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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: Institute for Community Prosperity 2020-2021 Annual Report
Contributor(s): James Stauch (author)
Date issued: 09-2022; 09-2022
Description: This past year has been one of immense challenge and resilience in the face of change. The season of annual reports is one of reflection, and as we pause to look back, we see many difficulties but also acknowledge all that we have accomplished.
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: 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: It was like a mirror : a reflection on filmed role play simulation
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

Title: Conceptualizing and communicating SoTL : a framework for the field
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

Title: Institute for Scholarship of Teaching and Learning 2010-11 Annual Report
Contributor(s): Gale Richard (author)
Date issued: 2011
Appears in collection(s): Centres & Institutes

Title: Institute for Scholarship of Teaching and Learning 2013-14 Annual Report
Contributor(s): Miller-Young Janice (author)
Date issued: 2014
Appears in collection(s): Centres & Institutes

Title: Institute for Scholarship of Teaching and Learning 2014-15 Annual Report
Contributor(s): Miller-Young Janice (author)
Date issued: 2015
Appears in collection(s): Centres & Institutes

Title: 2013 Symposium on Scholarship of Teaching and Learning: Conference Program
Contributor(s): Institute for Scholarship of Teaching and Learning (author)
Date issued: 2013
Appears in collection(s): Centres & Institutes

Title: Institute for Scholarship of Teaching and Learning 2015-16 Annual Report
Contributor(s): Miller-Young Janice (author)
Date issued: 2016
Appears in collection(s): Centres & Institutes

Title: SoTL^2: Inquiring into the Impact of Inquiry
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

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: 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: 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: 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: 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: SoTL^2 : inquiring into the impact of inquiry
Contributor(s): Miller-Young Janice (author); Yeo Michelle (author); Manarin Karen (author); Carey Miriam (author)
Date issued: 2014
Description: Mount Royal’s Institute for the Scholarship of Teaching and Learning has now operated the Nexen Scholars Program for 5 years. However, before now, the outcomes of the program have not been systematically investigated except to count the number of travel grants given and number of papers that program participants have produced. Therefore the purposes of this study were to investigate whether the program has helped faculty meet their own goals for participation, and how both their project and the program have influenced their teaching and scholarly activities. All Mount Royal faculty members who were accepted to the SoTL Scholars program in the years 2009-2013 were invited to participate in...
Appears in collection(s): Centres & Institutes