Teaching Center Research Articles

Natural Law: A legacy of Veritatis Splendor

The encyclical of Saint John Paul II constitutes a milestone in the history of the Church: it is the first time that the Magisterium dedicated a document to address the doctrinal foundations of moral theology. The central teaching of Veritatis Splendor focuses on moral autonomy, whose metaphysical-theological foundation is natural law. While Veritatis Splendor provides a profound explanation of these foundations, it leaves room for further theological reflection on the role natural law plays in moral knowledge, that is, how humans can discern the demands of natural law in the pursuit of moral goodness. This article outlines the key points of the metaphysical and theological foundation of natural law as participated theonomy, within the context of the controversy surrounding autonomous morality. It also delves deeper into understanding how natural law relates to moral knowledge, particularly by demonstrating the extent of participated theonomy.

Role of Hepatic and Renal Biomarkers in Diagnosing Preeclampsia

Objective: The study aims to gain insight into the importance of hepatic and renal biochemical parameters AST, ALT, bilirubin, urea, creatinine, urinary protein to creatinine ratio, and novel marker cystatin C in the domain of preeclamptic patients. Methodology: This prospective cohort study was conducted in Central Park Medical College and Teaching Hospital Lahore from Sep 2023 to Apr 2024 on 300 subjects. Inclusion criteria were pregnant women over 18 years of age, gestational age of 20 weeks, and singleton pregnancy. Women with preexisting hypertension, kidney disease, or other diseases causing liver dysfunction were excluded. Blood and urine samples were collected to measure AST, ALT, bilirubin, urea, creatinine, urinary protein to creatinine ratio, and novel marker cystatin C and data was analysed using an independent t test and Chi-square test by SPSS version 26. Results: ALT, AST, and bilirubin levels were higher (45±12 p<0.001, mean±SD 55±15 U/L, mean±SD: 1.5±0.4 mg/dL) in preeclamptic women. Creatinine, urine protein to creatinine ratio, and cystatin C (mean±SD: 1.0±0.2 mg/dl, mean±SD: 300±100 mg/g, p 1.2±0.3ng/mL) were raised in preeclamptic women as compared to the control group. Conclusions: Serum creatinine, urine protein/creatinine ratio, and cystatin C and creatinine were found in women with preeclampsia compared to women without preeclampsia.

교수학습센터 학습프로그램 참여도와 전공만족도 간의 관계: 학습역량의 매개효과와 학업성취도의 조절된 매개효과

The purpose of this study is to examine the mediating effect of learning competency on the relationship between participation in learning programs at the university's Center for Teaching and Learning and major satisfaction. Additionally, it explores the moderated mediating effect of academic achievement on the relationship between participation in learning programs and learning competency. For this study, data were collected from 647 participants enrolled in learning programs at the Center for Teaching and Learning at S University, focusing on variables such as participation in learning programs, major satisfaction, learning competency, and academic achievement. The data were analyzed using SPSS Macro PROCESS (Model 7). The study results showed the following: First, participation in the learning programs at the Center for Teaching and Learning had a significant positive relationship with learning competency, major satisfaction, and academic achievement. Additionally, learning competency showed a significant positive relationship with major satisfaction, and major satisfaction had a significant positive relationship with academic achievement. Second, learning competency had a complete mediating effect between participation in the Center for Teaching and Learning learning program and major satisfaction. Third, the moderated mediating effect of academic achievement in the effect of participation in the Center for Teaching and Learning learning program on learning competency was confirmed, and the effect size was different depending on the level of academic achievement. Based on these results, the educational significance of participation in the Center for Teaching and Learning's learning program and ways to improve major satisfaction were discussed.

PERAN SULTAN ISKANDAR MUDA DALAM PENGEMBANGAN PENDIDIKAN ISLAM DI NUSANTARA MASA KESULTANAN ACEH DARUSSALAM TAHUN 1607 – 1636

Abstract : The progress of Islamic development and civilization in the archipelago was marked by the establishment of Islamic sultanates, one of which was Aceh Darussalam. This sultanate reached the peak of its glory and also became the center for the development of Islam in various regions of the archipelago in the 17th century AD during the time of Sultan Iskandar Muda. The aim of this research is to explore the role and political policies implemented during the reign of Sultan Iskandar Muda in the process of developing and expanding Islamic da'wah. This research uses library study methods from various sources such as books, journals, magazines and other documents. The results of this research are that the Sultanate of Aceh Darussalam since its founding until it experienced the peak of progress, especially during the time of Sultan Iskandar Muda, who paid great attention to the development of Islam, has influenced the process of developing and spreading Islamic da'wah in the archipelago, one very important factor is the enactment of qanun meukata alam as State law and Islam received support and legitimacy from the authorities in Haramayn (Mecca and Medina), Islamic teaching centers were developed through institutions that gave birth to Muslim educational scholars who had an influence on that period by producing intellectual works that are still used as references today. This research is important to be used as a reference and additional insight for the development of historical science, especially in exploring insights between the role of Islamic sultanates in the development of Islam in the archipelago. Keywords : Aceh Darussalam, Iskandar Muda, Nusantara, Islamic Development, Ulama

Artificial Intelligence Writing in Higher Education:

Winter 2023 was a scary time for educators being confronted with generative AI for the first time. The launch of ChatGPT caused nothing less than a seismic shift in the field of higher education. Amidst calls to ban it from schools and decrying the end of entire disciplines, there was also a great surge of enthusiasm and optimism as faculty and students alike contended with how this will shape their educational experience going forward. This paper reflects on this time and on the then-emerging issue of how to respond to generative AI in higher education from the perspective of a teaching and learning centre. These centres occupy a middle space for educators between the administration making decisions for institutions and the faculty members responding to generative AI in their classrooms. Teaching and learning centres can provide resources, strategize, and centralize the distribution of information, resources, and supports from across institutions and between institutions.

Long-term accuracy of the National Emergency Laparotomy Audit risk score: Analysis of the impact of comorbidities on mortality 5 years after emergency laparotomy.

The National Emergency Laparotomy Audit (NELA) risk prediction tool has demonstrated superiority in predicting 30-day mortality after emergency laparotomy (EL). The aim of our study was to evaluate the accuracy of NELA in calculating long-term (5 year) mortality and determine factors predicting long-term risk of death after EL. This retrospective cohort study included consecutive patients who underwent EL for any indication other than trauma between May 2012 and June 2017 at a large tertiary and academic teaching center. The primary outcome was all-cause postoperative mortality at 1 and 5 years. The c statistic (<1.0, excellent; <0.90, good; 0.80, fair; 0.70, poor) was used to assess accuracy of the NELA. Multivariable regression was used to identify independent risk factors for 5-year mortality after EL. From a total of 758 patients, observed mortality continued to increase from 15.4% at 1 year up to 31.4% at 5 years. The NELA risk score accurately classified deceased patients at both 1 year (c = 0.82; 95% confidence interval [CI], 0.78-0.85) and 5 years (c = 0.82, 0.79-0.85) after EL. History of ascites (adjusted odds ratio [aOR], 3.3; 1.0-11.3; p = 0.048), chronic obstructive pulmonary disease (aOR, 1.9; 1.1-3.4; p = 0.030), congestive heart failure (aOR, 3.6; 1.2-11.5; p = 0.025), myocardial infarction (aOR, 2.6; 1.5-4.6; p = 0.001), and a new cancer diagnosis (aOR, 2.8; 1.7-4.8; p < 0.0001) were independent prognostic factors for death 5 years after EL. Long-term prognosis after EL remains poor for at least 5 years postoperatively. The NELA score is accurately able to predict risk of death up to 5 years after EL. History of ascites, chronic obstructive pulmonary disease, congestive heart failure, myocardial infarction, and a new diagnosis of cancer were independent prognostic factors for long-term mortality after EL. Prognostic and Epidemiological; Level IV.

Constructing Virtual Teaching and Research Centers for Business English Education: A Framework for Application-Oriented Universities

This article explores the construction of virtual teaching and research centers in Business English education in application-oriented universities. They face unique challenges in preparing students with practical skills and career readiness demanded by industries; traditional teaching models often lack the interactive, experiential components that are necessary for the development of practical skills. Guided by Experiential Learning Theory, this article tries to propose a framework for the construction of virtual teaching and research centers, including design principles, curriculum development, assessment strategies to cope with the challenges and to align with industrial needs. The proposed framework aims to enhance students’ practical skills, improve engagement, and ensure Business English learners are career-ready. Recommendations for the construction are also put forward.

A risk-based approach to mitigating the Gen(AI) challenge to assessment integrity

In the evolving landscape of higher education, emerging technologies such as Generative AI (GenAI) present both opportunities and challenges. The rapid increase in access to, and sophistication of, GenAI poses significant challenges for our institution and the wider sector (Bearman &amp; Luckin 2020, Bobula 2024, Chan &amp; Hu 2023). The most immediate of these challenges is the increased risk to the existing approaches used to assure that students achieve the stated outcomes of their learning experiences. Director of Higher Education Integrity Unit, TEQSA, Dr Helen Gniel argues ‘We are entering an age where institutions can no longer ensure the integrity of every single assessment, and it makes sense to think at that bigger level […] what are the mechanisms that you have in place to be confident that an individual has demonstrated the learning outcomes to receive that degree’(TEQSA information request: AI risk mitigation, webinar, 21 March 2024). While higher education institutions are exploring opportunities to realise the potential benefits of GenAI, our immediate focus is on mitigating these risks. This poster describes institutional Programmatic Assessment Security Project (PASP) at the University of Newcastle (UON), a pioneering four-stage initiative designed to address academic integrity risks associated with inappropriate uses of GenAI in summative assessment (Lodge 2024). Academic integrity risks in this context refers to the potential for students to engage in academic misconduct by using GenAI tools in ways that violate institutional policies or ethical standards for assessment. These risks pose a threat to the validity and reliability of summative assessments, potentially compromising the integrity of academic qualifications and the learning process itself. Led by the central teaching and learning support unit, in collaboration with the Artificial Intelligence Working Group (AIWG) a group of expert practitioners and academic stakeholders at UON, the PASP aims to secure assessments across a program of study, assuring student attainment of program learning outcomes. This innovative approach aligns with the sector’s focus on programmatic assessment and supports compliance with regulatory requirements, including TEQSA’s mid 2024 request for institutions to submit a detailed action plan to mitigate the risks that GenAI poses to the integrity of awards (TEQSA 2024). This poster showcases exemplary innovation in practice through the PASP, advancing research and practice in technology-enhanced learning (TEL). The PASP employs a risk-based approach, identifying seven risk factors for inappropriate student use of GenAI in assessment tasks. The first step in this project involved Course Coordinators completing an Assessment Reflection Survey, guiding them to reflect on individual assessment tasks in relation to these risk factors. The survey data were then used to compile an understanding of the varying levels of assessment risk across the institution’s programs. The PASP will deliver a defined series of secure assessments, delivered at key moments across a program of study to assure student attainment of program learning outcomes. This poster provides insight into UON’s contemporary and agile approach to TEL and assessment redesign, with potential for staff at other institutions to adopt similar responses.

Constancy Amidst Change

Using a scholarly personal narrative, I share about my first year pretending to be a deputy director, responsible for ‘faculty training’ under the Center of Open and Digital Teaching and Learning in an open university. My reflections over time in storied form as part of teaching and learning with colleagues (Ingersoll, 2018) aim to illuminate what constitutes our ongoing and best practices within the institution’s so called Open and Distance eLearning programs or ODeL (Alfonso, 2014). I branded a series of faculty learning activities as “T&amp;L Convoes” to bring to the fore topics worth talking about, like an online version of stories we would normally share over ‘merienda’ or breaktime. Focused group discussions were undertaken to interrogate how faculty members learn best, and their current practices which seemed to work as examined through the lens of teaching presence, an element of the Community of Inquiry framework by Garrison et al. (2000). I also inquired about what else they would like to learn, hence topics for the T&amp;L Convoes tackled assessment for student success, managing large-sized classes, doing synchronous live classes and faculty-tutor dynamics. As I reexamined recorded sessions (stored data) of our T&amp;L Convoes, I found myself taking a critical stance, asking whether we as an open university and champions of ODeL are in fact contributing innovative teaching practices or do we simply come across as such because of the technologies we choose to enhance our practice. Findings which constitute our best practices boiled down to engagement of active and independent learning through course site features, use of direct or explicit instructions, facilitation of critical discourse, timely feedback on submissions, and intentional learning community-building efforts (Villanueva &amp; Eacersall, 2024). I also highlighted shared issues among faculty members which to my mind were seemingly a blast from my past as a newbie higher education faculty, fifteen years back. These concerns were related to a sense of disconnectedness, grading/marking assignments, finding time for research and publication as well as work life balance. I resolved to no longer pretend but sustain these worthwhile engagements with fellow faculty members by banking on social presence and cognitive presence. These “T&amp;L Convoes” may be optimized to trigger curiosity and exploration alongside other peer-learning activities which should comprise a wholistic approach to faculty development experiences. Grounded on constancy of purpose (Dye, 1991), I choose to persevere in order to drive this reflexivity further on to ascertain whether there will be integration and resolution to all we say and do as faculty members within our ODeL programs. The importance of a personal and reflexive approach to determine peer-learning sessions with colleagues is affirmed as an optimal way to make a needs-based, just-in-time learning happen, versus the so-called ‘in-service teacher training’ residential universities are accustomed to undertaking. Effective use of technology enabled us to operate as colleagues learning from each other’s practices, equally reinforcing the communities of practice (Wenger, 2000) as a supreme pedagogy we shall continue to own up to amid the ever-changing landscape of open universities.

Introduction to Joseph Ratzinger’s Opera Omnia

Joseph Ratzinger’s famous work Introduction to Christianity (Ratzinger 1968a, 1968b) presented the essence and central teachings of the Christian religion. In the case of the “Introduction to Joseph Ratzinger’s Opera Omnia,” it is similarly a question of identifying the essence of the theology of this contemporary Church Father. Without a doubt, what constitutes this principle is the priority of God, not only as Creator but also as Redeemer and Saviour. From this arises the second main dimension of Ratzinger’s theology, namely man as a gift and a person, who is properly realized through originating from God (Urbild) whose most perfect image (Bild) is Jesus Christ, and whose reflection (Abbild) is man. Thus, man can ultimately be fulfilled only in God, in eternal life with him. And therefore, man’s origin, justification, and fulfillment is in God. He is God’s unfolding imago: naturae, gratiae et gloriae. God’s creation is saved and transformed by Christ’s redemption. This fulfillment of God’s plan for creation is expressed in the person of Mary. To better understand the central thought of Ratzinger’s theology, the author of the text proposes eleven key issues in a certain confrontation with the Italian theologian Bruno Forte and the Polish journalist Krzysztof Tomasik.

Analysis of the Correlation Between Spatial Morphological Elements and Microclimate in the Higher Education Teaching Center Area

Irrational spatial configuration of campuses has contributed to changes in local microclimates, thus reducing human thermal comfort, particularly in severely cold regions of China. This paper sets out to establish correlation equations between campus spatial morphology indicators and Physiologically Equivalent Temperature (PET). Based on measured data from two campus sites, Geographic Information Systems (GIS) were utilized to analyze the characteristics of microclimate distribution and highly sensitive morphological parameters were screened. Regression analysis was conducted to determine the correlation between spatial morphology indicators and PET. During winter, open spaces were most correlated with Sky View Factor (SVF), with each 0.1 increase in SVF resulting in a 0.7 °C rise in PET. Enclosed spaces exhibited strong correlations with the Closure Ratio of Enclosure (Ce) and Surface Wall Area (SW), where every 10% increase in Ce led to a 0.46 °C increase in PET and every additional 1000 m2 of SW caused a 1 °C rise in PET. We finally quantified the impact of changes in spatial morphology indicators on human thermal comfort, with the aim to integrate campus planning with climatic design and improve the outdoor thermal environment of campuses.

Impact of Biologic and Disease-Modifying Anti-rheumatic Drug (DMARD) Therapies on Oral Health in Rheumatologic Patients: A Case-Control Study.

Disease-modifying anti-rheumatoid drugs (DMARDs) and biological therapies are known to alter immune function, which may increase the risk of oral infections and mucosal changes. Immunosuppression induced by these medications can make patients more susceptible to conditions like oral candidiasis. Furthermore, there is limited research exploring the long-term oral health outcomes associated with these treatments, particularly in rheumatologic patients who are already at a higher risk of systemic inflammation. This study aims to address these gaps by assessing the impact of these therapies on oral health status and quality of life. This case-control study assesses oral health in patients with rheumatoid arthritis, psoriatic arthritis, and ankylosing spondylitis receiving DMARD or biologic therapy. One hundred and fifty individuals were examined (50 cases on biological therapy, 50 cases on DMARDs, and 50 controls). Individuals undergoing systemic/biologic therapy for rheumatologic diseases were enlisted from outpatient clinics at Rizgary Teaching Hospital in Erbil, Iraq. All participants underwent a standardized oral health (OH) and quality of life (QoL) assessment following the World Health Organization (WHO) guidelines, whichincluded both a questionnaire and an OH examination. Controls (healthy individuals) matched for age and sexwere recruited from Khanzad Specialized Dental Teaching Center in Erbil, Iraq. The OH documentation of patients with rheumatologic diseases was recorded through oral examinations and medical chart reviews, which also included an assessment of the disease activity of each rheumatoid disease. Comparative analysis of OH behaviors showed significant differences between the groups. Patients receiving biologic therapies reported a lower frequency of regular dental check-ups compared to the DMARD and control groups (p < 0.05). Additionally, the use of interdental cleaning aids was less common among biological therapy patients, which may have contributed to the higher prevalence of periodontal issues observed in this group. Oral mucosal lesions (OML) were most prevalent in the DMARDs group with 37 participants (74%), followed by the biological group with 34 participants (68%), and least in the control group with 16 participants (32%) (p < 0.001). Dry mouth affected 38 participants (76%) in the biological group, 28 participants (52%) in the DMARDs group, and eight participants (16%) in the control group (p < 0.001). The DMARDs group also exhibited a significantly higher incidence of decayed and missing teeth compared to the biological and control groups (p = 0.002 and p = 0.008, respectively). In the biological group, the most common OMLs were candidiasis in 11 participants (22%)and ulceration in nine participants (18%), while in the DMARDs group, candidiasis affected 12 participants (24%) and ulceration affected seven participants (14%). Patients with rheumatologic disease have poorer OH and OH-related QoL, more dry mouth, more decay, and missing teeth compared to control. Regarding OML, patients with rheumatologic disease are more susceptible to candidiasis. The findingsindicate a need for routine OH monitoring and preventive strategies in these patient populations.

Teaching and learning communities of practice in economics

Among existing infrastructures to disseminate innovative teaching methods and to build collaborative networks, the authors situate a community of practice (CoP). They explain what a CoP is and compare it with teaching-focused economics journals and conferences, and other infrastructures such as institutional teaching centers. Since 2016, the Economics Department at the University of Toronto has used a variety of CoPs, which serve as an instructive case study. The authors document substantial positive impacts, and they discuss guiding principles, give practical advice, and confront challenges to facilitate adoption elsewhere.

The Living CV project: a model of collaborative learning in third space

The Living CV project is a collaborative initiative launched at a south coast university in the UK, which aims to help students develop their employability skills and evidence their learning outcomes. The project is delivered university-wide from a third space hub, where people from different disciplines and backgrounds come together to work on shared goals. It has therefore provided a way for colleagues across the university to collaborate within third space. In this study we focus on the role of the departmental Living CV Champions and their pivotal role in driving forward this third space project. These champions are situated across the university – in academic departments, in the university’s central Learning and Teaching service and in its career service – but all are working across boundaries and drawing collaborators into the third space of the project. We suggest that the Living CV Champions are also collaboration champions for the institution, in the way in which they support the development of staff networks and knowledge sharing, and therefore the collaborative capital of the institution as a whole. We find that third space projects such as the Living CV can contribute to the development of collaborative capital, act as a gateway for staff to wider communities of practice and build confidence for those engaged in them. In this case study we illustrate one route to achieving this, through a champions model which breaks down traditional academic silos and encourages wider collaboration.

Navigating the Contradictions of ePortfolio Implementation: A Practice-Based Approach Through the Lens of Activity Theory

EPortfolios have emerged as promising technology and practices to redefine pedagogical and learning practices in higher learning institutions. This study examines ePortfolio technology and practices implementation at - a dual-sector educational institution offering higher education and vocational training programs. The implementation, spearheaded by a dedicated central teaching and learning unit in collaboration with faculty academics, signifies a strategic institutional shift towards enhanced reflective practice and learning documentation. While prior research has acknowledged the general integration of ePortfolios within university pedagogy, there exists a lack of literature examining the nuanced challenges and prospects presented by learning design frameworks. Our paper seeks to address this gap by employing activity theory as an analytical framework to dissect the complexities of ePortfolio implementation within higher learning environments. Through the methodological lens of action research, we provide a nuanced narrative of the multi-faceted hurdles encountered during the roll-out of the ePortfolio platform and practices. Our findings not only delineate these obstacles but also showcase ePortfolios’ potential for pedagogical innovation. The paper aims to contribute to the ongoing discourse on digital pedagogies, offering valuable insights for educators, administrators, and policymakers to navigate the challenges of ePortfolio implementation process. This way the study offers ways to navigate such challenges to harness the full spectrum of ePorfolio systems and practices to support successful implementation in higher education institutions.

Digital platform work reinforcing performativity: teacher responses to work intensification explored through trace ethnography

ABSTRACT This paper critically explores how teachers’ everyday work is reconfigured through work on and around different digital platforms. In particular, it demonstrates teacher experiences of workload and work intensification and the different workarounds and adaptions to platforms done by teachers, conditioned by demands of performativity, e.g. discourses of optimising work, making visible and caring for school performances as part of a market-competitive and increasingly digitalised school system. By ethnographically tracing the digital work of six teachers in public and private upper-secondary schools through logs, follow-up interviews, observations and digital ‘go-alongs’, we show how central tasks, administration, communication and teaching are reconfigured through the distribution of work onto local-domestic and global platforms and relatively local school and national regulations. Our contribution to the discussion on platforms in education is how platforms and aligning devices and procedures reinforce performativity demands in teacher work. This reconfiguration produces tensions, interruptions and intensity peaks, often seen as work-time conflicts, but which nonetheless relate to wider, critical issues of the changing nature of teacher digital work being established in relation to the marketised and highly digitalised school.

Incidence of Maxillary Sinus Disorders in Dental Patients Undergoing Cone-Beam Computed Tomography: A Retrospective Cross-Sectional Study.

Background Cone-beam computed tomography (CBCT) was quickly adopted in dentistry settings due to its compact size, low cost, and minimal ionizing radiation dose when compared to medical computed tomography. CBCT generates three-dimensional (3D) images that are useful in a variety of oral and maxillofacial circumstances, including diagnosis and assessment of disease severity, treatment planning and delivery, and follow-up. A significant advantage of CBCT lies in its capability to recognize incidental findings. In the realm of dental CBCT imaging, incidental findings often involve the maxillary sinuses, temporomandibular joints, or other craniofacial structures. Objective To demonstrate the incidental findings of maxillary sinus disorders in dental patients undergoing CBCTfor numerous indications. Methods A retrospective cross-sectional study was carried out using data extracted from the Picture Archiving and Communication System (PACS)of Pure Smile Dental Center and Dental College Teaching Hospitals in the Jazan regionfrom September to December 2022. The study sample included a total of 70 patients who underwent orthodontics CBCT, most of whom were female(76%). Statistical analysis was performed using IBM SPSS Statistics for Windows, Version 27 (IBM Corp., Armonk, USA), along with descriptive statistics. Furthermore, chi-square tests and cross-tabulation were done to assess the relation between the study variables. A p-value <0.01 and <0.05was considered statistically significant. Results The most common dental CBCT findings were root invasion (18.6%), followed by gingivitis (7.14%), and dental caries (4.29%). Of the 70 patients, 42 (60%) had maxillary sinus findings, including opacification (50%), sinusitis (40%), mucosal thickening (34.3%), and polyps (7.1%). Female patients had more frequency of incidental findings related to males (41.43% and 18.57%, respectively). Conclusion A high percentage of dental patients exhibited incidental maxillary sinus findings in CBCT scans, confirming the utility of CBCT as a precise imaging method for detecting paranasal sinus disorders. A holistic documentation of incidental findings is crucial for improving patient outcomes and treatment plans.

Leveling Up Learning: Game Based Learning Initiatives in Canadian Higher Education

Game based learning (GBL), the use of game design elements within non-game contexts such as education, became increasingly popular in the early 2000s, yet empirical evidence about the benefit of games on student learning remains inconclusive. The potential impact of GBL can be influenced, for example, by design elements, context, and discipline. In Canadian higher education, GBL may be housed within departments, the library, or centres for teaching and learning. At our institution, GBL initiatives have only recently begun to surface; for example, the Department of English and Drama has recently launched a games studies minor for undergraduate students, the library has an extensive collection of video games available to borrow, and the academic skills centre has a large collection of board games that are used primarily for social game cafés. While opportunities for curricular connections may exist, our academic skills centre currently lacks staff who have both capacity and expertise in GBL pedagogy. Exploring possibilities for expansion, we aimed to understand the landscape of GBL initiatives across Canadian post-secondary institutions. To achieve this aim, we conducted an environmental scan of over 100 Canadian post-secondary institutions, gathering data such as the existence of GBL programs, category and level of programming (curricular, co-curricular, or research), initiative types, research development, faculty involvement, and availability of additional resources. Findings indicate inconsistencies in definitions used to promote GBL and a concentration of GBL initiatives at the curricular and research levels. The majority of GBL in Canada is led by faculty through course and degree-level programs at both undergraduate and graduate levels. This research gives us insight into GBL program development, challenges, and opportunities for higher education in Canada and globally.

Designing Learning Centres that Facilitate Knowledge Construction on Science Process Skills in Early Childhood Classrooms

Science education is perceived to have the potential to develop 21st century competencies. In Zimbabwe, the teaching of science in early childhood by using learning centres is considered as a way of empowering young learners with scientific knowledge and skills to become productive citizens in future. To strengthen the initiative, resources are being channelled and policies crafted to support the teaching of STEM (science, technology, engineering and mathematics). Despite considerable efforts to introduce STEM in early childhood development (ECD), research concerning the benefits of developing science skills using learning centres is sparse. This study adopted an interpretive paradigm and multiple case study design for three schools and three purposively selected ECD teachers. Data was solicited through semi-structured interviews, document analysis and classroom observations. The variable nature of learning centres in ECD classrooms is an indication of shortcomings in policy on teaching using learning centres. At learning centres, learners construct scientific knowledge, ideas and skills through interaction with peers and developmentally appropriate materials. Teachers should be creative and innovative and create learning centres that enable learners to explore the world and construct scientific knowledge through active participation and sharing ideas. A policy to guide the teachers on constructing appropriate learning centres for effective teaching of science skills should be drafted.

S870 Concordance and Reliability Between GI Trainees and Attendings in the Evaluation of Hiatal Hernia and Erosive Esophagitis: Results From a University Teaching Center

S870 Concordance and Reliability Between GI Trainees and Attendings in the Evaluation of Hiatal Hernia and Erosive Esophagitis: Results From a University Teaching Center