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This article draws on experiences from course facilitators and students in a newly redeveloped graduate course focused on Evidence Based Practice and KT. The course prioritized hands-on learning, collaboration, and community engagement, developing community-based KT strategies connected to refugee resettlement, young carers, and food purchasing attitudes, behaviour, and values. 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Breen  \nUniversity of Guelph, [abreen@uoguelph.ca](abreen@uoguelph.ca)[ ](abreen@uoguelph.ca)Kate Twigger  \nCaroline Duvieusart-Déry Jessica Boulé  \nAlessia Borgo Reisha Ferandes MercerinaLychek Sarah Ranby Christine Scott Emma Whitehouse  \nFollow this and additional works at: [https://ir.lib.uwo.ca/cjsotl_rcacea](https://ir.lib.uwo.ca/cjsotl_rcacea)  \n Part of the Higher Education Commons, Life Sciences Commons, and the Social and Behavioral Sciences Commons  \nRecommended Citation  \nBreen, A. V., Twigger, K., Duvieusart-Déry, C., Boulé, J., Borgo, A., Ferandes, R., Lychek, M., Ranby, S., Scott, C., & Whitehouse, E.(2018).“We Learn by Doing”: Teaching and Learning Knowledge Translation Skills at the Graduate Level. The Canadian Journal for the Scholarship of Teaching and Learning, 9 (1). Retrieved from [https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss1/7](https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss1/7)  \n“We Learn by Doing”: Teaching and Learning Knowledge Translation Skills at the Graduate Level  \nAbstract  \nKnowledge Translation (KT) is increasingly a requirement for scholars and non-academics working in applied settings. However, few programs provide explicit training in KT. In this article we systematically explore our experiences as a multi-disciplinary group of course facilitators and students in a newly redeveloped graduate course in Evidence Based Practice and Knowledge Translation. The course was designed to emphasize handson learning, collaboration and community engagement. We reflect on the challenges we faced and the skills, knowledge and opportunities that students gained as they developed and implemented community-based KT strategies relating to refugee resettlement, young carers, and consumer attitudes, behaviour and values around food purchasing decisions. We conclude by providing recommendations for instructors and institutions for implementing learning experiences in KT that are designed for real-world impact.  \nL’application des connaissances (AC) est devenue une exigence de plus en plus fréquente pour les chercheurset les personnes qui travaillent dans les milieux non universitaires. Toutefois, peu de programmes offrent une formation explicite enAC. Dans cet article, nous explorons systématiquement nos expériences en tant que groupe pluridisciplinaire formé de responsables de cours et d’étudiants dans un cours de cycle supérieur nouvellement remanié portant sur la pratique fondée sur les données probantes et l’application des connaissances. Le cours a été conçu pour mettre en valeur l’apprentissage pratique, la collaboration et l’engagement communautaire. Nous réfléchissons aux défis auxquels nous avons été confrontés ainsi qu’aux compétences, aux connaissances et aux opportunités que les étudiants ont acquis en développant et mettanten pratique des stratégies d’AC en milieu communautaire sur les thèmes de la réinstallation des réfugiés, des jeunes aidants et des attitudes, comportements et valeurs des consommateurs en matière d’achat de produits alimentaires. En conclusion, nous présentons des recommandations à l’intention des enseignants et des établissements pour la mise en pratique d’expériences enAC qui soient conçues pour avoir un effet dans lemonde réel.  \nKeywords  \nknowledge translation, community engaged learning, young carers, refugee resettlement, food purchasing behaviour  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss1/7](https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss1/7)  \nBreen et al.: We learn by doing  \nOver the past two decades, growing emphasis has been placed on knowledge translation (KT) activities in social and health sciences resea","cbCailU4K9eMgvnx","https://ap.wps.com/l/cbCailU4K9eMgvnx","pdf",272426,22,"English","# Abstract\n## Knowledge Translation in graduate education\n## Course design and learning approach\n## Student outcomes and community-based strategies\n## Recommendations","[{\"question\":\"Why is knowledge translation (KT) important for graduate-level scholars and non-academics in applied settings?\",\"answer\":\"KT is increasingly required to translate knowledge into policy and practice. The article notes that this need extends beyond researchers to non-academic knowledge users as well.\"},{\"question\":\"What teaching approach does the redeveloped graduate course use to support KT skill development?\",\"answer\":\"The course emphasizes hands-on learning, collaboration, and community engagement. It is designed to foster practical implementation of KT strategies.\"},{\"question\":\"Which topics are addressed through community-based KT strategies in the course?\",\"answer\":\"The article reports strategies related to refugee resettlement, young carers, and consumer attitudes, behaviour, and values around food purchasing decisions.\"}]","We Learn by Doing - Teaching and Learning Knowledge Translation Skills at the Graduate Level - Article 7 | PDF",1792081753,55]