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Natasha A. Kenny
Taylor Institute for Teaching and Learning, University of Calgary, Calgary AB, Canada

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Journal article
Published: 15 March 2021 in International Journal for Academic Development
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This paper explores the nature of integrated networks of practice, and in particular, the important role of hubs within networks. Hubs are individuals or groups that energize cross-connections, improve knowledge flow, enhance learning across small clusters of expertise, and play critical roles in building and sustaining robust integrated networks. Three examples illustrate how group-based hubs can facilitate professional learning across naturally occurring significant networks. Drawing on these examples and scholarship in the field, we offer a comprehensive framework for cultivating integrated networks for teaching and learning, and highlight some of the lessons we have learned.

ACS Style

K. Lynn Taylor; Natasha A. Kenny; Ellen Perrault; Robin A. Mueller. Building integrated networks to develop teaching and learning: the critical role of hubs. International Journal for Academic Development 2021, 1 -13.

AMA Style

K. Lynn Taylor, Natasha A. Kenny, Ellen Perrault, Robin A. Mueller. Building integrated networks to develop teaching and learning: the critical role of hubs. International Journal for Academic Development. 2021; ():1-13.

Chicago/Turabian Style

K. Lynn Taylor; Natasha A. Kenny; Ellen Perrault; Robin A. Mueller. 2021. "Building integrated networks to develop teaching and learning: the critical role of hubs." International Journal for Academic Development , no. : 1-13.

Journal article
Published: 13 May 2020 in Palgrave Communications
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Postdoctoral scholars pursue diverse career paths requiring broad skill sets; however, little is known about postdoctoral scholars’ perspectives about their professional learning, and development needs. The objective of this mixed-methods study was to identify current professional learning and development opportunities used by postdoctoral scholars to obtain the required broad skills sets of value for a changing career landscape. A concurrent mixed-methods design was utilized including a cross sectional survey and qualitative interviews. Analysis was conducted using descriptive statistics and thematic analysis; quantitative and qualitative findings were then triangulated for convergent themes. Key findings indicate that although postdoctoral scholars engage in a variety of professional learning, the perceived usefulness of these sessions varies widely, and the types of professional learning and development that they engage in, may not best support the realities of their future careers. Given the significant resources often required to support professional learning and development initiatives, a deeper understanding and alignment of postdoctoral scholars needs with provided opportunities may help to ensure scarce resources are invested in the most useful and effective strategies.

ACS Style

Lorelli Nowell; Glory Ovie; Natasha Kenny; Michele Jacobsen. Postdoctoral scholars’ perspectives about professional learning and development: a concurrent mixed-methods study. Palgrave Communications 2020, 6, 1 -11.

AMA Style

Lorelli Nowell, Glory Ovie, Natasha Kenny, Michele Jacobsen. Postdoctoral scholars’ perspectives about professional learning and development: a concurrent mixed-methods study. Palgrave Communications. 2020; 6 (1):1-11.

Chicago/Turabian Style

Lorelli Nowell; Glory Ovie; Natasha Kenny; Michele Jacobsen. 2020. "Postdoctoral scholars’ perspectives about professional learning and development: a concurrent mixed-methods study." Palgrave Communications 6, no. 1: 1-11.

Journal article
Published: 31 December 2019 in The Canadian Journal for the Scholarship of Teaching and Learning
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This study investigates the intended, enacted, and perceived curriculum in an authentic research-based science program using curriculum mapping as a tool for analysis. The main research inquiry guiding this study is: How do the students’ perceptions on their achieved learning outcomes in an authentic research-based learning environment align with the intended and enacted outcomes? A mixed method approach was adopted, where the program and its core-courses were mapped from different perspectives. Data on the learning outcomes and perceptions of students learning were collected through questionnaires, focus groups, and interviews from multiple perspectives. Results of the curriculum mapping showed consistency and cogency of program and course-level learning outcomes. Students’ perceptions of their authentic research experiences were well-aligned with the intended and enacted learning outcomes. The results of this study could be used to help other programs implement similar curriculum review approaches in their context.

ACS Style

Hagar I. Labouta; Natasha A. Kenny; Patti Dyjur; Rui Li; Max Anikovskiy; Leslie F. Reid; David T. Cramb. Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic Research-Based Science Program. The Canadian Journal for the Scholarship of Teaching and Learning 2019, 10, 1 .

AMA Style

Hagar I. Labouta, Natasha A. Kenny, Patti Dyjur, Rui Li, Max Anikovskiy, Leslie F. Reid, David T. Cramb. Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic Research-Based Science Program. The Canadian Journal for the Scholarship of Teaching and Learning. 2019; 10 (3):1.

Chicago/Turabian Style

Hagar I. Labouta; Natasha A. Kenny; Patti Dyjur; Rui Li; Max Anikovskiy; Leslie F. Reid; David T. Cramb. 2019. "Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic Research-Based Science Program." The Canadian Journal for the Scholarship of Teaching and Learning 10, no. 3: 1.

Articles
Published: 27 December 2019 in International Journal for Academic Development
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There is a gap in research exploring stress, burnout, and well-being within the context of educational development. The purpose of this study was to examine the concepts of burnout and workplace well-being among educational developers across the international landscape. Thematic analysis from the survey responses (n = 210) revealed characteristics around four themes that both enhanced or hindered participants’ sense of well-being: a) colleagues, b) manager/director, c) institution/senior administration, and d) workplace. Our findings highlight the need to further amplify conversations related to burnout, as well as examine and promote workplace well-being for educational developers.

ACS Style

Klodiana Kolomitro; Natasha Kenny; Suzanne Le-May Sheffield. A call to action: exploring and responding to educational developers’ workplace burnout and well-being in higher education. International Journal for Academic Development 2019, 25, 5 -18.

AMA Style

Klodiana Kolomitro, Natasha Kenny, Suzanne Le-May Sheffield. A call to action: exploring and responding to educational developers’ workplace burnout and well-being in higher education. International Journal for Academic Development. 2019; 25 (1):5-18.

Chicago/Turabian Style

Klodiana Kolomitro; Natasha Kenny; Suzanne Le-May Sheffield. 2019. "A call to action: exploring and responding to educational developers’ workplace burnout and well-being in higher education." International Journal for Academic Development 25, no. 1: 5-18.

Journal article
Published: 04 February 2019 in International Journal for Academic Development
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ACS Style

Jacqueline Fields; Natasha Ann Kenny; Robin Alison Mueller. Conceptualizing educational leadership in an academic development program. International Journal for Academic Development 2019, 24, 218 -231.

AMA Style

Jacqueline Fields, Natasha Ann Kenny, Robin Alison Mueller. Conceptualizing educational leadership in an academic development program. International Journal for Academic Development. 2019; 24 (3):218-231.

Chicago/Turabian Style

Jacqueline Fields; Natasha Ann Kenny; Robin Alison Mueller. 2019. "Conceptualizing educational leadership in an academic development program." International Journal for Academic Development 24, no. 3: 218-231.

Journal article
Published: 14 July 2017 in International Journal of Environmental Research and Public Health
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Urban residents are at risk of health-related illness during extreme heat events but the dangers are not equal in all parts of a city. Previous studies have found a relationship between physical characteristics of neighborhoods and the number of emergency medical response (EMR) calls. We used a human energy budget model to test the effects of landscape modifications that are designed to cool the environment on the expected number of EMR calls in two neighborhoods in Toronto, Canada during extreme heat events. The cooling design strategies reduced the energy overload on people by approximately 20–30 W m−2, resulting in an estimated 40–50% reduction in heat-related ambulance calls. These findings advance current understanding of the relationship between the urban landscape and human health and suggest straightforward design strategies to positively influence urban heat-health.

ACS Style

Drew A. Graham; Jennifer K. Vanos; Natasha A. Kenny; Robert D. Brown. Modeling the Effects of Urban Design on Emergency Medical Response Calls during Extreme Heat Events in Toronto, Canada. International Journal of Environmental Research and Public Health 2017, 14, 778 .

AMA Style

Drew A. Graham, Jennifer K. Vanos, Natasha A. Kenny, Robert D. Brown. Modeling the Effects of Urban Design on Emergency Medical Response Calls during Extreme Heat Events in Toronto, Canada. International Journal of Environmental Research and Public Health. 2017; 14 (7):778.

Chicago/Turabian Style

Drew A. Graham; Jennifer K. Vanos; Natasha A. Kenny; Robert D. Brown. 2017. "Modeling the Effects of Urban Design on Emergency Medical Response Calls during Extreme Heat Events in Toronto, Canada." International Journal of Environmental Research and Public Health 14, no. 7: 778.