By the end of this course, you will be able to:

• Relate a focused research question or thesis statement
• Collect and analyze the information needed for a desk research paper
• Indicate appropriate ways to organize a desk research paper
• Identify the qualities of effective academic writing
• Describe how to edit and revise a desk research paper
• Define skills to other types of academic writing
• State valuable collegial support to your peers by developing your peer editing skills

By the end of this course, you will be able to:

• Recall factors that contribute to learner diversity
• Describe the important special characteristics of adult learners
• Explain the unique needs of adult learners
• Analyze the features of effective learning-group structure and dynamics
• Indicate the features of effective collaborative learning
• Identify and examine features of effective collaborative tasks
• Distinguish features of effective assessment with adult learners

By the end of this course, you will be able to:

• Explain the importance of prior knowledge when reading a text
• Describe the use of the ‘K-W-L-H’ chart to guide your learning
• Distinguish pre-reading strategies appropriate to the text to be read
• Identify the textual structural factors to consider when reading a text
• Select appropriate post-reading strategies to consolidate your learning
• Describe bottom-up, top-down and interactive reading approaches
• Identify the metacognitive skills involved in reading
• Contrast skimming and scanning techniques
• Explain the construction and use of the word ‘bank’
• Compare and contrast vocabulary mapping structures
• Describe the text-summarizing process
• Recognize bias in texts

By the end of this course, you will be able to:

• Recognize that metaphor is a basic element of English
• Explain how metaphor is a way of thinking that gives rise to ways of expressing thoughts
• Describe how metaphor works
• Identify how the mapping theory of metaphor is a useful way to unlock the meaning of expressions
• Analyze a number of top-level metaphors
• Distinguish ways top-level metaphors provide models for the construction of basic-level metaphors
• Indicate a new depth of understanding and appreciation of the rich expressiveness of English

By the end of this course, you will be able to:

• Identify barriers to effective oral communication
• Describe the elements of the oral communication process
• Explain the effective use of empathic listening
• Differentiate between situations requiring formal or informal feedback
• Determine when to use open-ended and closed questions during feedback events
• Analyse behaviours associated with four specific communication styles
• Recognise characteristics of the four personality types identified by the DiSC inventory
• Differentiate between the ‘5 Whys’ and the ‘Funnel’ information-gathering strategies
• Evaluate the appropriateness of self-disclosure during the oral communication process
• Relate the four areas of the ‘Johari Window’ to oral communication
• Identify major events that have influenced current generations

By the end of this course, you will be able to:

• Select learning resources consistent with the three-phase approach to the study
• Compare effective vocabulary-building strategies
• Evaluate your prior knowledge to identify gaps
• Explain the question-generation approach to knowledge construction
• Distinguish between social and individual-learning resources
• Identify the qualities of rigorous instructors and learners
• Arrange inventories of available learning resources
• Explain how a learning management system supports learning
• Identify useful online publications
• Describe the ‘Cornell Method’ of notetaking

By the end of this course, you will be able to:

• Compare the updated “Skills for Success” and the original essential skills published by the Government of Canada
• Describe the role of the TNA consultant
• Evaluate the need for a TNA based on workplace performance hints
• Explain why confidentiality is essential for everyone involved in the TNA process
• Distinguish the difference between an INA and a TNA
• Identify the nine essential “Skills for Success”
• Select significant data for the writing of observations
• Explain the process of writing program recommendations
• Identify the roles of the various participants in the TNA process
• Explain the TNA data analysis process
• Explain the use of NOCs when preparing focus group and INA protocols
• Describe the roles of the Interim and Final Project Teams

By the end of this course, you will be able to:

• Identify the concept of the hidden curriculum and its relevance in workplace settings
• Recognize unspoken norms, values, and expectations that influence professional behavior
• Analyze the way that the hidden curriculum affects workplace dynamics, inclusion, and advancement
• Distinguish between formal policies and informal practices in organizational culture
• Evaluate the impact of the hidden curriculum on diverse individuals and groups
• Identify personal experiences and assumptions shaped by hidden norms
• Explain strategies to navigate and respond to unspoken workplace expectations
• Evaluate how the hidden curriculum operates in your own workplace context