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dc.contributor.authorCampbell, Rose
dc.date.accessioned2021-10-21T22:02:48Z
dc.date.available2021-10-21T22:02:48Z
dc.date.issued2021-10-21
dc.date.submitted2021
dc.identifier.urihttps://viurrspace.ca/handle/10613/25182
dc.identifier.urihttp://dx.doi.org/10.25316/IR-16999
dc.description.abstractThis action-oriented research inquiry explored how might an inclusive learning community cocreate guidelines to support teaching and learning excellence in the Business Administration Diploma program at the Southern Alberta Institute of Technology? Utilizing an appreciative inquiry methodology, stakeholders engaged in surveys and a focus group to share their experiences of teaching and learning excellence. Four themes and 14 subthemes emerged from the data and together informed four conclusions: inclusive learning communities, responsive instructional practice, applied, experiential learning, and relevant course content. Five recommendations emerged from these conclusions, incorporating specific calls to action around each characteristic of teaching and learning excellence. The recommendations also included a process for wider stakeholder participation toward cocreating a teaching and learning framework. The cocreation of knowledge and generative learning outcomes may continue to inspire innovative and iterative approaches toward ensuring teaching and learning excellence in the program.
dc.subjectFrameworks
dc.subjectLearning Community
dc.subjectTeaching and Learning
dc.titleExploring the impact of an inclusive learning community on teaching and learning within a postsecondary diploma program at the Southern Alberta Institute of Technology
dc.date.updated2021-10-21T22:02:50Z
dc.language.rfc3066en
dc.degree.nameM.A. in Leadership
dc.degree.levelMasters
dc.degree.disciplineSchool of Leadership Studies


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