The Award Winners - compiled August 1985

The Inniskillin awards listed compiled August 1985. The list includes: 1983 International Eastern Wine Competition, 1984 International Easter Wine Competition, Festival '84 Nouveau Tasting, 1981 International Eastern Wine Competition, 1982 International Eastern Wine Competition.

Enhancing Student Learning: Study of a Motivational Resource for Educators

This study surveyed practicing classroom teacher’s perceptions of a proposed educational resource “Avatar Academy” designed to enhance students’, particularly young boys, motivation and general attitude towards learning. The Avatar Academy resource is an instructional guide for implementing a classroom reward system based on common game mechanics. The resource emphasizes the modification of current pedagogies to exploit the use of game design to engage boys. A survey of recent literature indicated an opportunity to study teachers’ perceptions of the possible applications of game design mechanics to support the enhancement of student motivation and learning in the classroom. As a result the Avatar Academy handbook and blog resource were developed to assist teachers with the integration and administration of a program designed to enhance student motivation, especially boys, using avatars and a point based reward system. The resources were initially distributed to several practicing teachers for their review, and their feedback formed the basis for revisions of the Avatar Academy resource. After implementing changes to the resource based on initial teacher feedback, an updated Avatar Academy was redistributed and teacher opinions and perceptions of the tool’s possible impacts on classroom learning were collected.

Beyond the Books: Understanding Connections Between Teachers and Pupils From the Perspective of the Student

Using a narrative inquiry approach from the perspective of the researcher’s own experiences, this paper explores the connections that developed with several teachers that facilitated and impacted his own academic and cognitive, affective, and behavioural personal development. Viewed through the analytical lens of Erikson’s theory of psychosocial development, this narrative investigates the potential effectiveness of this model in understanding the lasting and life- altering changes that may be experienced by a student through his or her interactions with memorable teachers. Last, in educational environments today, character and value based curricula are experiencing a resurgence in popularity due to their theoretical applicability for helping students to optimally develop academically, socially, and culturally. With this in mind, a student-based perspective of memorable student–teacher connections may provide a framework for developing more effective means of effectively implementing a character development curriculum.

A Mixed-Method Study of Educator Knowledge and Practice Related to Student Socio-moral Development

The purpose of this study was to explore elementary educators’ knowledge of moral development, how this knowledge relates to their beliefs and sense of efficacy pertaining to character education practices and the socio-moral reasoning of their students. It was hypothesized that educators’ beliefs and practices related to character education would reflect their pedagogy rather than knowledge of moral development theory. It was further hypothesized that there would be differences in student socio-moral reasoning specifically the beliefs and desires that guide actions would differ based on grade and gender. This mixed-method study employing self-report questionnaires, open response vignettes, and semi-structured educator interviews yielded quantitative and qualitative data. Findings indicated socio-moral reasoning of students differed according to grade (age) and gender. Knowledge of moral development theory was found to vary among participants however some practices employed by educators did align with a social cognitive approach to moral development. Significant variables identified consistently among educator and student participants included, autonomy, social competence, sense of school community, and supportiveness. These variables, in conjunction with a sense of fairness, have been identified elsewhere as foundational to moral development (Nucci, 2009), and intrinsic motivation (Ryan & Deci, 2000) and are relevant to educators working to develop student socio-moral reasoning as an aspect of character.

Student Perspectives of the Context of Recess; Implications for Student Well-Being

With most students in Canada spending approximately 180 days a year in school, averaging more than six hours a day (Morrison & Kirby, 2011), Wei, Szumilas and Kutcher (2011) argue that this places educational institutions in an unique position in terms of influencing the health and well-being of students. This brings forth the need for school environments to be utilized in ways that are conducive to promoting student development. Much of the educational and developmental components embedded within the school system as well as experiences within greatly influence student’s health and well-being. A national statement was made a concerning American children’s education and mental health that is greatly applicable to the Canadian school system. It was stated that schools “must be active partners in the mental health care of our children” because of the “important interplay between emotional health and school success” (Lazarus & Sulkowski, 2011, pp. 15-16). This identifies the need to ensure that all students, as much as possible, are being provided with safe environments and sufficient support in order to encourage positive developmental trajectories of student health and well-being.

Aviation Writing Award Winners, 1953

A photograph and caption for the Aviation Writing Award winners of 1953. There are eleven winners pictured and Dorothy Rungeling is the only female.

Affect, ontology, and pedagogy: An autoethnographic study on student-teacher relationships

In studying affect within the realm of student-teacher relationships my thesis project use the concept of “affect” as composed by Baruch Spinoza (1992, 2007). I focus specifically on how Deleuze (1988) interprets and implements the term within his own philosophy, as well as on Antonio Negri’s (2011, 1991) work on Spinoza including his and Michael Hardt’s (2000, 2004, 2009) more recent works. This thesis will explore Spinoza’s affect within the discourse of Affective Pedagogy and Critical Pedagogy while remaining committed to a Spinoizist ontology as outlined by Deleuze (1988). I used artefacts from my past experiences as a student and teacher to produce evocative writing pieces which act as affective continuances of my past experiences as a student, student-teacher, and teacher, and the relationships of affect that composed them. This project used these artefacts and the writings they produced as sites of intensity that are carried through from traces, to evocative thresholds, to concepts, and finally into analysis.

Working Together: Librarian and Student Collaboration Through Active Learning in a Library Eclassroom

Active learning strategies based on several learning theories were incorporated during instruction sessions for second year Biological Sciences students. The instructional strategies described in this paper are based primarily on sociocultural and collaborative learning theory, with the goal being to expand the relatively small body of literature currently available that discusses the application of these learning theories to library instruction. The learning strategies employed successfully involved students in the learning process ensuring that the experiences were appropriate and effective. The researchers found that, as a result of these strategies (e.g. teaching moments based on the emerging needs of students) students’ interest in learning information literacy was increased and students interacted with information given to them as well as with their peers. Collaboration between the Librarians, Co-op Student and Senior Lab Instructor helped to enhance the learning experience for students and also revealed new aspects of the active learning experiences. The primary learning objective, which was to increase the students’ information skills in the Biological Sciences, was realized. The advantages of active learning were realized by both instructors and students. Advantages for students attained during these sessions include having their diverse learning styles addressed; increased interaction with and retention of information; increased responsibility for their own learning; the opportunity to value not only the instructors, but also themselves and their peers as sources of authority and knowledge; improved problem solving abilities; increased interest and opportunities for critical thinking, as a result of the actively exchanging information in a group. The primary advantage enjoyed by the instructors was the opportunity to collaborate with colleagues to reduce the preparation required to create effective library instruction sessions. Opportunities for further research were also discovered, including the degree to which “social loafing” plays a role in collaborative, active learning.

Evolution of Various Library Instruction Strategies: Using Student Feedback to Create and Enhance Online Active Learning Assignments

This case study traces the evolution of library assignments for biological science students from paper-based workbooks in a blended (hands-on) workshop to blended learning workshops using online assignments to online active learning modules which are stand-alone without any face-to-face instruction. As the assignments evolved to adapt to online learning supporting materials in the form of PDFs (portable document format), screen captures and screencasting were embedded into the questions as teaching moments to replace face-to-face instruction. Many aspects of the evolution of the assignment were based on student feedback from evaluations, input from senior lab demonstrators and teaching assistants, and statistical analysis of the students’ performance on the assignment. Advantages and disadvantages of paper-based and online assignments are discussed. An important factor for successful online learning may be the ability to get assistance.