Carolyn Hoessler | University of Saskatchewan (original) (raw)

Papers by Carolyn Hoessler

Canadian Journal of Learning and Technology, 2016

In 2008, Queen's University launched an online tutorial called CHRPP, the Course in Human Researc... more In 2008, Queen's University launched an online tutorial called CHRPP, the Course in Human Research Participant Protection, and published a paper about its purpose, design, and usability in Balkwill, Stevenson, Stockley, and Marlin (2009). CHRPP was originally created to raise awareness among research students about the federal policy regarding research ethics and to encourage ethical research practices. Self-assessments and interactive activities were built into the tutorial to help achieve our goals. Since the first publication CHRPP has been updated based on user feedback from a user satisfaction survey. The generally positive reception of this innovative tutorial led to it serving as the basis of a new national research ethics tutorial hosted by the Government of Canada's Panel on Research Ethics. This paper summarizes the evolution of CHRPP from a homegrown solution for one institution to an essential piece of Canada's national research ethics education program. Résumé En 2008, l'Université Queen's a lancé un tutoriel en ligne nommé CHRPP (Course in Human Research Participant Protection, cours sur la protection des participants humains à la recherche) et publié un article sur son objectif, sa conception et sa convivialité dans Balkwill, Stevenson, Stockley et Marlin (2009). Le CHRPP a été créé pour sensibiliser les étudiants qui font de la recherche sur la politique fédérale relative à l'éthique de recherche et pour favoriser les pratiques éthiques de recherche. Des autoévaluations et des activités interactives ont été intégrées au tutoriel pour nous aider à atteindre nos objectifs. Depuis sa première publication, le CHRPP a été mis à jour en se basant sur la rétroaction tirée d'une enquête sur la satisfaction des utilisateurs. La réception généralement positive qu'a reçue ce tutoriel innovateur lui a valu de servir de base pour un nouveau tutoriel national en éthique de la recherche qu'héberge le Groupe CJLT/RCAT Vol. 42(1) Evaluating the First National Flight of the Online Ethics Course CHRPP 2 consultatif en éthique de la recherche du gouvernement du Canada. Cet article résume l'évolution du CHRPP qui, d'une solution maison pour un établissement est devenu une partie essentielle du programme national canadien d'éducation en éthique de la recherche.

The journal of faculty development, Sep 1, 2015

Journal of Political Science Education, Mar 30, 2020

Many argue that critical thinking is a democratic necessity, a valuable career readiness skill, a... more Many argue that critical thinking is a democratic necessity, a valuable career readiness skill, and a key learning outcome of political science education. Research suggests that critical thinking training is most effective when students are explicitly taught critical thinking skills and develop valuation of and self-efficacy in utilizing these skills. This paper reports on a case study of explicit critical thinking skills awareness and practice training in a second-year political science class. Pre-and post-test analyses found statistically significant increases in students' self-rated valuation of critical thinking and selfefficacy. The instructor felt that the explicit linking of the class course material to the critical thinking sessions promoted quality class discussions of the core course material.

Experimental Aging Research, Dec 26, 2007

Prior research on the use of stereotypes in social judgments has shown that whether young adults ... more Prior research on the use of stereotypes in social judgments has shown that whether young adults make stereotype-consistent or-inconsistent judgments depends in part upon the response scale that is used. This shifting standards effect in stereotype use was examined in the present study to determine whether older adults, who tend to rely on stereotypes more than younger adults, would also show a similar effect. Young and older adults evaluated the height of male and female targets using either an objective or subjective scale. No age differences were found, with both age groups producing stereotype-consistent judgments (i.e., men are taller than women) on an objective scale, but stereotype-inconsistent judgments (i.e., men and women are equally tall) on a subjective scale. These results suggest that the shifting standards effect holds across the adult life span.

Environmental Education Research, Dec 7, 2016

This paper chronicles students' experiences of transformative sustainability learning through 'ep... more This paper chronicles students' experiences of transformative sustainability learning through 'epistemological stretching'-a pedagogical orientation which focuses on expanding the ways of knowing that someone respects, understands, and/or engages with. With a particular emphasis on decolonizing relations between humans and the more-than-human, epistemological stretching enables students to articulate and critically engage with the epistemologies of their academic fields, gain new(old) perspectives on relations with the more-than-human, and interact with Indigenous knowledges in more effective and ethical ways. Students in this study experienced powerful learning outcomes in the following areas: reconceptualization of relationships, acknowledgement and deconstruction of power, and worldview bridging. Some students also received validation for ways of knowing that they previously engaged in but were unsure about expressing in academic contexts. Introduction: epistemological and ontological stretching for transformative sustainability learning For the field of sustainability to rest on socially robust and resilient epistemological and ontological foundations, sustainability educators must work towards critical epistemological reflexivity, acknowledgement of more diverse sources of knowledge, and more open approaches to knowledge generation (Fortuin and van Koppen 2016; Miller, Muñoz-Erickson, and Redman 2011; Miller et al. 2008; Murphy 2011). Developing capacity for interdisciplinary sustainability knowledge creation and engagement with Indigenous knowledge holders necessitates transformative and decolonizing 1 approaches to education. Such openness requires attention to ways in which 'the western knowledge narrative' (Hall 2014, 9) has made it difficult to 'hear' the many voices of the more-than-human. This research chronicles the experiences of students within a sustainability graduate program designed to evoke critical examination of their epistemological assumptions, and of the epistemology of sustainability as an inter-disciplinary and intercultural academic field. It paves the way for transformative sustainability learning that supports anti-and de-colonizing approaches to more-than-human agency and knowledge making processes. It also acknowledges the interrelated nature of epistemology and ontology. Conventional reductionist approaches are not proving to be adequate for addressing complex environmental problems emerging within socio-ecological systems (IPBES 2011; Miller, Muñoz-Erickson,

Journal of Applied Research in Higher Education, Apr 11, 2016

Purpose – To provide a cohesive framework for understanding how supports co-occur and interact to... more Purpose – To provide a cohesive framework for understanding how supports co-occur and interact to impact graduate students’ teaching experiences, this paper systematizes the multi-layered context in which institutions, departments, faculty, peers, and individuals provide support. Previous studies on graduate students’ teaching focussed on specific programs, initially to describe them, and more recently to assess their outcomes. However, this piecemeal approach misses the complexity of graduate students’ contexts. Design/methodology/approach – Through a literature review of existing supports for graduate students’ teaching, the need for a contextual framework was clearly identified leading to its development and application to provide a cohesive categorization of supports. Findings – The review of existing literature identified graduate students’ supports and needs for support across all layers of their higher education context. Practical implications – This new framework offers a theoretical grounding for teasing apart the intertwined influences on graduate students’ teaching development. Higher education professionals seeking to demonstrate value for money may be disappointed by evaluations of formal programming revealing lower than expected changes in practice despite promising growth in graduate student’s conceptions of teaching. By considering additional influences and barriers to graduate students implementing newly learned teaching practices, potential conflicts may be revealed and addressed, and enabling influences identified and increased. Originality/value – Missing from existing literature is consideration of the multiple co-occurring influences on graduate students’ development, and an examination of how the various sources of support interact. This framework reveals potential interactions and contradictions that are important to consider when creating and evaluating supports for graduate students’ teaching.

International Journal of Mathematical Education in Science and Technology, Apr 17, 2015

Many students enter the Canadian college system with insufficient mathematical ability and leave ... more Many students enter the Canadian college system with insufficient mathematical ability and leave the system with little improvement. Those students who enter with poor mathematics ability typically take a developmental mathematics course as their first and possibly only mathematics course. The educational experiences that comprise a developmental mathematics course vary widely and are, too often, ineffective at improving students’ ability. This trend is concerning, since low mathematics ability is known to be related to lower rates of success in subsequent courses. To date, little attention has been paid to the selection of an instructional approach to consistently apply across developmental mathematics courses. Prior research suggests that an appropriate instructional method would involve explicit instruction and practising mathematical procedures linked to a mathematical concept. This study reports on a randomized field trial of a developmental mathematics approach at a college in Ontario, Canada. The new approach is an adaptation of the JUMP Math program, an explicit instruction method designed for primary and secondary school curriculae, to the college learning environment. In this study, a subset of courses was assigned to JUMP Math and the remainder was taught in the same style as in the previous years. We found consistent, modest improvement in the JUMP Math sections compared to the non-JUMP sections, after accounting for potential covariates. The findings from this randomized field trial, along with prior research on effective education for developmental mathematics students, suggest that JUMP Math is a promising way to improve college student outcomes.

Your file Votre reference ISBN: 978-0-494-46133-4 Our file Notre reference ISBN: 978-0-494-46133-... more Your file Votre reference ISBN: 978-0-494-46133-4 Our file Notre reference ISBN: 978-0-494-46133-4 NOTICE: The author has granted a nonexclusive license allowing Library and Archives Canada to reproduce, publish, archive, preserve, conserve, communicate to the public by telecommunication or on the Internet, loan, distribute and sell theses worldwide, for commercial or noncommercial purposes, in microform, paper, electronic and/or any other formats. AVIS: L'auteur a accorde une licence non exclusive permettant a la Bibliotheque et Archives Canada de reproduire, publier, archiver, sauvegarder, conserver, transmettre au public par telecommunication ou par Plntemet, prefer, distribuer et vendre des theses partout dans le monde, a des fins commerciales ou autres, sur support microforme, papier, electronique et/ou autres formats. Canada Bien que ces formulaires aient inclus dans la pagination, il n'y aura aucun contenu manquant.

Canadian Journal of Science, Mathematics and Technology Education, 2013

Research exists on the role of motivation in student learning, especially with subjects in the hu... more Research exists on the role of motivation in student learning, especially with subjects in the humanities and social sciences (e.g., Deci, Vallerand, Pelletier, & Ryan, 1991; Vallerand, Pelletier, Blais, Brière, Senécal, & Vallières, 1992). This body of research would be well served by broadening current understandings of students of the natural sciences. This article describes a quantitative study of first-year university engineering students taking a calculus course. The central topic that we address is how academic motivation of these students correlates with their performance. The findings indicate that the students in the study are highly motivated, extrinsically more than intrinsically, and that self-determination is predictive of improved academic performance. However, the findings also suggest that intrinsic motivation to know plays an interesting role; specifically, it alone seems to be predictive of better performance on a conceptual part of the exam, even though this measure showed no effect on the overall exam score.RésuméIl existe un certain nombre d’études sur le rôle de la motivation dans l’apprentissage des étudiants, en particulier lorsqu’il est question de sujets en sciences humaines et en sciences sociales (voir par exemple Deci, Vallerand, Pelletier et Ryan, 1991; Vallerand, Pelletier, Blais, Brière, Senécal et Vallières, 1992). Ces recherches pourraient tirer profit d’une plus grande ouverture sur les idées actuelles des étudiants des sciences naturelles. Cet article décrit une étude quantitative portant sur des étudiants en première année de génie à l’université, dans un cours de calcul différentiel et intégral. L’aspect central auquel nous nous intéressons est la corrélation entre la motivation intellectuelle de ces étudiants et leur niveau de performance. Les résultats indiquent que les participants à l’étude sont hautement motivés, de façon plus extrinsèque qu’intrinsèque, et que l’autonomie est un prédicteur de meilleure performance universitaire. Toutefois, les résultats indiquent également que la motivation intrinsèque à connaître joue un rôle intéressant; à elle seule elle semble être un prédicteur d’une meilleure performance dans une partie conceptuelle de l’examen, même si cette évaluation ne montre aucun effet sur le résultat final à l’examen.

Proceedings of the ... CEEA Conference, Aug 7, 2015

Departmental/disciplinary differences aside, newly graduated engineers can be considered to have ... more Departmental/disciplinary differences aside, newly graduated engineers can be considered to have one of four general and non-exclusive initial employment trajectories: operations, technological innovation, research, and teaching. Survey data from engineering students at the University of Saskatchewan will describe the proportions of students focused on these employment trajectories by year of study, and by discipline. An important implication of this classification is that the desired graduate attributes of these four employment trajectories require divergent knowledge and skills, aside from technical competence. Operations engineers need training in hazard assessment, economics, optimization, schematics, controls, constrained design, and quality control. Technology Innovators require training in creativity, abstract thinking, taking initiative, open-ended design, technical graphics, prototyping, and market research. Research engineers need training in experimental design, statistics, the scientific method, programming, instrumentation, and data analytics. Teaching engineers require training in pedagogy, communications, curriculum design, and social-media tools. All Canadian engineering schools train for Operations. Most have an option/certificate/specialization for Technological Innovation. Some have a minor emphasis on training for the Research stream. Very few systematically prepare for the Teaching role. Are we losing some good engineers by lack of curricular support for these latter three aspirations? Equally important, are sufficient numbers of engineers being prepared in each trajectory? These questions will also be addressed in this study, as data reflecting on the personality characteristics of student respondents was collected and analyzed while looking at their employment trajectories. The potential implications of this type of analysis on attrition and retention, innovation in Canada, and more effective teaching of STEM, will be discussed.

Canadian Journal of Learning and Technology, Apr 14, 2016

Journal of Veterinary Medical Education, Nov 1, 2019

A retrospective review of the first-year surgical skills competency-based assessment was performe... more A retrospective review of the first-year surgical skills competency-based assessment was performed at the Western College of Veterinary Medicine (WCVM) using 6 years of data from 475 students. The cumulative pass rate was 88.2% on first attempt and 99.2% upon remediation. Student gender did not influence overall pass/fail rates, with a failure rate of 11.1% for female students and 10.5% for male students (p = 0.88). Significantly decreased pass rates were associated with identification of the Mayo scissors (p = 0.03), explanation of using Allis tissue forceps (p = 0.002), and performance of a Lembert suture pattern (p < 0.01). An increased pass rate was observed for the cruciate pattern (p < 0.01). No differences were found in pass/fail rates for hand ties (p = 0.80) or instrument ties (p = 0.60). The most common errors occurred with half hitch ties: hand ties (53%) and instrument ties (38%). The most common errors were also recognized for instrument handling (31%) and needle management (20%) during the suture pattern section. The veterinary medical education community may benefit from the evidence-based findings of this research, in terms of understanding student performance across competencies, identifying areas requiring additional mentoring, and determining appropriate competencies for first-year veterinary students.

New Directions for Teaching and Learning, Jun 25, 2010

The scholarship of teaching and learning is highlighted within this chapter as one approach for e... more The scholarship of teaching and learning is highlighted within this chapter as one approach for educational developers to use in examining the impact of their practice at a programmatic and institutional level.

BioScience, Jul 31, 2019

Transdisciplinary research is an emerging new normal for many scientists in applied research fiel... more Transdisciplinary research is an emerging new normal for many scientists in applied research fields, including One Health, planetary health, and sustainability. However, simply bringing highly skilled students (and faculty members) together to generate real-world solutions and policy recommendations for complex problems often fails to consistently create the desired results in transdisciplinary settings. Our research goal was to improve understanding and applications of transdisciplinary learning processes within a One Health graduate education program. This qualitative study analyzes 5 years of action research data, identifying four transdisciplinary leadership skills and four conditions required for consistent skill development. Combining Vygotsky's theory of proximal development with identified transdisciplinary skills, we explain why educational scaffolding is needed to enable more successful design and delivery of transdisciplinary learning, particularly in One Health educational programs.

Spring

Centers for teaching and learning (CTLs) exist in dynamic contexts and need to be agile, with ski... more Centers for teaching and learning (CTLs) exist in dynamic contexts and need to be agile, with skilled, adaptable teams to prepare for and respond to changes. In this article, we provide CTL leaders with relevant and eminently practical strategies from the human resources (HR) literature, offering guidance in the four areas of organizational structure, direction-setting, capacity-building, and accountability. For each area, we address pivotal challenges with practical approaches grounded in existing research and theory to provide options for CTL leaders in their quest to have well-functioning, agile units. Examples focus on helping existing centers to adapt and refocus, as needed, in response to evolving contexts and priorities.

As the TRU community moved to working remotely and teaching virtually, CELT’s coordinators of lea... more As the TRU community moved to working remotely and teaching virtually, CELT’s coordinators of learning and faculty development moved programming online. Through these experiences of transitioning spaces and learning, we focused on guiding principles (flexibility, community, and reflexivity on our own teaching). We will share key learning that emerged through this experience of making lemonade (learning opportunity) from lemons (being remote and online)—learning that will continue to inform our faculty development offerings long after the pandemic is over

Journal of Political Science Education, 2020

Work hard, publish, fill the CV, be exceptional, and prepare for the next stage of your career. T... more Work hard, publish, fill the CV, be exceptional, and prepare for the next stage of your career. These are goals to strive for in the often uncertain and isolating marathon that is graduate school. In comparison, undergrad education, with its final exams, is a communal sprint with a clear finish line, distinct knowledge of where you rank, and shared celebration times. Graduate school is a time to dig deep into a field of study, as well as to discover what success looks like for you! The literature on graduate student success (e.g.,, to name a few) highlights the paradoxes, differing paradigms, and multi-directional pulls of graduate school. Each path to success is shaped by the context, goals, and opportunities, so decide why you want to be here (and post it on your wall for the hard days), identify what you need to succeed (and ask about opportunities), and see what is possible (and what plans require revision). Graduate studies are a time to learn about your discipline and about be...

In 2008, Queen's University launched an online tutorial called CHRPP, the Course in Human Res... more In 2008, Queen's University launched an online tutorial called CHRPP, the Course in Human Research Participant Protection, and published a paper about its purpose, design, and usability in Balkwill, Stevenson, Stockley, and Marlin (2009). CHRPP was originally created to raise awareness among research students about the federal policy regarding research ethics and to encourage ethical research practices. Self-assessments and interactive activities were built into the tutorial to help achieve our goals. Since the first publication CHRPP has been updated based on user feedback from a user satisfaction survey. The generally positive reception of this innovative tutorial led to it serving as the basis of a new national research ethics tutorial hosted by the Government of Canada's Panel on Research Ethics. This paper summarizes the evolution of CHRPP from a homegrown solution for one institution to an essential piece of Canada's national research ethics education program. Résu...

Canadian Journal of Learning and Technology, 2016

The journal of faculty development, Sep 1, 2015

Journal of Political Science Education, Mar 30, 2020

Experimental Aging Research, Dec 26, 2007

Environmental Education Research, Dec 7, 2016

Journal of Applied Research in Higher Education, Apr 11, 2016

International Journal of Mathematical Education in Science and Technology, Apr 17, 2015

Canadian Journal of Science, Mathematics and Technology Education, 2013

Proceedings of the ... CEEA Conference, Aug 7, 2015

Canadian Journal of Learning and Technology, Apr 14, 2016

Journal of Veterinary Medical Education, Nov 1, 2019

New Directions for Teaching and Learning, Jun 25, 2010

BioScience, Jul 31, 2019

Spring

Journal of Political Science Education, 2020

Transformative Dialogues: Teaching & Learning Journal, 2016

Graduate students involved in teaching face multiple challenges, including providing frontline su... more Graduate students involved in teaching face multiple challenges, including providing frontline support for students, balancing relationships and time commitments, creating welcoming and effective classroom environments, engaging students, and creating or seeking supports as needed. They are supported by peers, who share insights and resources, and by faculty and staff, who provide teaching development opportunities. Going beyond informal conversations in teaching assistant offices, this article draws on the lived experience of interviewed graduate student-teachers, as well as faculty and staff who support them, to identify five key advice themes. Each theme was developed inductively from quotations, which have been interwoven with scholarship to provide advice that synthesizes the collective, scholarly, and personal insights of current and future graduate student-teachers, as well as the individuals and institutions seeking to support quality graduate student teaching.