interventions to understand and rectify the problem. This process culminated in the introduction of a guided fieldwork model based on building an online learning community mentored by PhD students. During their semester of fieldwork, students complete a series
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Transculturality in higher education
Supporting students’ experiences through praxis
Heidi A. Smith
internationalisation, Meeri Hellstén and Anna Reid (2008: 2) identified the ‘need for the collective global teaching and learning community to identify new pedagogies that engage with the new and future world where assumed old academic traditions may no longer prove
Enacting inclusivity in the preparation of emerging scholars
A response to programme reform in higher education
Saran Stewart, Chayla Haynes, and Kristin Deal
and unfavourable in the facilitation my own learning by concluding, ‘Our collective success as educators is dependent on each person's willingness to participate fully in the learning process, commitment to creating learning communities that foster
The Girlhood Project
Pivoting our Model with Girls During COVID-19
Cheryl Weiner, Kathryn Van Demark, Sarah Doyle, Jocelyn Martinez, Fia Walklet, and Amy Rutstein-Riley
our own, we quickly learned that the TGP model and pedagogical approach are uniquely equipped to serve our learning community virtually —and perhaps girls beyond it. The efficacy of our virtual model, while limited, should not be underestimated. We
