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Leading Practices in the Assessment of Transformative Learning and Teaching

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Malisius.2017.TiConf Conversations that matter.pdf (15.73 MB)

Date

2017-05

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Abstract

What are leading practices that complement traditional written assignments into the 21st century and complement (online) learning and teaching that assesses students’ academic abilities in critical thinking, analysis, and relevant application of knowledge? Join this conversation to explore assignment formats that embody transformative learning and teaching.

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Citation

Last name, FN. (2017). Title of Paper, University of Calgary Conference on Postsecondary Learning and Teaching: Creating a Learning Culture: Conversations that Matter, Calgary, May 2-3. Calgary, AB: University of Calgary.

URI

http://hdl.handle.net/1880/52137

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Conference on Postsecondary Learning and Teaching

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The University of Calgary, located in the heart of Southern Alberta, both acknowledges and pays tribute to the traditional territories of the peoples of Treaty 7, which include the Blackfoot Confederacy (comprised of the Siksika, the Piikani, and the Kainai First Nations), the Tsuut’ina First Nation, and the Stoney Nakoda (including Chiniki, Bearspaw, and Goodstoney First Nations). The City of Calgary is also home to the Métis Nation of Alberta (Districts 5 and 6).

The University of Calgary is situated on land Northwest of where the Bow River meets the Elbow River, a site traditionally known as Moh’kins’tsis to the Blackfoot, Wîchîspa to the Stoney Nakoda, and Guts’ists’i to the Tsuut’ina. On this land and in this place we strive to learn together, walk together, and grow together “in a good way.”