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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: 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: 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

Title: Uncovering Ways of Thinking, Practicing, and Being through Decoding across Disciplines
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

Title: Learning from Decoding across Disciplines and within Communities of Practice
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

Title: Using the Decoding the Disciplines Framework for Learning Across the Disciplines
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

Title: Overview of Decoding Across the Disciplines
Contributor(s): Boman Jennifer (author); Currie Genevieve (author); MacDonald Ron (author); Miller-Young Janice (author); Yeo Michelle (author); Zettel Stephanie (author)
Date issued: 2017
Description: In this chapter we describe the “Decoding the Disciplines” Faculty Learning Community at Mount Royal University, and how Decoding has been used in new and multidisciplinary ways in the various teaching, curriculum and research projects which are presented in detail in subsequent chapters.
Appears in collection(s): Centres & Institutes

Title: Tuning in on tacit knowledge.
Contributor(s): Boman Jennifer (author); Currie Genevieve (author); MacDonald Ron (author); Miller-Young Janice (author); Yeo Michelle (author); Zettel Stephanie (author)
Date issued: 2015
Description: Tuning in on teaching practice in any discipline may well run up against a problem of tacit knowledge--knowledge crucial to the discipline’s ways of thinking and practicing, but by nature obscure. Teachers who omit to make their tacit knowledge explicit in the classroom cause learning bottlenecks for their students. Tacit knowledge can be made explicit to its teacher owner, with positive effect on her teaching, in an interview that invites her to address how she thinks and practices in work her students, lacking her tacit knowledge, find impossible to master (Middendorf & Pace, 2004). We have conducted half a dozen such 90-minute to two-hour interviews with university teachers in...
Appears in collection(s): Teaching and Learning; 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 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: Decoding Across the Disciplines study
Contributor(s): Miller-Young Janice (author)
Date issued: 2016
Description: This transcribed Decoding interview was part of a study conducted by the Decoding Faculty Learning Community at Mount Royal University. It is analyzed from multiple theoretical perspectives in an upcoming special issue of NDTL due for publication in 2017: Miller-Young, Janice, and Jennifer Boman, eds. (accepted.) Using the Decoding the Disciplines Framework for Learning Across Disciplines, New Directions for Teaching and Learning. San Francisco: Jossey-Bass.
Appears in collection(s): Centres & Institutes

Title: Institute for Scholarship of Teaching and Learning 2012-13 Annual Report
Contributor(s): Miller-Young Janice (author)
Date issued: 2013
Appears in collection(s): Centres & Institutes

Title: Decoding ourselves : an inquiry into faculty learning about reciprocity in service-learning
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

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: 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