In the 21st Century, Canadian universities are increasingly emphasizing the importance of student engagement. This research paper, by analyzing the reflections of undergraduate students on their experiences in a co-curricular service learning assignment – integrated into a course that included more traditional assignments -in the context of situated learning theory, advocates for a community-focused assignment as a component in a “traditional” lecture-and-discussion based course as a tool for enhanced engagement through active, collaborative learning. While the case study explored is a drama course, the anticipated audience is pan-disciplinary, as the article casts more broadly by providing brief, general guidelines on implementing an experiential learning assignment and encouraging all professors to reflect on their classroom theory and praxis to the end of augmenting student engagement.Au 21e siècle, les universités canadiennes accordent une place de plus en plus importante à l’engagement des étudiants. Les auteurs de ce rapport de recherche analysent les réflexions des étudiants de premier cycle à propos d’un travail pratique (TP) qu’ils ont effectué dans le cadre de l’apprentissage par le service communautaire– intégré à un cours qui comprenait des TP plus traditionnels – dans le contexte de la théorie de l’apprentissage situé. Les auteurs préconisent des TP axés sur la collectivité en tant que composants d’un cours « traditionnel » comportant des exposés magistraux et des discussions. Ce type de TP est un outil permettant d’améliorer l’engagement grâce à l’apprentissage actif et collaboratif. L’étude de cas porte sur un cours d’art dramatique, mais le public visé par le présent article est multidisciplinaire. En effet, les auteurs de l’article considèrent les choses plus largement en fournissant de brèves directives générales sur la mise en œuvre d’un devoir dans le cadre de l’apprentissage expérientiel et encouragent tous les enseignants à réfléchir sur leurs stratégies d’enseignement théoriques et pratiques afin d’augmenter l’engagement des étudiants

This article makes the case that Canadian universities—both within and beyond their campuses—must broaden their visions of third-age learners. Canadian third-age learners—defined for the purposes of this article as persons seeking formalized education who are in the stage of life beginning at retirement—are more numerous, active, financially stable, and diverse as well as healthier and better educated than at any other time in our history. It follows that Canadian universities have much to offer and gain by both deepening and broadening their involvement with these learners. I argue that universities must consider multi-pronged forms of collaboration and must be motivated, at all times, not by short-sighted financial concerns but by their core obligation to serve the public good by fostering community engagement.

Increasingly, various sectors of Canadian universities are advocating an assortment of beyond-the-classroom learning models – from research assistantships through service learning and cooperative education placements. At the same time, faculty who engage in the Scholarship of Teaching and Learning (SoTL) and related inquiries into teaching and learning are striving to shift attention on their activities from the periphery to a more central position within campus culture – a particular challenge for Arts and Humanities professors, who may find themselves marginalized within SoTL. This article focuses attention on the intersections of experiential learning and SoTL and SoTL-related activity. Students have much to benefit from, and offer to, these activities – beyond their usual role as subjects of studies. I present a framework based on examples from research and my own experiences – with a focus on undergraduate Arts students, who, arguably, have the fewest opportunities for Experiential Learning in general – that illustrates varying degrees of involvement. As Arts faculty attempt to enhance and highlight inquiries into teaching and learning, they would be wise to conjoin them with experiential learning by including students in the process and product. Divers secteurs des universités canadiennes conseillent de plus en plus un assortiment de modèles d’apprentissage hors de la salle de classe – que ce soit par le biais de postes d’assistants à la recherche, de l’apprentissage par le service ou de stages dans le cadre de l’enseignement coopératif. En même temps, les professeurs qui sont actifs dans l’Avancement des connaissances en enseignement et en apprentissage (ACEA) et dans des domaines connexes liés à l’enseignement et à l’apprentissage s’efforcent d’attirer l’attention sur leurs activités pour les faire passer de la périphérie à une position plus centrale sur les campus – ce qui s’avère être un réel défi pour les professeurs des facultés de lettres et sciences humaines car ils se retrouvent marginalisés au sein de l’ACEA. Cet article se concentre sur les intersections de l’apprentissage par l’expérience et de l’ACEA et des activités liées à l’ACEA. Les étudiants ont grandement profité de ces activités et y ont beaucoup apporté, au-delà de leur rôle en tant qu’objets d’études. Je présente un cadre basé sur des exemples issus de ma recherche et de mes propres expériences – avec une concentration sur les étudiants de premier cycle en lettres et sciences humaines qui, et cela est discutable, ont le moins grand nombre d’occasions, en général, de participer à l’enseignement par l’expérience – qui illustrent divers degrés d’implication. Alors que les professeurs des facultés de lettres essaient d’améliorer et de rehausser la recherche en enseignement et en apprentissage, ils auraient intérêt à y ajouter l’apprentissage par l’expérience en incluant les étudiants dans le processus et dans le produit.

Historical Studies in Education/Revue d'histoire de l'education No greater illustration of the curious gap between scholarly interest and canonical integration comes to mind than the case of L.M. Montgomery and her work. The past few decades saw expression of scholarly interest in Montgomery, and it took many forms: myriad journal articles; multiple bio graphies of the writer, feminist studies of her heroines, annotated editions of her centrepiece novel, edited collections of her letters, and essays on her journals; and the creation of the L.M. Montgomery Institute at the University of Prince Edward Island (which has hosted international symposia, from one of which L.M. Montgomery and Canadian Culture had its genesis). Nevertheless, Montgomery's oeuvre has remained (despite its perennial populist appeal) nearly absent from the Canadian literary canon.Its editors offer this collection of twenty articles as a reconcept ualization-"the first systematic effort to investigate the question of the Canadianness of Montgomery's writing" (4)-and an interrogation of and a corrective to the exclusion of Canadian children's writing from literary anthologies aimed at the university market, and the dismissal of popular literature in official school curricula. The remedial powers of the collection can only be measured in due time. Already we know this lively and comprehensive volume will prove an invaluable resource for Canadianists.Although the great majority of the contributors are Canadian academics, the editors have eschewed a monolithic approach by engaging scholars from many disciplines-women's studies, Canadian studies, history, children's literature, and Canadian literature, among others-who deploy varied critical strategies. Such well-known Canadian writers as Frank Davey and Carole Gerson are joined by a handful of international scholars, including Yoskiko Akamatsu ofJapan and Theodore Sheckels of the United States. The few non-academic contributors, notably Adrienne Clarkson and Margaret Atwood, provide further textual variegation.

This essay draws on a case study and provides strategies for closer collaboration to enhance mutual understanding between face-to-face and open learning. The ways that students and faculty benefit from the team approach used in open learning course creation are outlined. Practical methods of adapting group work and other learner-centred classroom pedagogies to the print medium are also examined.