council on University Planning and Analysis (CUPA). University of Windsor, Online.

Kustra, E. (2023, March). Course design. Teaching linguistically and culturally diverse international students, EDUC 8901-01. University of Windsor, Windsor, ON.

Kustra, E., Baker, N. & Gagnon, C. (2023, March). AODA Postsecondary Education Standard recommendations. President's Committee on Diversity and Inclusion (PCDI). University of Windsor, Online.

Nombro,E., Ismail, E., Chang, S., Gourlay, G., & Chittle, L. (2023, March). SoTL Canada Roadshow Webinar: SoTL for Students, SoTL Canada, Online.

Raffoul, J. (2022, November). Teaching dossiers/writing a teaching philosophy, Guest lecture in VSAR 8596/98 2022, School of Creative Arts, University of Windsor, Online.

Skene, A. & Chittle, L. (2023, February). Introduction to curriculum mapping. Invited workshop for the Department of Languages, Literatures and Cultures, University of Windsor, Online.

Jackson, D., Tam, E., Cristoffaini, F. & Kustra, E. (2023, May). Report of the SET Task Force. Senate Information Session. University of Windsor, Online.

Ralph, J., Kustra, E., Cruz, E., Bornais, J. (2023, March). PhD milestones: Preparing a teaching dossier. Nursing Graduate Program. University of Windsor, Online.

Tam, E., & Kustra, E. (2023, March). Aspire Strategic Plan. Senate, University of Windsor, Windosr, ON.

Tam, E., Will, C. & Kustra, E. (2022, September). Teaching dossiers: Renewal, Tenure and Promotion (RTP) Process for Deans and Heads, University of Windsor, Windsor, ON.

Kustra, E. (2022-23). Institutional teaching culture perception surveys (ITCPS) knowledge mobilization. Social Sciences and Humanities Research Council(SSHRC) Exchange Grant for Knowledge Mobilization, University of Windsor. $1000.

Kustra, E., Law, M. & Shaw, L. (2023-24). Advancing teaching culture: Scoping review and partnership development. Research Grants for Women, University of Windsor. $4816.

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.

Samson, P., Kustra, E., Kondrashov, O., McConnell, S., Damianakis, T., (Co-Investigators), Mann-Johnson,J., Hrncic-Lipovic, K., (Collaborators)., (2023-2025). Critical thinking and transformative learning: Field instructors supporting students' transitions into the practice context. SSHRC Insight Development Grant. $74,130.

Squires, V., Hendricks, C., Stewart, J., Calvez, S., Turner, N., & Kustra E. with collaborators, Lew, J., Perreault, A., Kechego, J., & Raffoul, J. (2022-24). Using relational systems thinking to explore and advance Indigenization of teaching and learning at three Canadian higher education institutions. SSHRC Partnership Development Grant. $198,526.