1. CLRiE 101: Learning As We Grow

Glossary of Terms

1. Cognitive Processes: The American Psychological Association defines cognitive processes as any of the mental functions assumed to be involved in the acquisition, storage, interpretation, manipulation, transformation, and use of knowledge. These processes encompass such activities as attention, perception, learning, and problem solving and are commonly understood through several basic theories, including the serial processing approach, the parallel processing approach, and a combination theory, which assumes that cognitive processes are both serial and parallel, depending on the demands of the task. This term is often used synonymously with mental process.
2. Digital Literacy: The American Library Association (ALA) defines digital literacy as "the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills."
3. Indigenization: “Indigenization requires non-Indigenous people to be aware of Indigenous worldviews and to respect that those worldviews are equal to [others]. Indigenization is about incorporating Indigenous worldviews, knowledge, and perspectives into the education system, right from primary grades to universities”. Through research, we can gain insight into “why and how educating Canadians about the diverse concepts, principles, and practices of reconciliation contributes to healing and transformational change”.
4. Indigenization as defined by Indigenous Corporate Training. Truth and Reconciliation Commission of Canada. Honouring the Truth, Reconciling for the Future: Summary of the Final Report of the Truth and Reconciliation Commission of Canada. Accessed through the National Centre for Truth and Reconciliation.
5. Interdisciplinary: Interdisciplinary research (IDR) is a mode of research by teams or individuals that integrates information, data, techniques, tools, perspectives, concepts, and/or theories from two or more disciplines or bodies of specialized knowledge to advance fundamental understanding or to solve problems whose solutions are beyond the scope of a single discipline or field of research practice. Research is truly interdisciplinary when it is not just pasting two disciplines together to create one product but rather is an integration and synthesis of ideas and methods. Chapter 2 “The Drivers of Interdisciplinary Research." National Academy of Sciences, National Academy of  Engineering, and Institute of Medicine. 2005. Facilitating Interdisciplinary Research. Washington, DC: The National Academies Press. doi: 10.17226/11153.
6. Mitacs: In the context of this episode, “Mitacs” and “Mitacs students” refer to the Mitacs Globalink Research Internship, a competitive initiative for international undergraduate students. From May to October of each year, top-ranked applicants participate in a 12-week research internship under the supervision of Canadian university faculty members in a variety of academic disciplines, from science, engineering, and mathematics to the humanities and social sciences.
7. Organizational Culture: Although there is limited consensus on a definition, organizational culture in higher education institutions (HEIs) can refer to the “norms, values and ideologies that are created, shaped, and sustained” by individuals within said institution. Understanding the culture of a multi-disciplinary institution encourages collaboration between its actors, including faculty, staff, students, and leadership. Knowledge creation and dissemination through collaborative scholarly activity are key aspects of any thriving HEI. Tierney, William. “Trust and Organizational Culture in Higher Education.” In Cultural Perspectives on Higher Education, edited by J. Välimaa and O. -H Ylijoki, pp. 27-41. Netherlands: Springer, 2008. Accessed through Research Gate; Asiedu, Mercy Asaa et al. “Factors Influencing Innovation Performance in Higher Education Institutions.” The Learning Organization 27, no. 4 (2020): 365–78. https://doi.org/10.1108/TLO-12-2018-0205.
8. Vines: The Centre for Leading Research in Education (CLRiE) is organized through the imagery of a vine as opposed to research clusters. Vines are illustrative of how CLRiE’s purpose is not to provide a “siloed” approach to research in education but to nurture and grow interdisciplinary connections between researchers and the community. The centre’s work is loosely grouped into the following vines or themes:

• Lifespan, Living, and Learning
• Internationalization and Education
• Wellness and Education
• Cognitive Processes, Curriculum, and Pedagogical Development
• Teaching and Learning in a Digital World
• Indigenous Ways of Education
• Equity, Diversity, and Inclusion

Our Guests:

1. Steve Sider : Steve is a professor in the Faculty of Education at Wilfrid Laurier University and the Director of the Centre for Leading Research in Education (CLRiE).
2. Alexandra Gottardo: Alexandra is a professor in Laurier's Faculty of Science and the Associate Director of CLRiE.
3. Danielle Law: Danielle is an associate professor in Laurier's Faculty of Liberal Arts. She is also an executive member of CLRiE

Resources

• The Centre for Leading Research in Education
• Mitacs Globalink program
• Know the Land
• Whose Land