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- 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
- Contributor(s)
- Gale Richard (author)
- Date issued
- 2012
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- Miller-Young Janice (author); Boman Jennifer (author)
- Date issued
- 2017
- Description
- This final chapter synthesizes the findings and implications derived from applying the Decoding the Disciplines model across disciplines and within communities of practice. We make practical suggestions for teachers and researchers who wish to apply and extend this work.
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- Miller-Young Janice (author)
- Date issued
- 2016
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- Miller-Young Janice (author); Yeo Michelle (author)
- Date issued
- 2015
- Description
- The emerging field of SoTL is an inherently interdisciplinary endeavor, embracing a diverse range of research methods. It desires to be hospitable to a range of disciplinary differences in world views. However, the field lacks coherence in its conceptualization and communication. Ongoing debates in the community concern the use of theory, as well as definitional questions of what constitutes SoTL and the nature of its purpose. This article offers a framework for conceptualizing the field, which attempts to broadly delineate the available theories underlying and methodologies appropriate to studying teaching and learning, while intending to be hospitable to a broad range of diverse...
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- Currie Genevieve (author)
- Date issued
- 2017
- Description
- This chapter describes how seven disciplinary bottlenecks from four diverse disciplines were analyzed using a phenomenological perspective and includes a discussion of embodied knowing and implications for educators.
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- Miller-Young Janice (author); Yeo Michelle (author); Manarin Karen (author); Carey Miriam (author); Zimmer Jim (author)
- Date issued
- 2016
- Description
- This chapter briefly describes the SoTL research development program and context at Mount Royal University, reports initial results from a study of the program’s impact on participants’ teaching and scholarly activities, and situates the findings regarding individual impact, department-level impact, institution-level impact, and discipline-level impact within the current literature and the Canadian context described in this special issue
- Appears in collection(s)
- Centres & Institutes
- 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
- Contributor(s)
- Miller-Young Janice (author); Dean Yasmin (author); Rathburn Melanie (author); Pettit Jennifer (author); Underwood Margot (author); Gleeson Judy (author); Lexier Roberta (author); Calvert Victoria (author); Clayton Patti (author)
- Date issued
- 2015
- Description
- Faculty learning in Global Service-Learning is an important area of research because understanding how faculty develop their practice is an important first step in improving student learning outcomes and relationships with community members. Enacting reciprocity in service-learning can be particularly troublesome because it requires faculty to learn to develop courses and partnerships in counternormative ways. This article reports on an approach to investigating and generating faculty learning, in our case about the threshold concept of reciprocity, through a group self-study process that included a new-to-the-field interview method developed for Decoding the Disciplines (Pace &...
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- Pettit Jennifer (author); Rathburn Melanie (author); Calvert Victoria (author); Lexier Roberta (author); Underwood Margot (author); Gleeson Judy (author); Dean Yasmin (author)
- Date issued
- 2017
- Description
- This chapter describes a multidisciplinary faculty self-study about reciprocity in service-learning. The study began with each co-author participating in a Decoding interview. We describe how Decoding combined with collaborative self-study had a positive impact on our teaching practice.
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- Miller-Young Janice (author); Boman Jennifer (author)
- Date issued
- 2017
- Description
- This special issue demonstrates how “Decoding the Disciplines” not only provides a framework for inquiry into teaching and learning disciplinary concepts, but also holds much potential for bridging disciplinary thinking and teaching practice across disciplines, and serving as a tool for both teaching and curriculum development. In Chapter 1, together with our Faculty Learning Community (FLC) co-authors, we describe the “Decoding the Disciplines” FLC at Mount Royal University, including how it started as a faculty development initiative, and how it developed into various teaching, curriculum, and research projects which are presented in detail in subsequent chapters. We hope that others...
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- Miller-Young Janice (author); Boman Jennifer (author)
- Date issued
- 2017
- Description
- This chapter presents the bottlenecks identified by seven faculty members from diverse disciplines, and an inductive content analysis of their Decoding interviews. Representative quotations illustrate themes in the interviews and we consider the implications for both faculty development and pedagogical research.
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- Institute for Scholarship of Teaching and Learning (author)
- Date issued
- 2014
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- MacDonald Ron (author)
- Date issued
- 2017
- Description
- Deciphering teachers’ paths to their disciplinary professional identities can make important elements of their tacit knowledge explicit and available to their students.
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- Institute for Scholarship of Teaching and Learning (author)
- Date issued
- 2013
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- Institute for Scholarship of Teaching and Learning (author)
- Date issued
- 2015
- Description
- 6th Annual Symposium on Scholarship of Teaching and Learning Banff, Alberta Canada November 12 - 14, 2015. This gathering of teacher/scholars is a practitioner’s conference dedicated to developing teaching and learning research, sharing initial findings, going public with results of completed projects, and building an extended scholarly community. In its 6th year, the conference annually draws together faculty, students, educational developers, and administrators interested in the systematic inquiry into teaching and learning. This year's conference featured four pre-conference workshops, a day and a half of concurrent sessions, a poster session, reception, and two plenary keynote...
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- Bennett Deb (author); Dodge Karen (author)
- Date issued
- 2014
- Description
- “What brings you here today?” is a familiar question in a health clinic in Canada, but it may not be one that comes immediately to the mind of an internationally educated health professional. The way health professionals communicate with patients in their cultures can sound overly direct in Canadian clinics. “Why are you here?” would be typically asked to patients in settings such as the Ukraine and Egypt. A stepping stone that supports the understanding of linguistic appropriacy and the Canadian health care context is offered at the Languages Institute of Mount Royal University, Calgary. The Communication Skills for Health Professionals (CSHP) project teaches language and communication...
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- Manarin Karen (author)
- Date issued
- 2011
- Appears in collection(s)
- Centres & Institutes
- Contributor(s)
- Miller-Young Janice (author)
- Date issued
- 2013
- Appears in collection(s)
- Centres & Institutes
- 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