This article recommends institutional changes to higher education related to time, learning, and risk that would better serve the contemporary student population and increase opportunities for life-long and interdisciplinary learning. To begin, the changing demographic of university students will be outlined, along with suggestions about how traditional institutional arrangements are no longer conducive to optimal learning environments. Next, a review of the history of the academic year will be provided, that will show a snapshot of post-secondary academic calendars in Canada. Relatedly, a discussion of the potential drawbacks and benefits to accelerated courses will be deliberated, as well as the role of risk in terms of how this shapes students’ course selection. Finally, an example of a pilot program at McMaster University, a large research-intensive university in Ontario, Canada, which is specifically designed to account for the pitfalls outlined above, will be discussed. Taken together, it will be argued that having full-course offerings on a year-round basis, providing various options for course lengths, and adjusting evaluations to reduce students’ conceptions of ‘risk’ will better adapt institutes of higher education for the twenty-first century.

Tropical glaciers of the Cordillera Blanca, Perú are rapidly thinning and retreating as a result of climate warming. The retreat of these glaciers along narrow linear bedrock valleys has increased the number and size of moraine‐dammed glacial lakes formed in the valleys. This study aims to identify the geomorphological and sedimentological characteristics of an enlarging moraine‐dammed supraglacial lake (Llaca Lake) in the Cordillera Blanca. Field‐based sedimentological observations and geomorphological mapping were combined with remotely sensed data and a photogrammetric model derived from aerial surveys by an uncrewed aerial vehicle to identify landform‐sediment assemblages. The geomorphological and sedimentological characteristics of Llaca Lake are synthesized into three landsystem zones: Zone 1: distal portions of Llaca Lake and the latero‐frontal moraine; Zone 2: the central zone of ice‐cored hummocks; and Zone 3: the active glacier margin. These zones are differentiated based on the spatial distribution of landforms, sediments, and active geomorphological processes. This is the first study to describe the landform‐sediment assemblages in a tropical moraine‐dammed supraglacial lake system and provides a framework for further landsystem element analysis of these growing supraglacial lakes in rapidly deglaciating high‐altitude environments.

Now that you know the title, the questions you may have are, What is a “curated futures project,” and why in the world are we doing it? Focusing on the processes of curation and collaboration, the concept of “curated futures” speaks to the possibilities of imagination and speculation. In contrast to creating strict boundaries around what could, or could not, be produced or conceptualized as an academic contribution, this project’s editorial team seeks to bring together a wide variety of works that reflect the interests and investments of multiple individuals with their own creative talents and goals.

The extent of how mobile devices, such as smartphones and tablets, are seamlessly incorporated into the personal day-to-day life is not often considered by University instructors. Unfocused incorporation of mobile technologies into the classroom can de-emphasize intended learning objectives if students struggle to use the technology itself or by acting as a distraction. The effective inclusion of mobile technology is not a simple process as the intervention needs to be purposeful and have the potential to improve the student learning environment while working alongside more traditional face-to-face learning. This paper presents a pathway to help instructors address both pedagogical and technological considerations of incorporating mobile learning into the curriculum. The pathway developed through the adaptation of the iPAC framework, feedback from international practitioners and tested with worked examples. In all cases, the instructors' reflective responses to the eight pathway questions indicate a clear structured activity, engaged students and considers equal access, prior experience and contingency planning. This pathway indicates an effective methodology for instructors to assess whether the mobile learning intervention is appropriate and adds value to their teaching. Further external evaluation of the pathway with additional teaching examples will enhance the effectiveness of the methodology.

Undergraduate research and inquiry is a growing movement within the teaching and learning nexus, with many institutions developing their practices within this culture of education. This study aimed to identify the perceptions and experiences surrounding undergraduate research and inquiry among students and faculty at McMaster University in Ontario, Canada; assess the extent of research and inquiry in the design of undergraduate courses; and explore the facilitators and obstacles educators encounter when attempting to implement this educational approach. Although differences exist in student and faculty definitions of undergraduate research and inquiry, we found two principal models that characterize its structure and delivery—the scaffold model and bookend model. A third, the abstract model, does not employ the practice of inquiry. Despite numerous benefits unique to undergraduate research and inquiry education identified by stakeholders, notable barriers (such as funding, faculty buy-in, limited student experience, and inherent competition) hinder its progress. Overall, we found a diversity of undergraduate research and inquiry practices across the university, operating within varying cultures and comfort levels, which suggests unequal access for student learners.

Karstic cave systems are intricately related to surficial processes and the study of cave sediments is a growing field of research. Sediment deposits in caves are protected from surficial weathering processes, and are therefore often preserved. Hidden River Cave is an active, multi-level cave system in the town of Horse Cave, Kentucky with over 33 km of mapped passages. A history of anthropogenic impacts on the cave system include uses for hydroelectric power generation, a water source, and a show cave until it closed in 1943 due to severe contamination from domestic and industrial waste. Analysis of sediment cores from the cave system show distinct concentrations of metals within the sediment from chrome plating plant effluent. Relative concentrations of metals in the core record were obtained using an Itrax core scanner, and were observed to decrease moving downstream from the chrome plating plant contamination source. The chronology of sedimentation events indicates a strong connection between historical contaminating events in the town of Horse Cave and cave sediment deposition. This approach emphasizes how core analysis allows for depositional patterns in the cave system to be determined and related to historic surficial processes. The methodologies emphasis the potential for the analysis of sediment trapped within cave systems may be used to shed insight into a regions anthropogenic and natural events.

This study utilizes a landsystem approach to analyse the landforms and sediments exposed on the forefields of three closely spaced outlet glaciers of the Vatnajökull Ice Cap, southeast Iceland; Morsárjökull, Skaftafellsjökull and Svínafellsjökull, in order to determine how individual glacier and environmental characteristics influence landscape development. Analysis of satellite imagery and fieldwork were used in conjunction to examine the geomorphology and sedimentology of the forefields, and to define the characteristic landsystems of each of the glaciers. Morsárjökull and Skaftafellsjökull have similar proglacial fields, with similarities in the distribution and scale of the landforms, and their characteristics conform to the established active temperate landsystem. Svínafellsjökull differs significantly from the other glaciers having a proglacial field that more closely resembles an early stage debris‐charged landsystem. Variations between the glaciers in terms of their ice distribution (hypsometry, equilibrium line altitude), bedrock type, topography and debris content are important factors that contribute to the landsystem variability evident in their proglacial fields. The forefields of these three glaciers may be used as analogues to enhance understanding of palaeoenvironmental conditions that existed along the southern margin of Pleistocene glaciers that covered much of northern North America and Europe in the past.

From 2014-2016, Scholarship of Teaching and Learning (SoTL) Research Fellows at a mid-sized Canadian research-intensive, medical-doctoral university undertook to study their own formation as scholars of teaching and learning, as well as benefits and challenges of their cross-appointment to our central teaching and learning institute from their home academic departments. Findings from surveys and focus groups identified themes such as identity, community, access, transfer, and structural elements (each with benefits and challenges to practice). Our autoethnographic work confirms assertions in the literature about the uneasy relation between SoTL and traditional scholarship, while also bearing out the need for departmental support, and for key interventions along the path from novice to practitioner identity. Some discussion of the ambassador or translator role that can flow from such arrangements is included. De 2014 à 2016, les chercheurs en Avancement des connaissances en enseignement et en apprentissage (ACEA) d’une université canadienne médicale-doctorale de taille moyenne ayant un coefficient de recherche élevé ont entrepris une étude portant sur leur propre formation en tant que chercheurs érudits en matière d’enseignement et d’apprentissage, ainsi que sur les avantages et les défis de leur nomination conjointe à notre institut central d’enseignement et d’apprentissage tout en enseignant dans leur propre département universitaire. Les résultats des sondages et des groupes de discussion ont permis d’identifier certains thèmes tels que l’identité, la communauté, l’accès, le transfert, ainsi que des éléments structuraux (chacun présentant des avantages et des défis concernant la pratique). Notre travail autoethnographique confirme les assertions présentes dans la documentation existante concernant la relation difficile qui existe entre l’ACEA et la recherche traditionnelle, tout en tenant compte de la nécessité du soutien départemental ainsi que pour les interventions clés sur la voie qui consiste à passer de l’identité de novice à celle de praticien. L’article contient également des discussions sur le rôle d’ambassadeur ou de traducteur qui peut découler de tels arrangements.

ABSTRACT: The capacity for the mapping of crime data has shifted to the digital world, allowing online public crime mapping and the dissemination of information to a broader audience. While the field of critical cartography has questioned the elements and underlying assumptions of various map types, public crime mapping has not been analyzed in the same manner. Through analysis of the design choices and omissions in online public crime maps that pertain to Hamilton, ON and London, ON, the concepts of critical cartography are applied to the largely ignored field of crime maps. While the existence of online public crime maps can potentially facilitate data sharing and analysis to better allow police forces to reduce the incidence of crime, there are also consequences of maps presenting incomplete or inaccurate information to their audiences, as was found to be the case for both cities that were analyzed. These consequences include effects on the public perception of crime, changing attitudes toward crime-induced fear, and negative implications for economic development in areas that might be seen as too high-risk. RÉSUMÉ: Les ressources en cartographie des données sur la criminalité ont désormais franchi le seuil de l’ère numérique, ce qui permet la cartographie en ligne de la criminalité et la diffusion d’informations à un large public. Si le domaine de la cartographie critique a remis en question les éléments de divers types de cartes et les hypothèses sur lesquelles reposent ces cartes, la mise à la disposition du public de données cartographiques relatives à la criminalité n’a pas fait l’objet d’une analyse semblable. En étudiant les choix et les omissions des concepteurs des cartes de criminalité accessibles au public des villes ontariennes de Hamilton et de London, les auteurs appliquent les notions de cartographie critique au domaine cruellement négligé des cartes de criminalité. Bien que l’accessibilité des cartes de criminalité au public soit susceptible de faciliter le partage et l’analyse des données et de permettre ainsi aux corps policiers de réduire l’incidence de la criminalité avec plus d’efficacité, la présentation d’informations tronquées ou inexactes dans ces cartes a également des conséquences, ainsi qu’en témoigne le cas des deux villes analysées. Parmi ces conséquences figurent l’incidence de ces informations sur la façon dont le public peçoit la criminalité, les changements d’attitude à l’égard de la peur engendrée par la criminalité, et les répercussions négatives du développement économique dans des secteurs qui peuvent paraître présenter un risque trop élevé.

A geomorphological study was conducted to determine the most accurate and efficient number of primary data points necessary for modelling hummocky terrain with subtle elevation changes. Primary elevation data were collected on hummocky terrain using an S320 GNSS survey receiver, interpolated using ordinary kriging in ArcGIS, and analyzed using a Monte Carlo simulation in MATLAB. This analysis was done to suggest an ideal number of sample points required to produce a highly accurate digital elevation model. From research conducted in Georgetown, ON, it was determined that 20,000 points should be sampled per square kilometer, but the findings can be altered slightly to best suit future geomorphological and hydrological studies. The findings will increase the understanding of the subtle relationship between topography and interpolation error and will guide future data capture and modelling of terrain with subtle elevation variation of less than 10 m. Results can influence the scope of point collection and the clustering of points or boreholes across terrain with variable elevation changes. There is also a potential for application in regions where placing boreholes would be difficult or costly when trying to understand subsurface geometries.

The objectives of this research study were to examine local level factors shaping the implementation of a blended pedagogical approach for geospatial- and information-literacy, and to understand implementer satisfaction. As such, we addressed the following research questions: What local-level factors shape the implementation of the blended learning model? and How satisfied are implementers (faculty, administrators and library instructional/support staff) with the new blended learning model for geospatial and information fluency? Focus groups (n=7) plus one interview (total n=22) were conducted with key stakeholders (e.g., staff, faculty, administrators) to better understand facilitators, barriers, and/or issues related to module development, in addition to perceptions about how the modules are utilized by teaching assistants (TAs), instructional assistants (IAs), and instructors. Participants were identified according to their status as either discipline-specific instructional staff (i.e., instructor, TA, IA) or staff who supported the development of modules (i.e., library instructional staff, library management, administrators). From an ontological standpoint that privileges an individual perspective on the nature of reality, while epistemologically seeking to understand the relationship between the “knower” and what can be known, we adopted a theory of constructivism to support this inquiry. Transcripts were imported into a qualitative analysis software package (NVivo 8.0) for organization, coding and analysis. Instructors found value in the online modules, particularly in a blended learning setting. Instructors felt that having the material in advance, in-class time could be better focused on interaction, assignments, and assessments and resulted in reduced anxiety in busy lab environments. Several key themes emerged, including: (a) instructor expectations (time constraints, sustainability, and collaborative nature of development process) and assessment (student grades and performance); (b) implementation benefits (course content consistency, more lab time devoted to instructor support, provision of additional course resources, and opportunities for student reflection; (c) implementation challenges (inadequate support for information literacy, perceptions of an increase in student workload, and definitional issues surrounding blended learning); (d) course-tailored modules (dichotomy of needs – course tailored vs. generic modules, value in a quiz component, and changing context of lab environment); and (e) key areas for improvement. Focus group respondents illustrated the importance of engaging students in the process of blended learning model development. Future iterations of blended learning modules should explicitly incorporate student feedback through focus groups during their development. Les objectifs de la présente étude de recherche étaient d’examiner les facteurs au niveau local qui affectent la mise en oeuvre d’une approche pédagogique hybride pour l’acquisition des connaissances en littératie géospatiale et en littératie informationnelle, et de comprendre la satisfaction de ceux qui exécutent cette approche. À cette fin, nous avons examiné les questions de recherche suivantes : Quels sont les facteurs au niveau local qui affectent la mise en oeuvre du modèle d’apprentissage hybride? Et : Dans quelle mesure les personnes qui exécutent ce modèle (les professeurs, les administrateurs et le personnel enseignant et de soutien de bibliothèque) sont-elles satisfaites du nouveau modèle hybride d’apprentissage pour en arriver à la maîtrise de la littératie géospatiale et de la littératie informationnelle? Des groupes de discussion (n=7) plus une entrevue (total n=22) ont été organisés avec les acteurs principaux (personnel, professeurs, administrateurs) afin de mieux comprendre les facilitateurs, les barrières et/ou les problèmes liés au développement des modules, ainsi que les perceptions sur la manière dont les modules sont utilisés par les chargés de cours, les assistants pédagogiques et les instructeurs. Les participants ont été identifiés selon leur statut : personnel enseignant spécifique à une discipline (c’est-à-dire instructeurs, chargés de cours, assistants pédagogiques) ou personnel qui soutient le développement des modules (c’est-à-dire personnel enseignant de bibliothèque, gestionnaires de bibliothèque, administrateurs). D’un point de vue ontologique qui privilégie une perspective individuelle sur la nature de la réalité tout en recherchant de façon épistémologique à comprendre la relation entre celui qui « sait » et ce qui doit être su, nous avons adopté une théorie de constructivisme pour aider à mener à bien cette enquête. Les transcriptions ont été importées dans un logiciel d’analyse qualitative (Nvivo 8.0) pour l’organisation, l’encodage et l’analyse. Les instructeurs ont apprécié la valeur des modules en ligne, en particulier dans le cadre d’un apprentissage hybride. Les instructeurs ont déclaré que le fait d’avoir accès à la documentation à l’avance permettait de mieux utiliser le temps passé en classe pour l’interaction, les devoirs et les évaluations et que cela avait eu pour résultat une diminution de l’anxiété dans les laboratoires débordants d’activité. Plusieurs thèmes clés ont été identifiés : (a) attentes des instructeurs (contraintes de temps, durabilité, nature coopérative du processus de développement) et évaluation (notes et résultats des étudiants); (b) avantages de la mise en oeuvre (uniformité du contenu des cours, davantage de temps en laboratoire consacré au soutien par les instructeurs, ressources de cours supplémentaires, opportunités de réflexion pour les étudiants); (c) défis présentés par la mise en oeuvre (soutien inadéquat pour l’acquisition des connaissances en littératie informationnelle, perceptions d’une augmentation de la charge de travail des étudiants et problèmes de définition concernant l’apprentissage hybride); (d) modules conçus spécifiquement pour des cours donnés (dichotomie des besoins – cours conçus spécifiquement versus modules génériques, valeur apportée par les tests de contrôle, contexte changeant dans les laboratoires); et (e) domaines clés pour l’amélioration. Les répondants des groupes de discussion ont illustré l’importance d’engager les étudiants dans le développement du processus d’apprentissage hybride. Les éditions futures des modules d’apprentissage hybride devraient explicitement incorporer la rétroaction des étudiants par le biais de groupes de discussion pendant la phase de développement.