Publications, Presentations and Contributions to SoTL Organizations
TransCanada Research Program for Learning Innovation and Collaborative Inquiry
Through a generous donation from the TransCanada Corporation, the Institute for Scholarship of Teaching and Learning supports and facilitates collaborative research projects on program-level, discipline-level, and interdisciplinary topics. Collaborative Inquiry Grants are designated for collaborative teaching and learning inquiry projects which go beyond an inquiry related to teaching and learning in a single class.
Some examples of collaborative inquiries include, but are not limited to, inquiries about teaching and learning that will:
- be investigated in multiple courses and/or sections in a department or program (for example, studying student learning over a series of courses),
- be investigated in courses from different programs and faculties (for example, studying undergraduate research skills development in courses from a variety of disciplines),
- be investigated in courses from multiple contexts (for example, studying the effect of a certain pedagogy at institutions with varying class sizes),
- have a student as a co-investigator (a senior student collaborating to design/conduct a study in a lower-level class),
- require the expertise of a variety of co-investigators due to the size and scope of the project (for example, a technical writing expert collaborating to study student writing skills development in science).
Collaborative SoTL projects may apply for funding of up to $10,000 over a two year period. A limited number of grants will be awarded in each funding cycle. See the application guidelines, below, for additional information. If you are uncertain whether or not your proposed project meets the criteria, please contact the Director of the Institute for Scholarship of Teaching and Learning to explore possibilities.
Please click here to access the criteria for 2018 TransCanada Collaborative SoTL Inquiry Grants.
Application Deadline: April 30, 2018
In addition, the Institute for Scholarship of Teaching and Learning supports and facilitates the following grants supporting mentorship and students, also generously funded by the TransCanada Corporation.
Student Research Grants - both Undergraduate Student Research Assistant (USRA) and Undergraduate Student Research Partner (USRP). Click here to access criteria.
Dissemination Grants – click here to access criteria.
Mentorship Grants – click here to access criteria.
Application Deadline: April 30, 2018
Please apply for the grants mentioned above through the Office of Research, Scholarship and Community Engagement using the ROMEO Research Portal. Additional information can be found here.
Acai, A., Akesson, B., Allen, M., Chen, V., Mathany, C., McCollum, B., Spencer, J., Verwoord, R. (2017). Success in student-faculty/staff SoTL partnerships: Motivations, challenges, power, and definitions. Can. J. SoTL, 8(2).http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss2/8/
Larsen, D. S., Rusay, R., Belford, R., Kennepohl, D., Bennett, D., Soult, A., McCollum, B., Keasler, S., Halpern, J., Soderberg, T., Kosti, K., Stockwell, W. R.; Haas, K., Morsch, L. A. (2017). Come join the party!: Recent progress of the community based LibreTexts (neé ChemWiki) Project. Comm. Comp. Chem. Educ. News., Spring 2017, Paper 5. https://confchem.ccce.divched.org/2017SpringCCCENLP5
Manarin, K. (2017). Reading the stories of teaching and learning--ISSOTL 2016 opening keynote. Teaching and Learning Inquiry, 5(1). doi: 10.20343/5.1.13.
Sweeney, T., West, D., Groessler, A., Haynie, A. Higgs, B., Macaulay, J., Mercer-Mapstone, L., Yeo, M. (2017). Where’s the transformation? Unlocking the potential of technology-enhanced assessment. Teaching & Learning Inquiry, 5(1), 1-13.
Yeo, M. (2016). Decoding the disciplines as a hermeneutic practice. New Directions for Teaching and Learning, No. 150, 49-62.
Yeo, M., Lafave, M., Westbrook, K., McAllistar, J., Valdez, D., & Eubank, B. (2016). Impact of decoding work within a professional program. New Directions for Teaching and Learning, No.150, 87-96.
Bloch-Schulman, S., Wharton Comkling, S., Linkon, S., Manarin, K., & Perkins, K. (2016). Asking Bigger Questions: An Invitation to Further Conversation. Teaching and Learning Inquiry, the ISSOTL Journal, 4(1). Available at http://tlijournal.com/tli/index.php/TLI/article/view/132
Boman, J., Currie, G., MacDonald, R., Miller-Young, J., Yeo, M. & Zettel, S. (2016). Overview of decoding across the disciplines. New Directions for Teaching and Learning, No. 150, 13-18.
Currie, G. (2016). Conscious connections: Phenomenology and decoding the disciplines. New Directions for Teaching and Learning, No. 150, 37-48.
Jaarsma, Ada S. (2016). Design, disability and play: The animal politics of education. Gender and Education, 28(2), 195-212.
Kostouros, P., Wenzel, J. (2016). Depictions of suffering in the post-secondary classroom. Traumatology: An International Journal, 4(12). dx.doi.org/10.1037/trm0000110
Lafave, M.R., Bergeron, G., Orecchio, E., Peeler, J., Streed, K., Elliot, J., Parr, K., McKenzie, K., Valdez, D., Klassen, C., & DeMont, R. (2016). Consensus statements from the Canadian Athletic Therapists Association (CATA) Education Task Force. Athletic Training Education Journal, 11(1).
Lafave, M.R., Yeo, M., Westbrook, K., Valdez, D., Eubank, B., & McAllister, J. (2016). Content validation of Athletic Therapy Clinical Presentations in Canada. Athletic Training Education Journal.
MacDonald, R. (2016). Intuitions, instincts, and intercultural crossings: Decoding disciplinary identities. New Directions for Teaching and Learning, No. 150, 63-74.
Manarin, K. (2016). Interpreting undergraduate research posters in the literature classroom. Teaching and Learning Inquiry, the ISSOTL Journal, 4(1). Available at http://tlijournal.com/tli/index.php/TLI/article/view/128/80
Manarin, K. and Abrahamson, E. (2016) Troublesome knowledge of SoTL. International Journal of Scholarship of Teaching and Learning, 10(2), Article 2. doi: 10.20429/ijsotl.2016.100202.
Manarin, K., McGrath, A., & Carey, M. (2016). Original undergraduate research in classroom contexts: Student perceptions of a scaffolded approach. Collected Essays on Learning and Teaching, 9, 35-42.
McCollum, B. (2016). Improving academic reading in chemistry through flipping with an open education digital textbook. In Schultz, M., Holme, T. (eds.) Technology and Assessment Strategies for Improving Student Learning in Chemistry. Washington, DC: American Chemical Society Symposium Series. https://doi.org/10.1021/bk-2016-1235.ch002
McCollum, B. (2016). Situated science Learning for higher level learning with mobile devices. In Kennepohl, D. (ed.) Teaching Science Online: Practical Guidance for Effective Instruction and Lab Work. Sterling, VA: Stylus Publishing. https://sty.presswarehouse.com/books/BookDetail.aspx?productID=393126
McCollum, B., Larsen, D. (2016). ChemWiki: MRU CHEM 1202 OER Textbook. Retrieved from https://chem.libretexts.org/LibreTexts/Mount_Royal_University/Chem_1202
McCollum, B., Sepulveda, A. (student), & Moreno, Y. (student). (2016). Representational technologies and learner problem solving strategies in chemistry. Teaching and Learning Inquiry, 4(2), doi.org/10.20343/teachlearninqu.4.2.10
McGrath, A. & Atkinson-Leadbeater, K. (2016). Instructor comments on student writing: Learner response to electronic written feedback. Transformative Dialogues, 8(3). Available at http://www.kpu.ca/sites/default/files/Transformative%20Dialogues/TD.8.3.4_McGrath%26%20Atkinson-Leadbeater_Learner_Response_to_Electronic_Feedback.pdf
Miller-Young, J. (2016). How did I get here?: Reflections on learning from multidisciplinary communities of practice. Transformative Dialogues, 9(1).
Miller-Young, J., & Boman, J. (Eds). (2016). Using the decoding the disciplines framework for learning across disciplines. San Francisco: Jossey-Bass.
Miller-Young, J. & Boman, J. (2016). Uncovering ways of thinking, practicing and being through decoding across the disciplines. New Directions for Teaching and Learning, No. 150, 19-36.
Miller-Young, J., & Boman, J. (2016). Learning from decoding across disciplines and within communities of practice. New Directions for Teaching and Learning, 150, 97-102.
Miller-Young, J., Yeo, M., Manarin, K., Carey, M., & Zimmer, J. (2016). SoTL2: inquiring into the impact of inquiry. New Directions for Teaching and Learning, 246, 55-62.
O'Connor, K. (2016). A pedagogy of place: Promoting relational knowledge in science teacher education. Teacher Learning and Professional Development, 1(1).
Szabo, J., Jakubec, S.L., & Janzen, K.J. (2016). Quiet lampshade in the corner? Exploring fourth year nursing students' narratives of transition to professional practice. Quality Advancement in Nursing Education, 2(1).
Pettit, J., Rathburn, M., Calvert, V. Lexier, R., Underwood, M., Gleeson, J. & Dean, Y. (2016). Building bridges from the decoding interview to teaching practice. New Directions for Teaching and Learning, No. 150, 75-86.
Underwood, M., Gleeson, J., Konnert, C., Wong, K., & Valerio, B. (2016). Global host partner perspectives: utilizing a conceptual model to strengthen collaboration with host partners for international nursing student placements. Public Health Nursing. http://dx.doi.org/ 10.1111/phn.12258
Yeo, M., & Hewitt, S. (2017). The switch: Who teaches, who learns? A teaching professor and an educational developer transform their roles. Transformative Dialogues, 10(1), 1-11.
Yeo, M., Lafave, M., Westbrook, K., Valdez, D., Eubank, B., & McAllistar, J. (2016). Curricular change: Deepening professional community. Transformative Dialogues, 9(1).
Finch, D., Peacock, J., Lazdowski, D., & Hwang, M. (2015). Managing emotions: A case study exploring the relationship between experiential learning, emotions, and student performance. The International Journal of Management Education, 13(1), 23-36.
Haney, Sally. 2015. Interrogating our past practice as we scale the walls of the box we call journalism education. In Toward 2020: New Directions in Journalism Education, edited by Gene Allen, Stephanie Craft, Christopher Waddell, and Mary Lynn Young, 64-81. Toronto: Ryerson Journalism Research Centre.
Guglietti, M. (2015). Exploring students' articulation of value in a social research methods class: Towards a phenomenography of value making. Teaching and Learning Inquiry, the ISSOTL Journal, 3(2), 3-17. Available at: http://tlijournal.com/tli/index.php/TLI/article/view/77
Jaarsma, A. S. (2015). On being taught. The Canadian Journal for the Scholarship of Teaching and Learning, 6(2), 6. Available at: http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1186&context=cjsotl_rcacea
Jaarsma, A.S., Kinaschuk, K., & Xing, L. (2015). Kierkegaard, Despair and the possibility of education: Teaching existentialism existentially. Studies in Philosophy and Education, 1-17.
Manarin, K., Carey, M., Rathburn, M. & Ryland, G. (2015). Critical reading in higher education: Academic goals and social engagement. Indiana University Press. Available at: http://www.iupress.indiana.edu/product_info.php?products_id=807689
Miller-Young, J. & Yeo, M. (2015). Conceptualizing and communicating SoTL: A framework for the field. Teaching and Learning Inquiry: The ISSOTL Journal, 3(2), 37-53. Available at: http://tlijournal.com/tli/index.php/TLI/article/view/96
Miller-Young, J., Dean, Y., Rathburn, M., Pettit, J., Underwood, M., Gleeson, J., Lexier, R., Calvert, V., & Clayton, P. (2015). Decoding ourselves: An Inquiry into faculty learning about peciprocity in service-learning. Michigan Journal of Service Learning, 22(1), 32-47. Available through MRU Institutional Repository
Rathburn, M.K. (2015). Building connections through contextualized learning in an undergraduate course on scientific and mathematical literacy. International Journal for the Scholarship of Teaching and Learning, 9(1), 11. Available at http://digitalcommons.georgiasouthern.edu/ij-sotl/vol9/iss1/11/
McGrath, A. L. (2014). Content, affective, and behavioral challenges to learning: Students’ experiences learning statistics. International Journal for the Scholarship of Teaching and Learning, 8(2), 6.
McGrath, A. L. (2014). Just checking in the effect of an office hour meeting and learning reflection in an introductory statistics course. Teaching of Psychology, 41(1), 83-87. Available at http://top.sagepub.com/content/41/1/83.short
MacMillan, M. E. (2014). Fostering the integration of information literacy and journalism practice: a long-term study of journalism students. Journal of Information Literacy, 8(2), 3-22. Available at http://dx.doi.org/10.11645/8.2.1941
Sterenberg, G., & O'Connor, K. (2014). Strangers becoming critical friends: Teacher candidates' experiences of communities of practice. In Garbett, D., & Owens, A. (Eds) 10th International Conference on Self-Study of Teacher Education Practices, p. 195-197. The University of Auckland: Auckland, New Zealand.
Healey, R.L., Bass, T., Caulfield, J., Hoffman, A., McGinn, M.K., Miller‐Young, J., & Haigh, M. (2013). Being ethically minded: Practicing the scholarship of teaching and learning in an ethical manner. Teaching and Learning Inquiry, The ISSoTL Journal, 1(2), 23‐32. Available at: http://tlijournal.com/tli/index.php/TLI/article/view/47
McGrath, A. L. (2013). Reader's response: Describing and analyzing quantitative data. International Journal for the Scholarship of Teaching and Learning, 7(1), 22.
Miller-Young, J. (2013). Calculations and expectations: How engineering students describe three-¬dimensional forces. Canadian Journal for the Scholarship of Teaching and Learning, 4(1). Available at: http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1147&context=cjsotl_rcacea
Nickel, J. (2013). Formative assessment and syntheses in reflection journals. Transformative Dialogues: Teaching and Learning Journal, 6(3), 1-16
Simmons, N., Abrahamson, E., Deshler, J. M., Kensington-Miller, B., Manarin, K., Morón-García, S., Oliver, C., & Renc-Roe, J. (2013). Conflicts and configurations in a liminal space: SoTL scholars' identity development. Teaching and Learning Inquiry: The ISSOTL Journal, 1(2), 9-21
Vaughan, N. (2013). Investigating how digital technologies can support a triad-approach for student assessment in higher education. Canadian Journal of Learning and Technology, 39(3), n3. Available at: http://eric.ed.gov/?id=EJ1029324
Manarin, K. (2012). Reading value student choice in reading strategies. Pedagogy, 12(2), 281-297.
McGrath, A. L. (2012). Personal reflection: An early introduction to SoTL and the shaping of an academic career. International Journal for the Scholarship of Teaching and Learning, 6(2), 29
Willson, R. (2012). Independent searching during one-shot information literacy instruction sessions: Is it an effective use of time?. Evidence Based Library and Information Practice, 7(4), 52-67.
ISSOTL Annual Conference - Melbourne, Australia
Janice Miller-Young Boundary Crossing and Troublesomeness: Experiences of Scholars in a SoTL Development Program
Karen Manarin SoTL: Lost in Translation?
David Pace, Janice Miller-Young, Michelle Yeo, Manie Moolman, Jennifer Clark, Adrian Jones, Anette Wilkinson, Deirdre van Jaarsveldt Communities of Decoding: Using the Decoding the Disciplines paradigm to create faculty learning communities on three continents
Karen Manarin Scaffolded Research: Student Attitudes and Student Achievement
Kevin O'Connor Developing a Sense of Place: Engagement through School and Community Partnerships
Michelle Yeo Phenomenology of Surprise in a SoTL Scholars' Program
STLHE - Vancouver
Genevieve Currie, Janice Miller-Young, Jennifer Boman, Michelle Yeo, Ron MacDonald, Stephanie Zettel Tuning in on Tacit Knowledge
Symposium on SoTL - Banff
Contributions to SoTL Organizations
Janice Miller-Young, Director, Institute for SoTL at MRU:
- Chair, SoTL Canada
- Associate Editor, CJSoTL
- Co-Chair, ISSOTL 2017 Conference Organizing Committee
Miriam Carey (2009 Nexen Scholar):
- Associate Editor, CJSOTL
Margy MacMillan (2012 Nexen Scholar):
- Publications Advisory Committee of ISSOTL
- Budget Advisory Committee of ISSOTL
- Conference Convenings Committee of ISSOTL
- ISSOTL 2017 Conference Organizing Committee
Karen Manarin (2009 Nexen Scholar):
- Regional Vice President (Canada), ISSOTL
- ISSOTL 2017 Conference Organizing Committee