365 Works

H-absorbence and H-independence in 3-quasi-transitive H-coloured digraphs.

Hortensia Galeana-Sanchez & Eugenia O'Reilly-Regueiro
Contributions to Discrete Mathematics, Vol. 16 No. 1 (2021)

Alternating series of Apéry-type for the Riemann zeta function

Wenchang Chu
Contributions to Discrete Mathematics, Vol. 15 No. 3 (2020)

Decomposition of complete tripartite graphs into cycles and paths of length three

Shanmugasundaram Priyadarsini & Appu Muthusamy
Contributions to Discrete Mathematics, Vol. 15 No. 3 (2020)

The 2-tuple dominating independent number of a random graph

Bin Wang & Tao Zhang
Contributions to Discrete Mathematics, Vol. 15 No. 2 (2020)

A method to determine algebraically integral Cayley digraphs on finite abelian group

Fei Li
Contributions to Discrete Mathematics, Vol. 15 No. 2 (2020)

Closed formulas and identities on the Bell polynomials and falling factorials

Feng Qi, Da-Wei Niu, Dongkyu Lim & Bai-Ni Guo
Contributions to Discrete Mathematics, Vol. 15 No. 1 (2020)

On parity and recurrences for certain partition functions

Darlison Nyirenda
Contributions to Discrete Mathematics, Vol. 15 No. 1 (2020)

A wide class of Combinatorial matrices related with Reciprocal Pascal and Super Catalan matrices

Emrah Kilic & Helmut Prodinger
Contributions to Discrete Mathematics, Vol. 14 No. 1 (2019)

Cyclic Orthogonal Double Covers of Circulants by Certain Nerve Cell Graphs.

Ahmed El-Mesady
Contributions to Discrete Mathematics, Vol. 14 No. 1 (2019)

Hamiltonian paths in $m \times n$ projective checkerboards

Dallan McCarthy & Dave Witte Morris
Contributions to Discrete Mathematics, Vol. 14 No. 1 (2019)

iGEM Team Meetings: Settings for Conversations on Teaching & Learning

Mayi Arcellana-Panlilio & Elke Lohmeier-Vogel
Every November, the University of Calgary iGEM (international Genetically Engineered Machines) team presents their synthetic biology project to the world. Weekly team meetings are a microcosm of the iGEM experience of bringing ideas to fruition. The peer teaching, mentoring, and consultations that occur at these meetings are triggers for deeper conversations on teaching and learning. In the workshop described here, participants were invited to experience a simulated iGEM team meeting environment, where instead of synthetic...

Curious Conversations: Using Game-Based Learning to Develop Creative Culture within Technical Courses

Emily Marasco, Wilian Gatti Junior, Beaumie Kim, Laleh Behjat & Marjan Eggermont
Engineering products and solutions have revolutionized daily living, resulting in longer and more productive activities. However, the continued development of electronic components will be hindered as their sizes are reaching quantum levels. Creative engineers are needed to find solutions to this problem so that innovation in technology can be sustained. In this paper, we suggest that technical engineering courses can support developing creative culture by using game-based learning. Specifically, engineering students can design their own...

Participatory Collaboration: Building Partnerships in Curriculum Planning

Patricia L Samson
Participatory collaboration involving multi-stakeholder engagement generates opportunities for creativity and innovation in curriculum planning, building partnerships between students, teachers, institutions, and communities. Integrating student voices at planning and design levels places students at the center of this process, where meaningful input can help shape the overall learning experience. A participatory culture aids in shifting the focus of education to a learning paradigm and enhances our capacity to support and promote critical thinking across the curriculum....

Inquiry-Based Learning (IBL) as a Driver of Curriculum: A Staged Approach

Fabiola E Aparicio-Ting, Donna M Slater & Ebba U Kurz
Inquiry-based learning provides students with an opportunity to take ownership of their learning while developing important higher order skills necessary for designing innovative solutions to complex modern health problems. In our undergraduate health sciences program, critical thinking, creativity, research skills and innovative thinking are core program learning outcomes, and thus inquiry-based learning is an important pillar of our curriculum. We have taken a staged approach, integrating inquiry-based learning (IBL) into each year of a four-year...

Movements in Mentorship: Exploring Shifting Boundaries and Roles in a Faculty-Graduate Student-Undergraduate Student Mentorship Micro-community

AnneMarie Dorland, Dawn Johnston & Monica Jean Henderson
The relationship between mentors and mentees in academic communities is often complex. In the interactive workshop described here, we worked with participants to make visible the generative function of the shifting boundaries within academia as a resource for establishing rich and enduring learning relationships between established and emerging members of a teaching community.

Student-Faculty Partnership as a Foundation for Authentic Learning

Tracey L Clancy, Carla Ferreira & Paige Thompson
To understand the nature of student-faculty partnerships we began to explore the literature on students and educators as pedagogical partners (Cook-Sather, Bovill, & Felten, 2011). What emerged was a strong alignment between our transformational partnership as co-teachers in higher education and how our co-teaching practice has evolved to influence our relationships with students. Reflecting on our co-teaching practice has created a space for us to cross the threshold and embrace ‘radical collegiality’ (Fielding, 1999); not...

Authentic Learning Within the Brave Space Created Through Student-Faculty Partnerships

Nicole Zuban, Tracey L Clancy & Carla Ferreira
Engaging students as pedagogical partners creates a brave space for students to become critical thinkers and beings that shapes not just what they know, but also who they are (Arao & Clemens, 2013; Bovill, Cook-Sather, & Felten, 2011). The language of brave space conveys a tone for engagement while also proposing a manner of engagement (Cook-Sather, 2016). The transformative experience of engaging in student-faculty partnership in and of itself constitutes a brave space where learners...

Exploring the Personal and Professional Realities of Parenthood and Graduate Studies

Melissa Corrente
This qualitative study using narrative inquiry as methodology explores the ways in which five parents experienced the phenomenon of graduate studies within the context of parenthood. The study uses Connelly and Clandinin’s (2006) three-dimensional narrative inquiry space to examine, deconstruct, analyze, and gain insight into dominant themes. The research question for exploration is How do graduate student parents navigate lived experiences in both parenthood and graduate studies? The inquiry broadens the field by focusing on...

Students Empowering Students Through Peer Mentorship: An Untapped Resource

Megan D'Souza & Carla Ferreira
Peer mentoring (PM) builds connections and promotes academic excellence by supporting students transitioning into higher education (Carragher & McGaughey, 2016). PM programs in nursing has also been reported to nurture nursing students’ professional identities (Lombardo, Wong, Sanzone, Filion, & Tsimicalis, 2017). Nursing students help their peers understand, critique, and resolve professional identity questions that arise throughout their undergraduate preparation (Price, 2009)..While a current PM committee within a Faculty of Nursing has successfully engaged the student...

Reframing Teacher Engagement: A Framework for Improving Workplace Conditions to Foster Teacher Engagement

Katrin Heim & Kurtis Marshall
Historically, the factors contributing to teacher engagement have been premised on the idea that engagement is grounded in intrinsic motivation and intrapersonal characteristics. This narrative literature review offers an alternative perspective, whereby teacher engagement is enhanced through creating policies to improve workplace conditions and foster engagement. Within the findings, three essential conditions to foster teacher engagement were identified: a supportive organization, active leadership, and healthy interpersonal relationships. A conceptual framework based on these findings is...

Textual Analysis Speaks: Pedagogical Documentation as Relational Pedagogy

Alma Fleet & Catherine Patterson
Despite growing international interest in pedagogical documentation, there is limited research investigating this professional practice. In strengthening the knowledge base, this paper offers textual analysis of material written about pedagogical documentation to enable greater understanding of its nature and purposes. The authors of this paper analyzed the contents of three publications they also contributed to and edited. International chapter authors and commentators shared their thinking related to definitions of pedagogical documentation, its processes and potentialities,...

Open-Hearted Flesh: Burn Injuries and Interpretation

Leah Verburg, &
This paper aims to describe the interpretive nature of burn care nursing using an example from the first author’s practice. It asserts how burn injuries are uniquely situated from a hermeneutic perspective as an embodied change that alters the way a burn injured person lives in the world. This paper was written for an assignment in a hermeneutic methodology class, focused on the role of the burns nurse, and further expanded in relation to the...

The Kinesiology Curriculum: Using Student Responses to Evaluate Course Content

Eshleen Kaur Grewal & Patricia K Doyle-Baker
The academic discipline of kinesiology is relatively new (1960s) and is devoted to the study of human movement. The knowledge base and subject of study continues to develop and now includes inquiry regarding the impact of physical activity on health, society, and quality of life. The purpose of this course content evaluation was to identify kinesiology students’ views on the addition of public health content in the curriculum. A lecture addressing the background history of...

Let’s Talk About Power: How Teacher Use of Power Shapes Relationships and Learning

Leslie Frances Reid & Jalal Kawash
Teachers’ use of power in learning environments affects our students’ experiences, our teaching experiences, and the extent to which learning goals are met. The types of conversations we hold or avoid with students send cues regarding how we use power to develop relationships, influence behaviour and entice motivation. Reliance on prosocial forms of power, such as referent, reward, and expert, have a positive impact on outcomes such as learning and motivation, as well as perceived...

Lifelong Learning, Certification, and Nursing Practice: Their Interrelationship

Sandra P Hirst, Carole Lynne LeNavenec & Rebecca Stares
A legislatively regulated and self-regulating profession, such as nursing, holds its members (registered nurses) accountable to the public it serves for the continuous development of the competencies they profess to hold. A requirement for competency is lifelong learning and can be evidenced through certification. In this paper, the interrelationship of lifelong learning, certification, and registered nursing practice is examined. Strategies used to support certification through a lifelong learning approach are described.

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