MROAR: Mount Royal Open Access Repository

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Title: Original Mount Royal College Building in Downtown Calgary (1969)
Date issued: 1969; 1969
Appears in collection(s): info:fedora/mru:24

Title: Mount Royal University
Appears in collection(s): info:fedora/bceln:root

Title: RLLC Immersion Studio
Date issued: 2019
Appears in collection(s): info:fedora/mru:24

Title: Garden2Plate: A 12-week food literacy intervention program for preschoolers in structurally disadvantaged families
Contributor(s): Lynne Lafave (author); Sonya L. Jakubec (author); Judy Gleeson (author); Mount Royal University (funder); Anonymous Donor (funder); Calgary Co-Op (funder); Safeway (funder); Sobeys (funder)
Date issued: 2020; 2020
Description: Food literacy, broadly defined as the ability to plan, select, prepare, and eat foods that support health. Key themes of food literacy include skills and behaviours, food/health choices, culture, knowledge, emotions, and food systems. Development of these components begins in early childhood through an interplay of modeling and exposure in the home environment. Structurally vulnerable families may experience poorer nutrition profiles which may be a result of various factors including reduced food literacy. The objective of this study was to explore the impact of a 12-week food literacy program in a preschool-parent population.
Appears in collection(s): Conferences, Symposia, & Events

Title: Concurrent validation of the CHEERS survey and the mindful eating questionnaire
Contributor(s): Lynne Lafave (author); Alexis Webster (author); Mount Royal University (funder)
Date issued: 2020; 2020
Description: Children’s eating and activity patterns are strongly influenced by early childhood social, cultural, and physical environments surrounding the eating and activity experience. The creating healthy eating environments in childcare (CHEERS) survey is a 59 item audit tool that can be self-administered to measure gaps, weaknesses, and strengths of early childhood education and care (ECEC) centre-based nutrition and physical activity environment. It has undergone content validation and reliability testing but has yet to undergo concurrent validation. The mindful eating questionnaire (MEQ) provides a non-judgemental awareness of physical and emotional sensations with eating. CHEERS and MEQ...
Appears in collection(s): Conferences, Symposia, & Events

Title: RLLC Exterior
Date issued: 2019
Appears in collection(s): info:fedora/mru:24

Title: Conferences, Symposia, & Events
Description: This collection is reserved for materials created at or for conferences, symposia, and events hosted at or by MRU.
Appears in collection(s): Mount Royal University

Title: Beyond cost savings: The value of OER and open pedagogy for student learning
Contributor(s): Hendricks Christina (author)
Date issued: 2018
Description: This workshop was delivered by Dr. Christina Hendricks, from the University of British Columbia, for the 2018 Open Education Week Celebration at Mount Royal. The presentation outline approaches to open education - including OER, open pedagogy, and open educational practices.
Appears in collection(s): Conferences, Symposia, & Events

Title: 2014 Symposium on Scholarship of Teaching and Learning: Conference Program
Contributor(s): Institute for Scholarship of Teaching and Learning (author)
Date issued: 2014
Appears in collection(s): Centres & Institutes

Title: Communities of decoding : using the Decoding the Disciplines paradigm to create faculty learning communities on three continents.
Contributor(s): Miller-Young Janice (author); Yeo Michelle (author)
Date issued: 2015
Description: David Pace1, Janice Miller-Young2, Michelle Yeo2, Manie Moolman3, Jennifer Clark4, Adrian Jones5, Anette Wilkinson3, Deirdre van Jaarsveldt3 1 Indiana University 2 Mount Royal University 3 University of the Free State 4 University of New England, NSW 5 La Trobe University Decoding the Disciplines is being used to increase learning in at least nine countries on four continents, and the model has been enriched, as scholars of teaching and learning have adapted the paradigm to the needs of their institutions. This session will begin with a very brief introduction to the Decoding model, followed by presentations showing how teams in Canada, South Africa, and Australia are putting Decoding to...
Appears in collection(s): Centres & Institutes

Title: Transforming our Learning Experiences through the Scholarship of Teaching and Learning
Contributor(s): Miller-Young Janice (author); Manarin Karen (author); Bennett Deb (author)
Date issued: 2014
Description: This pre-conference workshop will support participants in designing and/or refining a scholarly investigation of student learning in their class, from developing or refining a research question, through ethical considerations, methods, data analysis, and dissemination. Part I (morning) Getting started Participants will: • Learn what SoTL is and how to get started • Discuss conceptual frameworks that can inform the study • Share, generate and refine research questions related to student learning • Explore different approaches and methods for generating and analyzing data • Think through ethical considerations involved in SoTL This 3 hour session will be a combination of plenary...
Appears in collection(s): Centres & Institutes

Title: The Decoding Interview, Live and Unplugged
Contributor(s): MacMillan Margy (author); Yeo Michelle (author); Currie Genevieve (author); Pace David (author); McCollum Brett (author); Miller-Young Janice (author)
Date issued: 2016
Description: Scholars of teaching and learning around the world and in many disciplines have been using the Decoding the Disciplines process to make explicit the mental operations that students must master to succeed. Teachers, as experts in their disciplines, often hold this knowledge in tacit and implicit ways that are not easily accessible to novices, resulting in "bottlenecks" to learning. A key step towards addressing bottlenecks is a Decoding interview in which teachers uncover and unpack crucial thinking with the help of two interviewers outside their field. The interview can yield important insights for teachers, generate data for SoTL work, and also play an important role in developing the...
Appears in collection(s): Centres & Institutes

Title: The Mountain out of the clouds: An autoethnography of white identity and anti-racism
Contributor(s): Kaila C. Ladd (author); Institute for Community Prosperity Catamount Fellowship (funder); Alison Stalker Canada Bridges (author); Pattie Pryma (author)
Date issued: 2021; 2021
Description: A collection of scholarly and artistic output from the Catamount Fellowship. These documents were compiled during a year of work with a local agency exploring white identity, anti-racism and reconciliation. This document group includes a discovery snapshot, creative work, scholarly article.
Appears in collection(s): Centres & Institutes

Title: Institute for Community Prosperity 2021-2022 Annual Report
Contributor(s): James Stauch (author)
Date issued: 2022; 2022
Description: The Institute for Community Prosperity seeks to embed collective social impact and innovation within post-secondary learning, and reciprocally to embed learning within community change. While the challenges we collectively face in The Long Emergency are immense, the opportunities to create new futures are equally abundant. This year's annual report focuses on three thematic fronts, each one outlining a cluster of co-curricular undergraduate and community-partnered learning programs and ‘products': Learning in the service of building a wellbeing economy, learning in the service of designing social purpose tech, and learning in the service of provoking systems change.
Appears in collection(s): Centres & Institutes

Title: Scholarship of Teaching and Learning : minding the gap
Contributor(s): Miller-Young Janice (author)
Date issued: 2015
Description: Presentation to Mount Royal's BBA Summit (attended by Medicine Hat College and Red Deer College colleagues) addressing what is Scholarship of Teaching and Learning and how to get started.
Appears in collection(s): Centres & Institutes

Title: What students want you to know about conducting SoTL research
Contributor(s): Sepulveda Ana (author); Drader Ranee (author); MacMillan Margy (author)
Date issued: 2014
Description: These two scholarship of teaching and learning undergraduate student co-investigators talk about why they got involved in SoTL research, describe the projects they've worked on and what they've learned, and share their perspectives on how faculty and students can work together toward improving student learning. Some key themes from their talk include how they now have a better understanding of what research is and what universities do, how much they were inspired and excited by doing the research and gained confidence by being able to add value to a research project, and also how it taught them life skills such as developing time management skills, learning that setbacks are okay, and...
Appears in collection(s): Centres & Institutes

Title: Preparing Students to Learn Across the Disciplines: Pedagogical Interventions in Community-Service Learning
Contributor(s): Rathburn Melanie (author); Lexier Roberta (author); Vespa Andrew (author)
Date issued: 2016
Description: Community-service learning (CSL), which is grounded in John Dewey’s theory of learning through experience (1938), allows students the opportunity to participate in a service experience that is integrated within the curriculum, meets the actual needs of the community, and incorporates critical reflection to connect their academic learning with their experiences. There is now overwhelming evidence that CSL has the ability to influence students’ cognitive and affective learning (Levesque-Bristol, Knapp, and Fisher, 2010; Eyler and Giles, 1999; Warren, 2012). In 2014, we offered two collaborative courses that included an international travel component and shared the same cohort of students....
Appears in collection(s): Centres & Institutes

Title: Open Enough? Choices and Consequences When Transitioning From Closed to Open Resources and Courses
Contributor(s): Christiansen Erik G. (author); McNally Michael B. (author)
Date issued: 2017
Description: This paper examines the continuum from "closed" to "open" for both open educational resources (OER) and open courses. The primary focus is to evaluate what instructional choices are needed to increase the openness of courses and how such openness impacts the student experience. The majority of OER literature is concerned with cost savings to students and are presented as institutional case studies. This conceptual paper provides an analysis of the critical academic literature and summarizes the common obstacles instructors face when working on their own OER projects - namely instructional design, technical support, and institutional tenure. Through this analysis, the authors propose a six...
Appears in collection(s): Centres & Institutes

Title: Centres & Institutes
Description: This collection is reserved for research and other outputs produced by the Centres and Institutes hosted at MRU, including their communities.
Appears in collection(s): Mount Royal University

Title: From Digital Natives to Digital Literacy: Anchoring Digital Practices through Learning Design
Contributor(s): Erika E. Smith (author); Renate Kahlke (author); Terry Judd (author)
Date issued: 2018
Description: While the academic community and the general public often refer to learners today as inherently tech-savvy digital natives, those in the educational technology community have long advocated for a move away from digital native stereotypes in favour of fostering digital literacy. As such, the educational technology community can play a vital role in shifting from popular conceptions of digital natives and toward developing digital literacy for the benefit of all learners. In this paper, we provide a comparative analysis of search data from Google Trends showing continued use of the term digital natives and the rising interest in digital literacy. In order to help educators move away from...
Appears in collection(s): Teaching and Learning