Since 2015, a partnership between the Canadian Glycomics Network and the University of Alberta’s Centre for Mathematics, Science, and Technology Education has provided opportunities for high-school teachers to immerse themselves in academic research environments. Drawing upon this experience, the teacher participants have created a library of glycomics-themed bilingual teaching resources that are curriculum-linked and feature current, local research with global impact. These resources are shared freely on the Internet. This article presents an overview of the program and discusses feedback from participating teachers and researchers.

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Being able to assess the health needs of children and young people and deliver appropriate health interventions in line with current policy is a central principle of school nursing practice. This series of articles looks at ideas and projects that have been developed by SCPHN School Nursing students.

Increasing numbers of studies in STEM fields indicate that there are higher gains in student outcomes in classroom environments implementing evidence-based teaching approaches focused on learners and their learning when compared to traditional lecture-based classrooms. However, despite the compelling results, studies show that lecture is still the most common instructor behaviour in undergraduate education. Professional learning programs have been shown to be crucial in closing this gap and promoting sustained adoption of student-centred teaching approaches in undergraduate education. In order to understand how faculty members in engineering experience the development of their pedagogical understandings and practice, we invited seven engineering professors of different ranks and disciplines to participate in a professional learning program, Scholarship of Pedagogy and Application of Research Knowledge in Engineering (SPARK-ENG), designed specifically for engineering education. The participants’ interactions during the community of practice and individual and group interviews after completing their modules were recorded, transcribed, and analysed through a thematic analysis process. The study findings indicated that the participants demonstrated a complexity of pedagogical understanding and preferences toward practical aspects of engineering education based on external constraints and perceptions about engineering knowledge and engineering teaching. They further valued community-based interactions to develop pedagogical reflection and possibilities of implementation in their own classroom situations. The study points to the need for further research and discussion surrounding professors’ epistemologies of disciplinary knowledge and unique cultures of certain professions to support the development of effective student-centred pedagogies in university professional development programs.

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