Topic: Knowledge and skills development

Editorial Matters: A time for action

By Ben Lewis

Ontario’s universities are built on models of scholarship developed in the United Kingdom and western Europe. Founded by and for European settlers, […]

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The role of faculty associations following the Truth and Reconciliation Commission

By Lori Campbell, Shannon Dea, and Laura McDonald

As universities take on the work of Indigenization, what role do faculty and faculty associations have in advancing the recommendations of the […]

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Protecting Indigenous language rights: Much more than campus signage needed

By Mary Ann Corbiere

Despite the Calls to Action of the Truth and Reconciliation Commission, many universities are only making superficial efforts to integrate Indigenous languages […]

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Indigenous researchers plant seeds of hope for health and climate

By Hannah Tait Neufeld, Brittany Luby, and Kim Anderson

Indigenous land-based learning provides hands-on opportunities for knowledge development that shift away from Eurocentric forms of education. How can universities use land-based […]

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Unrealistic striving for academic excellence has a cost

By Tanya Chichekian, Université de Sherbrooke

Skills of well-being have been forgotten partly due to a combination of educational reforms and societal pressures. Unsplash/Oscar Chevillard, CC BY-SA In […]

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Université de l’Ontario français: a 21st-century university

By Marc L. Johnson, Francophone Hub of Knowledge and Innovation

Ontario’s French community has been asking for a university governed by and for Francophones. Even without the support of the Ontario government, […]

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Healthy research ecosystem – healthy researchers? The researcher as an organism of focus within a ‘research ecosystem’

By Michelle L.A. Nelson and Ross Upshur

The academic research environment is changing and researchers report struggling to adapt in order to be successful. Funding shortfalls are perennial, but […]

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Mentors play critical role in quality of university and college experience, new poll suggests

In order to have a rewarding college experience, students should build a constellation of mentors. This constellation should be a diverse set of faculty, staff and peers who will get students out of their comfort zones and challenge them to learn more – and more deeply – than they thought they could. Students should begin to build this network during their first year of college.

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How playful design is transforming university education

A group of 25 interns sit at Baycrest Health Sciences, a research centre for aging in Canada, their eyes glued to their smart phones. They are playing SOS — an award-winning game that simulates real-world gerontology practice — where they compete with other students to earn virtual currency. Across town, a group of professors sit around a table at George Brown College, designing a role-playing game with a virtual hospital called The Grid, based on a Matrix-like theme of saving the world from ignorance, for an accredited program in health sciences. Yet another team of game programmers are hard at work at Humber College, building a virtual reality experience of a subway car after a bomb incident. Players wear goggles, moving from person to person, saving some and tagging others for care later on.

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