CTL Research

Beltrano, N.R. (2023). Call and response: Inquiry-based learning as a critical pedagogy in the scholarship of teaching and learning to promote transformation and transformational leadership. Imagining SoTL, 46-61.

Carter, I., Wright, R., Beltrano, N.R., Wade, C., & Hartleib, M. (2023). Highlighting the need for creating online pedagogy in meeting the needs of social work students through twelve-week integration seminars. Professional Development: The International Journal of Continuing Social Work Education, 26(2), 1-10.

Chittle, L., Coyne, P., King, A., Sood, S., Houser, C., & Cavallo-Medved, D. (2023). But do they agree? Examining differences in science faculty and student perceptions of student partnership values. International Journal for Students as Partners, 7(2), 28-47.

Chittle, L., King, A., Sood, S., Hinch, I., Houser, C., & Cavallo-Medved, D. (in press). 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. (2023). A qualitative examination of science faculty members’ perceptions of interdisciplinary curriculum development and refinement. The Canadian Journal for the Scholarship of Teaching and Learning, 14(2).

Chittle, L., Laios, E., King, A., Hinch., I., Sood, S., Sorge, A., Milidrag, L., Houser, C., & Cavallo-Medved, D. (in press). A mixed-method investigation of faculty perspectives on the benefits and challenges of engaging in student partnership activities in science. International Journal for Students as Partners.

Chittle, L. & Raffoul, J. (under review). “A perspective worth hearing”: Exploring the impact of engaging students as educational developers. International Journal of Academic Development.

McSweeney, J., Scholz, K., Ostrowdun, C., Tran, L., Woolmer, C., Chittle, L., Barrette-Ng, I., & Carroll, H. (in progress). 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.

Ménard, D., Bondy, M., Jones, M., Desjardins, L., Milidrag, L. Foulon, A., Chittle, L. (2023). “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, 69(3), 363-383.

Ménard, D., Chittle, L., Bondy, M., Power, J., & Milidrag, L. (2023). “I genuinely can't understand why I was selected for the job”: Descriptions of the impostor phenomenon in university staff and professors. Transformative Dialogues: Teaching and Learning Journal, 16(1).

Ménard, D., Pare, M., Chittle, L., Jaffri, S., & Houser, C. (submitted). Barriers to and facilitators of persistence beliefs and behaviours in Canadian science students. McGill Journal of Education.

Ménard, D., Chittle, L., & Bondy, M. (under review). 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. (2024). 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., Skene, A., & Andrews, D. (in progress). A case for the re-imagination of SoTL. Teaching and Learning Inquiry.

Skene, A. (submitted). Knowing Robert: Critical reflections on deep vs. surface learning. Higher Education.

Beltrano, N.R. (in progress). Implementing inquiry-based learning: Lessons learned under uncertainty. In B. Archer-Kuhn & S. MacKinnon (Eds), Love it or hate it: IBL in graduate social work education. Cambridge Scholars Publishing.

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. (in progress). Supporting equity in online learning during COVID-19, Online learning, open education and equity in the age of COVID, Athabasca University Press.

Beltrano, N.R. (2024). Learning from the Teach-In: From the margins to creating space for mental illness in higher education. Teach & Learn, Centre for Teaching and Learning, University of Windsor, https://teach-learn.ca/2024/03/26/learning-from-the-teach-in/

Chittle, L., Ismail, E., Fetter, S., Miklas, E., Ouellette, J., & Varga, E. (2024). Graduate assistant and teaching assistant handbook. Centre for Teaching and Learning, University of Windsor. Pressbook. Retrieved from https://ecampusontario.pressbooks.pub/uwindsorgata/

Kechego, J. (2024). Waawiiatanong forever. Teach & Learn, Centre for Teaching and Learning, University of Windsor, https://teach-learn.ca/2024/03/28/1310/

Marval, P. (2024). Faculty Spotlight: Andrew Allen. Teach & Learn, Centre for Teaching and Learning, University of Windsor, https://teach-learn.ca/2024/03/26/faculty-spotlight-andrew-allen/

Marval, P. (2024). Faculty Spotlight: Beverly Jacobs. Teach & Learn. https://teach-learn.ca/2024/ 06/03/faculty-spotlight-beverly-jacobs/

Marval, P. (2023). Faculty Spotlight: Dave Bussière. Teach & Learn, Centre for Teaching and Learning, University of Windsor, https://teach-learn.ca/2023/09/27/faculty-spotlight-dave-bussiere/

Marval, P. (2024). Faculty Spotlight: Drew Marquardt. Teach & Learn, Centre for Teaching and Learning, University of Windsor, https://teach-learn.ca/2024/01/25/faculty-spotlight-drew-marquardt/

Marval, P. (2023). Faculty Spotlight: Frances Cachon. Teach & Learn, Centre for Teaching and Learning, University of Windsor, https://teach-learn.ca/2023/11/30/faculty-spotlight-frances-cachon/

Beltrano, N.R. (2024). Inquiry-based learning resources. Teaching and Learning Resources, Centre for Teaching and Learning, University of Windsor, https://www.uwindsor.ca/ctl/634/inquiry-based-learning

Beltrano, N.R. (2024). Positionality and inclusive statements. Teaching and Learning Resources, Centre for Teaching and Learning, University of Windsor, https://www.uwindsor.ca/ctl/637/ positionality-and-inclusivity-statements

Beltrano, N.R. (2024). Anti-black racism and anti-racism resources. Teaching and Learning Resources, Centre for Teaching and Learning, University of Windsor, https://www.uwindsor.ca/ctl/628/ anti-racism-anti-oppression-resources

TAGSA [Teaching Assistant and Graduate Student Advancement] Quick Guide. (2024). Leveraging your office hours to foster student success. Developed by members of TAGSA, the special interest group of the Society of Teaching and Learning in Higher Education, with contributions from Chittle, L. & Ismail, E. Retrieved from https://drive.google.com/file/d/1F9pYLsuGqyCoqCge-Ow63bNWTh1WiQlh/view

TAGSA Quick Guide. (2024). Conflict management. Developed by members of TAGSA, the special interest group of the Society of Teaching and Learning in Higher Education, with contributions from Chittle, L. & Ismail, E. Retrieved from https://drive.google.com/file/d/ 1sOeOmMkqUwQ_RSN04bEakIiDh1_BQkwx/view

Cruz, L. & Marval, P. (2023). Classroom mapping. https://teach-learn.ca/2023/10/23/classroom-mapping/

Marval, P. & Chittle, L. (2024). Jess Dixon NASSM Award. University of Windsor, Windsor, ON.

Adas, R., Myer, J., Park, M., & Beltrano, N. (2024, April). Transformative dialogue: Embracing bell hooks’ teaching to transgress. Presentation at the Conference on Post-Secondary Teaching, University of Calgary, Online.

Au-Yeung, T. & Galka, A. (2023, July). Success lessons: UWindsor’s lightning speed transition to D2L Brightspace. Pre-recorded presentation at the D2L Fusion Conference, Online.

Barzegar, A., Jalali, M., &Van Heyst, B., & Chittle, L. (2024). A year in review: Supporting engineering teaching assistant professional development through a graduate teaching and learning fellowship program. Poster presentation at the Canadian Engineering Education Association Conference, Calgary, AB.

Beltrano, N., Johnson, K., Potter, M.K., Skene, A., Kechego, J., & O’Neil, A. (2024, June). Developing a framework towards decolonization in higher education: Anti-racism & inclusivity in teaching and learning. Peer-reviewed presentation at the annual conference of the Society for Teaching and Learning in Higher Education, Niagara Falls, ON.

Beltrano, N. (2024, April). A journey towards courageous teaching through inquiry-based learning: A novice’s experience. Peer-reviewed presentation at the Conference on Post-Secondary Teaching, University of Calgary, Online.

Beltrano, N. (2023, December). Inspiring of maintaining the status quo? Novice teachers and curriculum developers attempt to transgress. Paper presentation at the Innovations in Education Conference, Hamilton, ON.

Chittle, L., Laios, E., King, K., Hinch, I., Sood, S., Sorge, A., Mildrag, L., Houser, C., Cavallo-Medved, D. (2024). Student-faculty partnerships in science: Examining faculty perspectives of the benefits, challenges, and best practices for engaging in partnerships. Peer-reviewed presentation at Society for Teaching and Learning in Higher Education, Niagara, ON.

Chittle, L., Raffoul, J., & Ismail, E. (2024, February). Dissolving silos and embracing systems: Graduate students as catalysts in pan-institutional educational development. Peer-reviewed presentation at the annual conference of the Educational Development Community in Canada, Online.

Ismail, E. (2024, May). Complexity and criticality: Inference at the edge of chaos. Peer-reviewed presentation at the Ontario Society for the Study of Argumentation Conference, Windsor, ON.

Ismail, E., Kechego, J., Nahdee, R., O’Neil, A., Soutter, J., & Stolarchuk, L. (2024, May). Gikinoo’amaadiwaa (they teach each other) cross-cultural instructional skills workshop (GCCISW): Lessons learning from a pilot project. Peer-reviewed presentation at the Teaching and Learning Innovations Conference, University of Guelph, Guelph, ON.

Jalali, M., & Barzegar, A., Van Heyst, B., & Chittle, L. (2024). Developing engineering students as educational leaders: Reflections from two graduate teaching and learning fellows. Poster presentation at the Canadian Engineering Education Association Conference, Calgary, AB.

Korpan, C., Sheffield, S., Kenny, N., Chittle, L., Gourlay, G., & Usman, F. (2024) Our educational developer career path: What will your future look like? Pre-conference workshop at the annual conference of the Society for Teaching and Learning in Higher Education, Niagara Falls, ON.

Marval, P. & Raffoul, J. (2024, June). Communication as bridge: Disseminating teaching and learning stories and initiatives. Peer-reviewed poster presentation at the annual conference of the Society for Teaching and Learning in Higher Education, Niagara Falls, ON.

Raffoul, J., Skene, A., & Andrews, D. (2024, June). A house of mirrors: Redefining SoTL in a world of change. Peer-reviewed presentation at the annual conference of the Society for Teaching and Learning in Higher Education, Niagara Falls, ON.

Squires, V., Kustra E. Hendricks, C., Bodner, C., Sysing, M., Dufour, G., Strader, A., Kechego, J., Kasperski, J., Lew, J., & with collaborators Perreault, A., Raffoul, J., Turner, N. et al. (2024, June). Using relational systems thinking to advance Indigenization of teaching and learning at three Canadian universities. Canadian Society for the Study of Higher Education, Montreal, QC.

Wade, C. & Beltrano, N. (2023, December). How do we teach to transgress in an online classroom? Critical conversations between black and white instructor inspired by bell hooks. Paper presentation at the Innovations in Education Conference, Hamilton, ON.

Baher, T., Bondy, M., & Ismail, E. (2023, October). Recognizing and managing imposterism. Faculty of Law, University of Windsor, Windsor, ON.

Beltrano, N. (2023, November). Fighting for our children: Decolonizing education to address systemic violence, Teach-In Series: Learning (to) Hate Violence, Department of Interdisciplinary and Critical Studies, University of Windsor, Windsor, ON.

Burt, D., Galka, A., & Russell, P. (2023, July). Unveiling the excitement: Transitioning from Blackboard to D2L Brightspace. Invited panelist at the D2L Fusion Conference, Online.

Chang, S., Chittle, L., Gourlay, G., Hind, K., Ismail, E., Rahman Mohammed, E. (2024, June). Reflecting on our collective journeys as graduate students and teaching assistants: Present, past, and future. Invited presentation at the annual conference of the Society for Teaching and Learning in Higher Education, Niagara Falls, ON.

Chittle, L. (2023, September). An introduction to the GATA Network. Faculty of Human Kinetics Graduate Orientation, University of Windsor, Windsor, ON.

Chittle, L. (2023, November). Marketing your skills through a teaching dossier. Propel, Career Development and Experiential Learning, University of Windsor, Online.

Chittle, L., Desjardins, L., & Ménard, D. (2023, November). Do I belong? Recognizing and managing imposterism. Lancers Care Week, University of Windsor, Online.

CUBE Launch (w. Kechego, J.). (2023, September). Panel discussion to launch Indigenous and Black student talent incubator. Office of the Vice-President, People, Equity and Inclusion; Black Studies Institute; the Entrepreneurship Practice and Innovation Centre (EPICentre); the Odette School of Business, University of Windsor, Windsor, ON.

Indigenous Curriculum Specialist Network (w. Kechego, J.). (2023, October). Indigenizing higher education: Sharing wise practices. University of Ottawa, Ottawa, ON.

Ismail, E. (2024, March). Complexity and criticality. Center for Research in Reasoning, Argumentation, and Rhetoric (CRRAR), University of Windsor, Windsor, ON.

Ismail, E. (2024, March). Inferential criticality: A complex adaptive systems model of critical thinking. Western Complex Systems Conference, University of Western Ontario, London, ON.

Ismail, E., Kollar, P., & Kustra, E. (2024, February). Office of Quality Assurance 2024/25 IQAP cyclical review orientation meeting. University of Windsor, Windsor, ON.

Ismail, E. & Rickard, D. (2024, March). Best practices for managing live-streamed classes. Faculty of Nursing, University of Windsor, Windsor, ON.

Kechego, J. & Major, R. (2023, July). Teaching: Indigenizing your teaching. New Faculty Orientation, University of Windsor, Windsor, ON.

Kechego, J. (2023, July). Pulling Together: A guide for front line staff, student services, and advisors. Resident Assistants & Desk Assistants, University of Windsor, Windsor, ON.

Kechego, J. (2023, August). Blanket exercise. Indigenization Legal Orders, Windsor, ON.

Kechego, J. (2023, August). Land acknowledgements. Office of Enrolment Management, University of Windsor, Windsor, ON.

Kechego, J. (2023, September). Welcome week training for faculty and event volunteers. University of Windsor, Windsor, ON.

Kechego, J. (2023, October). Indigenization. Guest lecture in English Methodology 5356, Faculty of Education, University of Windsor, Windsor, ON.

Kechego, J. (2023, October). Journeying down a path of understanding: Treaty Education in Ontario/Offering 1. Human Resources, University of Windsor, Windsor, ON.

Kechego, J. (2023, October). Indigenizing Computer Science. Computer Science Council, University of Windsor, Windsor, ON.

Kechego, J. (2023, November). Indigenous perspectives. Guest lecture in Social Work 8630, School of Social Work, University of Windsor, Windsor, ON.

Kechego, J. & Raffoul, J. (2023, November). Indigenizing curriculum. Sociology and Criminology Departmental Council, University of Windsor, Windsor, ON.

Kechego, J. (2023, October). Tips for writing a meaningful land acknowledgment offering 1 - Employee Experience. Human Resources, University of Windsor, Windsor, ON.

Kechego, J. (2023, November). Indigenous perspectives. Guest lecture in Nursing 9100, School of Social Work, University of Windsor, Windsor, ON.

Kechego, J. (2023, December). Indigenous education: Sharing best practices toward Indigenization in UDL. Council of Ontario Educational Developers, Online.

Kechego, J. (2024, January). How to facilitate a respectful book club around Indigenous issues. Perspectives, Experience, Acknowledgement, Reading and Learning (PEARL) Environment Book Club, Leddy and Law Library, University of Windsor, Windsor, ON.

Kechego, J. (2024, February). Land acknowledgements. Law Library, University of Windsor, Windsor, ON.

Kechego, J. (2024, February). Indigenization in Engineering. Guest lecture in Industrial Engineering, Faculty of Engineering, University of Windsor, Windsor, ON.

Kechego, J. (2024, March). Symposium on slurs, Day 3 [Indigenous women in Canada]. Equity, Diversity, Indigenization and Decolonization (EDID) Week, University of Windsor, Windsor, ON.

Kechego, J. (2024, April). How to do better with land acknowledgements. Justice, Equity, Diversity, Inclusion, and Decolonization (JEDID) Circle/Faculty of Nursing, University of Windsor, Windsor, ON.

Kechego, J. (2024, April). Tips for writing a meaningful land acknowledgment offering 2 - Employee Experience. Human Resources, University of Windsor, Windsor, ON.

Kechego, J. (2024, May). Land acknowledgement workshop. Student Success and Leadership Centre, University of Windsor, Windsor, ON.

Kechego, J. (2024, May). Journeying down a path of understanding: Treaty Education in Ontario/Offering 3. Human Resources, University of Windsor, Windsor, ON.

Kechego, J. (2024, June). Risks and rewards: Indigenization processes best practices. St. Clair College Faculty Retreat, Windsor, ON.

Kechego, J., Nadhee, R., Stolarchuk, L., Ismail, E., O’Neil, A., Stagner, J., & Soutter, J. (2023, November). Gikinoo’amaadiwag Cross-Cultural Instructional Skills Workshop (GCCISW), Phase 2, Ojibway Nature Centre, Windsor, ON.

Kustra, E., Jackson, D., & Chittle, L. (2024, May). SPT drop-in session. University of Windsor, Online.

Mogyorody, V. (2023, December). Invited keynote presentation at the Opening Ceremony of the Windsor-Essex League Challenge Qualifier, Lego Competition/Tournament, St. Clair College, Windsor, ON.

Nadhee, R. & Kechego, J. (2024, March). Maada’oonidiwag - Sharing Anishinaabe pedagogies into a Western OER. Office of Open Learning, University of Windsor, Windsor, ON.

Raffoul, J. & Chittle, L. (2024, May). Faculty of Education World Café roundtable: CTL Grant opportunities, University of Windsor, Windsor, ON.

Raffoul, J. & Mogyorody, V. (2023, July). Documenting your impact: Teaching dossiers. New Faculty Orientation, University of Windsor, Windsor, ON.

Skene, A. (2023, October). Reading and assessing learning outcomes. Program Development Committee, University of Windsor, Windsor, ON.

Skene, A. (2023, October). Online exams: Logistics and integrity. Faculty of Nursing, University of Windsor, Windsor, ON.

Kechego, J. (2024). Who we are: Exploring Indigenous identity symposium. University Diversity, Indigeneity, and Anti-Racism Professional Development Fund/Grant, Office of the Vice President of People, Equity and Inclusion, University of Windsor. $1629.57.

Page-Gould, E., et al. [multiple members and institutions; Kechego, J. listed as Participant]. (submitted). Pathways to Research Excellence Program (PREP). SSHRC Partnership Development Grant. $2,496,029.

Squires, V., Hendricks, C., Stewart, J., Calvez, S., Turner, N., & Kustra E. with collaborators, Lew, J., Perreault, A., Raffoul, J. & Kechego, 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.

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.