Sustainable embedded academic literacy development: the gradual handover of literacy teaching
It’s about academic literacy specialists potentially ‘getting stuck’ teaching in a limited number of tertiary courses and programs. The article explores issues and options for co-creating and then gradually ‘handing over’ literacy teaching to lecturers. It also investigates relationships between what is taught and who does the teaching on assessment task resubmission rates and the distribution of grades.
Supporting Success: Aboriginal Students in Higher Education
Today, higher education is recognized as an important tool for capacity building and assisting Aboriginal communities to achieve their goals of self-determination and self-government. This paper presents some of the findings of a qualitative study conducted in a midsized Canadian postsecondary institution
Indigenization as Inclusion, Reconciliation, and Decolonization: Navigating the Different Visions for Indigenizing the Canadian Academy
Following the release of the Truth and Reconciliation Commission of Canada’s Calls to Action, Canadian universities and colleges have felt pressured to indigenize their institutions. What “indigenization” has looked like, however, has varied significantly. Based on the input from an anonymous online survey of 25 Indigenous academics and their allies, we assert that indigenization is a three-part spectrum. On one end is Indigenous inclusion, in the middle reconciliation indigenization, and on the other end decolonial indigenization.
Feeling Overwhelmed? Remember RAIN: Four steps to stop being so hard on ourselves.
Compassion fully blossoms when we actively offer care to ourselves. To help people address feelings of insecurity and unworthiness, I often introduce mindfulness and compassion through a meditation I call the RAIN of Self-Compassion. The acronym RAIN, first coined about 20 years ago by Michele McDonald, is an easy-to-remember tool for practicing mindfulness.