A New Name, a Renewed Mission

Welcome to the inaugural issue of the Journal of Professional, Continuing, and Online Education (JPCOE), a publication supported by the Canadian Association of Continuing Education (CAUCE). JPCOE replaces CAUCE’s former journal, Journal of Canadian University Continuing Education (CJUCE), which can still be found in archival form at CJUCE.ca. We hope you will continue to explore the archives since they contain a rich repository of excellent papers. As well, CJUCE serves as a history of university continuing education in Canada.


A New Name, a Renewed Mission
Welcome to the inaugural issue of the Journal of Professional, Continuing, and Online Education (JPCOE), a publication supported by the Canadian Association of Continuing Education (CAUCE). JPCOE replaces CAUCE's former journal, Journal of Canadian University Continuing Education (CJUCE), which can still be found in archival form at CJUCE.ca. We hope you will continue to explore the archives since they contain a rich repository of excellent papers. As well, CJUCE serves as a history of university continuing education in Canada.
As co-editors of JPCOE, we-Kathy Snow (Cape Breton University) and Michael Filimowicz (Simon Fraser University)-have worked diligently with Lorraine Carter (McMaster University, CAUCE past president), Coral Sawchyn (University of Saskatchewan, CAUCE secretariat), colleagues at the University of Alberta, and the staff of 3c publications to bring you this new "place and space" of shared knowledge and experience. Not only have we updated the image of the journal through a design facelift, we have broadened its scope so it refl ects contemporary practices in our fi eld in Canada and around the world. The new journal also acknowledges the importance of online and other technologies within the practice of continuing education and professional learning.
When did this re-visoning start? As you know, producing good things takes time. In the case of JPCOE, the work on the new journal began in 2014-2015 when the CAUCE membership expressed interest in a more contemporary look and a scholarly mandate that refl ect our evolving practice. In this fi rst issue of JPCOE, you will discover a number of fi ne papers from a variety of diff erent disciplines. While many of us are involved in centres dedicated to our institutions' responsibility to ongoing learning, others belong to faculties and schools that also carry out this important work. We all share something in common: engagement in education that reaches beyond traditional understandings.
In our fi rst article by authors Emily Donato, Nancy Lightfoot, Lorraine Carter, and Leigh MacEwan, interprofessional education and continuing professional development among Canadian nurses are considered. It is important for all of us to understand the opportunities provided by and barriers to interprofessional teams since they are on the forefront of healthcare in Canada. The writers encourage educators and administrators in continuing education to be part of the solution by working to ensure high-functioning interprofessional health teams in Canada.
Our fi rst report of practice also describes an interprofessional team that works in a health and safety environment. Jo Shackelford and Amy Cappiccie discuss a process of needs assessment and the development of training for interdisciplinary teams working with persons aff ected by brain trauma. While the paper focuses on training among fi rst responders, it off ers valuable insights into team development more broadly.
Our inaugural forum piece is called "The Practice of Supporting International Students Learning English in Canada: Grounding Decisions in Evidence and Lived Experience. " Alanna Carter off ers insights into the experiences of two international students on their journeys of language-learning in Canada. Their stories are situated in the context of relevant literature, while the paper as a whole points to the need for excellence in teaching and learning, and other supports in programs serving international programs.
Finally, in our book reviews section, our new book reviews editor, Tusa Shea (University of Victoria), has selected two excellent reviews to share with you. Please enjoy the insightful reviews of Modeling and Measuring Competencies in Higher Education (2013) and Political Sociology of Adult Education (2013). Given the current interest in competency-based learning in higher education and our ongoing need to understand our professions as adult educators, the reviews off er fodder for thinking about adult learning design and assessment practices. Now for some housekeeping notes.
Although continuing the CJUCE tradition of two issues a year, we have moved to a continuous publication model, to better meet the needs of authors and to bring readers new papers on a timely basis. This means new content will be added regularly to the JPCOE site, and you are encouraged to drop by often. Without giving away too much, papers in the near future will explore teacher education, vocational training, and student success.
We are still accepting articles for this fi rst issue, so please consider making a submission by registering for the journal as an author. And, should you have a question about the possible suitability of a topic for a paper, be sure to contact us: we look to you, our readers, to help us redefi ne continuing education for the 21st century.
Thanks for being part of this exciting journey.
Dans le premier article de ce numéro, les auteures Emily Donato, Nancy Lightfoot, Lorraine Carter et Leigh MacEwan évaluent la formation interprofessionnelle et le perfectionnement professionnel continu chez les infi rmières et infi rmiers du Canada. Comme ils sont sur la première ligne des soins de santé du Canada, il est important que tous saisissent bien les occasions qui sont off ertes aux équipes interprofessionnelles et les obstacles qu'elles doivent aff ronter. Les auteures encouragent les éducateurs et les administrateurs en formation continue à faire partie de la solution en veillant à ce que le Canada dispose d'excellentes équipes interprofessionnelles en santé.
Notre premier article d'opinion est intitulé « The Practice of Supporting International Students Learning English in Canada: Grounding Decisions in Evidence and Lived Experience ». Alanna Carter off re une réfl exion sur l'expérience de deux étudiants internationaux qui venaient au Canada pour y apprendre une langue. Leur histoire se situe dans un contexte de documentation adéquate, tandis que l'article cible le besoin d'excellence en enseignement et en apprentissage, ainsi que d'autres formes d'appui aux programmes desservant des programmes d'envergure internationale.