institute for scholarship of teaching and ...institute: the annual conference of the international...

Institute for Scholarship of Teaching and Learning

INSTITUTE FOR SCHOLARSHIP OF TEACHING AND LEARNING

2017 - 2018 ANNUAL REPORT

SITES OF INQUIRY


3300 Riddell Library and Learning Centre

Mount Royal University 4825 Mount Royal Gate SW Calgary Alberta Canada T3E 6K6

T 403 440 5503 E [email protected]

WEB mtroyal.ca/isotl

BLOG blogs.mtroyal.ca/isotl

TWITTER @I_SoTL

2017 - 2018 Annual Report 1

TABLE OF CONTENTS

3 Message from the Academic Director

4 About the Institute

5 Activities at Four Levels of Impact

6 Engaging with the international SoTL community

9 MRU Undergraduate Students at the ISSOTL 2017 Conference

11 Funding SoTL research

TransCanada Research Program TransCanada SoTL Inquiry Grants: New funding TransCanada SoTL Inquiry Grants: Continued Funding TransCanada Mentorship Grants - Continued and Continuing Work

16 Engaging Students in SoTL Research

TransCanada Student Research Grants - In Progress TransCanada Student Dissemination Grants

Student Research Assistants

19 SoTL Journal Club

Website Reboot

Announcing - SoTL Development Program

20 Sharing our Findings

25 Institute Staff

** note: Institute financial reports are submitted annually to the Office of Research, Scholarship, and Community Engagement, and are available to donors any time upon request.

2 Institute for Scholarship of Teaching and Learning

a nexus for communication and collaboration, providing resources and coordinating initiatives locally, regionally, nationally;

a community of scholars collaboratively advancing the existing body of knowledge about teaching and learning;

a research centre facilitating and supporting investigation leading to deeper understanding of and sustained improvement in student learning.


MESSAGE FROM THE ACADEMIC DIRECTOR

This was an important year for the Institute for Scholarship of Teaching and Learning. Together with the Taylor Institute for Teaching and Learning at the University of Calgary, the Institute co-hosted the International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference entitled Reaching New Heights, ISSOTL 17. With more than 600 delegates from around the world, this Conference proved to be very successful and dynamic and we welcomed the opportunity to place ourselves on the international stage of the scholarship of teaching and learning (SoTL). In this vein, I look forward to my new position as President-Elect of ISSOTL, which will provide many opportunities to contribute to and shape the international SoTL landscape.

Along with on-going funding of high quality research, we are launching exciting new initiatives, which include the commencement of our new

cohort-based SoTL Development Program. This Program is a multi-year program, designed to provide faculty members new to SoTL with the opportunity to learn about the field and develop well-crafted research questions and studies, mentored by experienced practitioners.

As we work toward a future of international recognition and to becoming a dynamic hub for connections and relationships amongst researchers both internal and external to Mount Royal University, we are proud to continue contributing to excellent, leading edge teaching and learning for the students at Mount Royal and beyond.

Michelle Yeo, PhD Academic Director, Institute for Scholarship of Teaching and Learning


What is the Scholarship of Teaching and Learning (SoTL)?The Scholarship of Teaching and Learning is the field of original research & scholarship about teaching and learning practice specifically in the context of higher education. SoTL is conducted by scholars from a variety of disciplinary backgrounds, who are interested in understanding student learning, innovations in teaching practice, and transformation of higher education.

Why is the Scholarship of Teaching and Learning important?Universities are set up for traditional learning models, transmission of knowledge from professors to their students. Yet, learning theory and pedagogical models have transformed in recent decades. We know much more about the importance of actively engaging students in their learning and with each other. The Scholarship of Teaching and Learning studies how post-secondary students learn, explores the impact of teaching innovations, and engages passionate educators in transforming their practice.

The SoTL Institute at Mount Royal University is…

a nexus for communication and collaboration, providing resources and coordinating initiatives locally, regionally, nationally;

a community of scholars collaboratively advancing the existing body of knowledge about teaching and learning;

a research centre facilitating and supporting investigation leading to deeper understanding of and sustained improvement in student learning.

Advancing SoTL Research and Practice



ACTIVIT IES AT FOUR LEVELS OF IMPACT

This framework of thinking about institutional impact comes initially from the work of Williams and colleagues (2013)2 and is further elaborated in the SoTL context by Verwood and Poole (2016),3 who point out the importance of small, significant networks. The Institute for SoTL is a network that encourages bridge building between and within these levels, and by helping to create space for these critical networks.

MICRO-LEVEL Supporting faculty and students in the exploration and adoption of innovative approaches to teaching and learning activities

MESO-LEVEL Supporting and cultivating connections across departments and programs

MACRO-LEVEL Supporting collaborative SoTL research at the institutional level (for example, on Community Service Learning)

MEGA-LEVEL Engaging with the broader higher education community

1 Felton, P. (2013). Principles of good practice in SoTL. Teaching & Learning Inquiry, 1(1), 121-125.

2 Verwoord, R. and Poole, G. (2016). The role of small significant networks and leadership in the institutional embedding of SoTL. New Directions in Teaching and Learning, No. 146, 79–86.

3 Williams, A., Verwoord, R., Beery, T., Dalton, H., McKinnon, J., Pace, J., Poole, G., and Strickland, K. (2013). The power of social networks: A model for weaving the Scholarship of Teaching and Learning into institutional culture.” Teaching and Learning Inquiry 1(2): 49–62.

“Making teaching and learning better can be achieved, in part, through the support of small significant networks.”

– Verwood & Poole, 2016, p. 83


ENGAGING WITH THE INTERNATIONAL SoTL COMMUNITY

We were honoured to co-host a major conference this year in partnership with the University of Calgary’s Taylor Institute: the Annual Conference of the International Society for the Scholarship of Teaching and Learning, “Reaching New Heights,” held October 11-14, 2017. This event drew more than 600 presenters and delegates from 24 countries around the world. The Conference was held at the downtown Calgary Telus Convention Centre, with pre-conference sessions being held at the Hyatt Regency.

Opening plenary speaker Gary Poole asked the question of “who” gets to undertake SoTL and how we might facilitate

inclusion. Closing plenary speaker Helen Sword provided an excellent talk on scholarly writing.

The Institute was pleased to fund 11 students involved in SoTL projects to attend this Conference - their impact stories are found on the following pages.

Winner - Calgary Champion Award

We were privileged to receive the “Calgary Champion Award” along with the Taylor Institute for Teaching and Learning at the University of Calgary, presented by Mayor Naheed Nenshi, recognizing the impact the Conference had on bringing international visitors to our city.

CALGARY, ALBERTA, CANADA


MRU contributions on the ISSOTL 2017 Conference Committee

• Michelle Yeo Conference Co-chair

• Anne Johnston Registration and Administration

• Margy MacMillan

& Sally Haney Social Media

• Miriam Carey Sponsorship and Exhibits

• Karen Manarin ISSOTL17 Liaison with Council on Undergraduate Research

• Liza Choi Student Volunteer Co-ordinator

• Luciano dos Santos Exhibit Co-ordinator

• Kelly Hewson ‘Local Expert’ Food Guide

• Melanie Rathburn STLHE Liaison

• Brett McCollum Conference Co-Chair, 2016-17


The Conference Program can be found here:

https://www.issotl.com/issotl17-program

A very lively twitter stream evolved and can be found at #ISSOTL2017

Storify of all the tweets related to the Conference:

https://wakelet.com/wake/0d587de7-c4d7-4bb8-8fa1-

3ca9585398bc

We gratefully acknowledge support for the ISSOTL Conference provided by Mount Royal University from the Office of the President; Vice-President (Academic) and Provost’s Office; Associate Vice-President, Office of Research, Scholarship and Community Engagement; Associate Vice-President, Teaching and Learning, the Academic Development Centre, Faculty of Arts, Faculty of Science and Technology, Bissett School of Business, and the Faculty of Health, Community, and Education. Substantive support was also provided from our co-host, the University of Calgary.

Sponsorship for the event was also provided by MacEwan University, the University of Alberta, University of Lethbridge, Telus Convention Centre, Marriott Calgary Downtown Hotel, and Steelcase.

Exhibitors included Stylus Publishing, Epigeum, and Steelcase.

ISSOTL 2017 CONFERENCE

https://www.issotl.com/issotl17-program

https://wakelet.com/wake/0d587de7-c4d7-4bb8-8fa1-3ca9585398bc

https://wakelet.com/wake/0d587de7-c4d7-4bb8-8fa1-3ca9585398bc


The Institute for Scholarship of Teaching and Learning was pleased to fund the

registration for 11 Mount Royal University students involved in SoTL to attend the

ISSOTL 2017 Conference by application.

The excerpts below from written reflections submitted by students who attended

the Conference demonstrate the direct impact of student learning and expanded

horizons of teaching, learning, and research.

“It was a privilege to have had the opportunity to be a part of the ISSoTL conference this year. As a first time attendee and research assistant, it was fascinating to experience the coming together of such a vast and diverse community of researchers at a cross-curricular level. The sessions that I had the opportunity to attend were both informative and provoking. I was able to make connections between my own practice and field of study, and the work of others across a variety of subject areas. Each of the sessions that I attended had articulate and passionate presenters that encouraged my engagement in the topics, and prompted me to explore new ways of thinking. I look forward to attending ISSoTL again in the future, and am grateful for the experience that this conference has afforded me.” - Ashlyn Donnelly

“I am a third year biology major doing undergraduate research with Dr. Brett McCollum. Last year, as an organic chemistry student, I

participated in international collaborative assignments with a student from the University of Illinois. My project involves using reflective methods and thematic analysis, based on my experiences of collaborative learning, to co-construct a definition of ‘success’ for collaborative learning with research teams in California and Illinois. The ISSOTL conference was beneficial to me because it provided insight to not only the reason to why my professor is doing this research but also helped me better understand the choice of analysis methods being used in my project. Furthermore, it was beneficial for my student life in general to see why professors do the things that they do in class and how to maximize my own learning.” - Sarina Falcione

“Looking back at what I was able to take away from the conference was not just the knowledge gained from the individual talks given, but how I developed a greater appreciation for SOTL and the academic process. I was amazed at how the world as a whole can come together and learn from one another, all for the purpose of pursuing a common goal of advancing student learning. I gained a new excitement for my project when I listened to how these researchers flew over 12 hours to be at this conference to learn and to share their 30-minute talk. The passion and the desire in the conference centre was contagious. I was not sure how this conference was going to impact me in the beginning, but looking back it has challenged me to be a better student, researcher, and team member.” - Jordan Hofmeister

MRU UNDERGRADUATE STUDENTS

AT THE ISSOTL 2017 CONFERENCE


“ISSOTL was a unique experience for me. It was my first time at a conference as a research assistant and it was fascinating to me to see the gathering of professionals of their field from around the world. The conference made me aware of the vast amount of research that occurs. It was interesting to me to hear different perspectives in my own field and different approaches to the review process in research. Each presentation was engaging and different, and I noticed that many themes transcend different fields of study. Even after attending many presentations, I felt that there was so much more to discover. The conference was also a great opportunity to hear the different perspectives of my colleagues and to think deeply about each other’s work. Overall, the experience at ISSOTL was eye-opening and really drew my interest in post-graduate research studies for myself.” - Joanna Jedrzejczyk

“This conference was a great way to gain insight into the research world. I was able to see how others conduct SoTL research, see how valuable students are in the research process, and also gain further insight into the world of academic research which will help me in the long run as an research student. I would strongly encourage other undergraduate students to jump at this opportunity if it is presented to them, as they will hopefully have the same wonderful experience that I did.” - Monika Birchard

“The conference positively affected how I view scholarship practices, and made me realize that there is a push towards making teaching and learning better… through research. It was also encouraging to see other professors and librarians from Mount Royal attending the conference, as it showed that SoTL is important at my own institution. Individuals are involved in advancing SoTL knowledge at every level of education, and I hope to be a part of this going forward.” - Andrew Roberts

“To me, the large overarching theme that I took away from this conference was that not only are students integral to the conducting of research in SoTL, but that they may benefit from having the chance to see the other side of the research, which includes attending conferences to disseminate research findings. I anticipated that this conference would help me become a better researcher. Little did I know how much it would impact how I approach my learning and peer tutoring in the future! … Attending conferences and networking with peers and professors makes the university experience more ‘real’ in the sense that it creates meaning and purpose to taking all the courses we do as undergraduates.” - Darlene Skagen

“I was able to create networks and engage in rich conversation with practitioners across multiple disciplines, and learn about their personal adversities and successes that led them to this point in their pedagogical journey. These conversations have provided me with valuable insights into the different perspectives and philosophies that are held across the world within the scholarship of teaching and learning… I learned about multiple topics including effective educational approaches for diverse learners, research informed teaching, and the importance of building significant networks… As a current student and first-time attendee of an ISSOTL conference, I was very delighted to feel immediately welcomed into an engaging and inclusive environment. This conference has presented an incredible network of dedicated practitioners who have expressed great passion for the scholarship of teaching and learning.” - Sarah Webb


TransCanada Research ProgramThe Institute employs its funding for the TransCanada Research Program

for Learning Innovation and Collaborative Inquiry in multiple ways. It offers grants for faculty to take leadership on large, collaborative projects which are important to their Program or discipline, and it supports a number of collaborative projects on innovative learning which are aligned with Mount Royal University’s Strategic Plan. As these projects tend to be multi-year projects, several represent continued funding from the previous year.

Additionally, funding is awarded to projects involving SoTL mentorship, and support provided for student partnerships and dissemination.

Please see the Institute’s website for additional detailed project descriptions and updates: http://www.mtroyal.ca/isotl/CollaborativeSOTL/index.htm)

TransCanada SoTL Inquiry Grants: New fundingUnsettling Faculty Minds: A Faculty Learning Community on Indigenization

Collaborative MRU and Community Research Team: Michelle Yeo, Liam Haggarty, Kent Ayoungman, Wathu Wida (Thomas Snow), Catherine Pearl, Tanya Stogre, Angela Waldie

In 2016-17, a Faculty Learning Community (FLC) was formed at MRU to support Indigenization and respond to the Truth and Reconciliation Commission Calls to Action. Through readings, discussion, and experiential learning opportunities organized in partnership with Treaty 7 Indigenous community members, we sought to help create space for Indigenous perspectives and teachings within the academy, and to illuminate universities’ fundamentally settler-colonial underpinnings. This study involves interpretive interviews conducted with the FLC participants about their experiences as well as transformations and challenges to their ways of knowing, being, and practicing. We explore the influences on their classroom teaching and broader roles as faculty members.

Toward a Network of Cross-border Disciplinary Dialogue Between Peers

Collaborative Research Team: Brett McCollum, Layne Morsche, University of Illinois, Michael Wentzel, Augsburg University

Disciplinary language competency for aspiring chemists includes verbal, linguistic, and most importantly symbolic modes of communication. While chemists cannot talk to each other without symbolic notation and drawings, the focus on these representations without appropriate linguistic scaffolding has resulted in unintended problems. Chemistry students develop an interlanguage that is functional within their social groups but scientifically incorrect. This leads to ineffective communication between unfamiliar individuals, and is a significant problem in a globally connected world. The study is based on our premise that one of the reasons for learner underappreciation of standardized

FUNDING SoTL RESEARCH

http://www.mtroyal.ca/isotl/CollaborativeSOTL/index.htm).


nomenclature and symbolic structure is the isolating environment of campus-based learning. Our research investigates pedagogy that utilizes ICT to foster a realistic experience between unfamiliar learners, helping them move beyond the typical limitations in their disciplinary language development. The intent of a realistic approach to chemistry education is to transform experience into knowledge that reflects the socially, culturally, and geographically diverse community that strives for a unified disciplinary language. This project builds upon a successful ‘proof-of-concept’ international initiative between McCollum and Morsch in the third course of a four course sequence (Organic Chemistry I). This mixed-methods study will track the expansion of the initiative into a small network, evaluate the authenticity of professional experiences facilitated by our current disciplinary communication assignments, and measure learner familiarity with the language of chemistry.

Students’ Reasoning and Cooperative Learning During the Group Stage of a Two-Stage Exam in Multiple Courses

Collaborative MRU Research Team: Eric Roettger and Collette Lemieux

A two-stage exam has students first write their exam individually and then repeat it in a group. The majority of research on two-stage exams suggest that they improve student learning based on exam scores increasing from the individual to the group stage (e.g. Enz & Frosch; 2015). Yet, why this increase occurs has been minimally investigated. Our research aims to investigate the learning that occurs during the group stage of two-stage exams by analyzing the audio-recordings of students’ discussions in three different mathematics courses. Our qualitative data analysis will be two-fold. Using the conceptual frameworks of reasoning by Lithner (2008) and cooperative learning by Johnson, Johnson and Holubec (1994), for each course, we will analyze the audio-recordings to observe how students reason towards their answers and how students engage with cooperative learning. Then we will analyze the audio-recordings across the courses to investigate if there are any differences in how students reason towards their answers in the different courses and in how they engage in cooperative learning. By examining the students’ discussions across multiple courses during the two-stage exams, we can gain insight into why scores increase in the group stage of the exam. Further, we can recommend best practices for teachers in the implementation of two-stage exams to promote learning.

TransCanada SoTL Inquiry Grants: Continued FundingThe Efficacy of Self-Care Curriculum in Post-secondary Classes

Collaborative MRU Research Team: Patricia Kostouros and Deb Bennett

Expert teaching in the post-secondary system requires teachers to concern themselves with more than the academic expectations of the students in their classes. Student mental health is a concern as it may interfere with academic success. It is possible that the burdens associated with academic achievement from undergraduate studies can trigger or aggravate mental health difficulties. Depression has been shown to be a predictor of lower grades and early withdrawal from post-secondary studies (Eisenberg, Goldstein & Hunt, 2009). The National College Health Assessment (NCHA) survey for 2016, for Mount Royal University, showed that students expressed high levels of stress and mental health concerns. Researchers (Kutcher, Wei & Morgan, 2016) have determined that mental health literacy leads to students accessing resources when needed. In addition, some students will not seek services due to stigma concerns (Mowbray, et al., 2006) therefore, embedding a tool in the curriculum is desired. In this study, we explore students’ experiences with other self-care activities when used as part of the curriculum where self-care is already discussed and used as a learning tool. We will use an existing assignment by which the students engage in the self-care tool on a weekly basis and complete a reflective journal about their experiences. Concern about student wellness has existed in post-secondary under wellness services for some time. Individually, instructors have also been concerned about


student wellness. However, there is limited discussion about using self-care as a pedagogical tool in scholarship of teaching and learning literature. It is our hope to inform this community about appropriate use of self-care tools in curriculum and the impact on student wellness.

Impact of Concept Maps and a Flipped Classroom Model in Biology & Nursing

Collaborative MRU Research Team: Michelle Yeo, Sarah Hewitt and Joanne Bouma

Anatomy and physiology courses, along with patho-physiology and patho-pharmacology are traditionally content heavy courses, historically taught with a lecture/exam-based model. These courses are a core aspect of the Nursing Program and are required for all students. Faculty in the Nursing Program have repeatedly observed that students who struggle in these courses struggle with key understandings and success later in the Program. In an effort to help the students develop a more structured approach to learning, retaining information, and making connections between concepts, Sarah Hewitt decided to radically alter the course delivery in the anatomy and physiology sections she was teaching. In consultation with Michelle Yeo, Hewitt re-configured the course by amalgamating shortened lectures and in-class group work, with some typical components of a flipped classroom - more work outside of class time that allows for more student engagement activities in class. The biggest change involved the development of skeleton concept maps. In subsequent years, Joanne Bouma extended this practice into the second year courses. This project intends to discover how well these new approaches are working and why, by assessing students’ learning and also to learn whether the combination of this teaching method in both first and second year courses is an effective way for the students to more thoroughly learn the material, increase their long-term retention of concepts and/or their ability to apply the concepts in a clinical setting.

Student Experience and Impact of Clinical Presentations in the Athletic Therapy Curriculum

Collaborative MRU Research Team: Mark Lafave, Khatija Westbrook, Michelle Yeo, Dennis Valdez, Breda Eubank, Jenelle McAllister

Competency-based education has been slowly implemented in the Athletic Therapy curriculum at Mount Royal University. Clinical presentations (CP) that drive this movement have been content-validated and are central to this new curriculum delivery method. Four faculty members have explored the successes and challenges of implementing this new paradigm 14 and now it is important to understand the impact from a student perspective. The project is a long-term, 3-year study following the first and second cohort of students in the Bachelor of Health and Physical Education, Athletic Therapy Major. Students start specializing in the Athletic Therapy curriculum in their second year of study in major-specific courses. Clinical presentations are introduced early in the learning process in the Athletic Therapy major in the second year in two courses: Clinical Musculoskeletal Anatomy and Prevention and Care of Athletic Injuries. Students will be introduced in their second year to clinical presentations, and then will track their learning for the remainder of their program until completion using a structured portfolio and logbook. This is a mixed-method study, whereby student learning will be inventoried through their personal portfolio and logbook. Additionally, students will be interviewed 1-2 times per year to understand their experiences with the CP model of competency-based curriculum delivery. The


purpose of the study is to investigate the impact of competency-based education and clinical presentations on student learning as well as to gain insight into the student experience of this approach.

TransCanada Mentorship Grants - Continued and Continuing WorkThese grants support the mentorship of a Mount Royal University faculty

member inexperienced in the Scholarship of Teaching and Learning by an experienced SoTL Scholar. They were awarded at the end of 2016-17, and were in progress for 2017-18.

Through Mentorship: Navigating the Complexities of Tenurable Faculty Engaging in K-12 School-University Research Partnerships

Kevin O’Connor with Tanya Stogre

In this SoTL mentorship project, we investigate the creation of a partnership learning community (PLC) (Healey, Flint & Harrington, 2014a, 2014b) as we engage in SoTL research alongside our community partners and undergraduate research assistant. Our research questions are: How did two faculty members, K-12 partner educators and an undergraduate research assistant experience a partnership learning community and co-designed research program with partner-school educators? and What key strategies and/or experiences assisted or hindered a SoTL mentorship process? Our proposed SoTL research is part of a larger longitudinal study focused on programmatically designing and implementing high impact practices intended to support undergraduate education students in their process of connecting theory and practice (O’Connor, Sterenberg, & Dillon, 2016). Through a concerted mentorship process, SoTL researchers can help to address key epistemological, methodological and ethical challenges faced by individual faculty members when conducting SoTL research in complex educational contexts. We hope this SoTL research will support these efforts and continue to develop MRU’s reputation as a community leader in the scholarship of teaching and learning.

Investigating the Learning Outcomes of Sketching in Biopsychology

April McGrath with Meghan Armstrong

The Introduction to Biological Psychology course, which is a core course in most psychology programs, is often considered a daunting and content heavy course for psychology majors. At Mount Royal University, PSYC2275 has a fairly high failure and withdrawal rate, making the development of learning strategies for this course an important task. Image formation and visualization are powerful learning tools, and here we propose to use sketching to enhance student learning in Biological Psychology. We are proposing to assess the impact of sketching on learning in biological psychology. Sketching has the potential to be a valuable strategy for learning concepts in biological psychology, and findings from this project will be used to improve biological psychology courses at MRU. In addition, this work may contribute to the broader discussion around a role for learner-generated drawings in enhancing student learning, understanding, and engagement in a wide range of disciplines. Meghan Armstrong has explored the


use of sketching as a way of thinking through her Master’s thesis and a conference presentation (Eggermont and Armstrong, 2009). She has taught undergraduate courses in drawing, sketching, and engineering, and thus is very well suited to introduce sketching to undergraduate students in biological psychology.

Emergence as Method and Theme for SoTL Research (Project Complete)

Ada Jaarsma with Kenna Olsen - SoTL Speaker Series Presenters

This project focuses on “emergence,” a term that refers to the process of coming into being, in which outcomes are neither determined in advance nor reducible to delimited causes (Oyama 2000; Deacon 2006; Rotolo 2015). It is a concept found in science studies and systems thinking, resources somewhat untapped by SoTL; it foregrounds the entangled relations between epistemology and ontology. We look to “emergence” as a promising theme and method because it emphasizes the situated and local nature of inquiry (whether inquiry by students or by SoTL scholars). In this project, Dr. Jaarsma will mentor Dr. Olsen in SoTL skills, and they will collaborate on a year-long study of “emergence.” We are convinced that classrooms are best described as dynamic systems, which makes “emergence” especially relevant for SoTL.

Impact: This mentorship program was focused on “emergence” as a quality of high impact teaching practices. This led me to emphasize “emergence” directly in my own classroom, such that all of my upper-division philosophy students in 2017/2018 produced creative, engaged, research-based audio essays that are now publicly available as “educational resources” in their own right. Students reported in student evaluations that they found this work to be greatly meaningful, challenging and significant for their own critical thinking and development. I decided to participate in this Mentorship program in the midst of a four-semester project of my own, in which I developed an entirely new method for teaching: integrating audio in the classroom, both as a resource and as a medium for undergraduate research and assessment. For four semesters, I taught students how to produce their own original audio-essays, and I published them all on my project site: http://thelearninggene.com/student-

voices/

Creating Leaders in Our Community

Miriam Carey with Paul Jessop

Does a leadership course with an ontological /phenomenological approach produce different results in student self-assessment of leadership capacities than a leadership course based in the prevalent educational paradigm of epistemology? This will be a SoTL study comparing student self-assessment of leadership capacity in both an ontologically-oriented and an epistemologically–oriented leadership course. The same data gathering protocols will be used in each course in two terms of academic year 2017-18, and differences (if any) in students’ self-assessment of their leadership capacities might thus be attributable to the different approaches of these two courses. Carey and Jessop wish to compare the results of each of their course deliveries in academic year 2017-18, using Carey’s protocol for data collection and analysis. There will be a pre-and post-course questionnaire in which students are asked to define leadership and discuss briefly if they consider themselves to be leaders or not; they also self-assess their leadership in four domains: their academic life, their relationships, their avocational realm (creativity, hobbies, etc.), and their ability to lead themselves.

http://thelearninggene.com/student-voices/

http://thelearninggene.com/student-voices/


TransCanada Student Research Grants - In ProgressThese grants are designed to support involving students in meaningful SoTL partnerships and were active in

2017-18.

Student Understandings of the University Experience

Deb Bennett

What are students’ understandings of the university experience? What impact does curriculum addressing the university experience have on students? This qualitative study utilizes an interpretive inquiry approach. The student researcher has the opportunity to learn about SoTL, qualitative research, conducting literature reviews and the UGST 1001 curriculum. This will be followed by involvement in the organizing of raw data and the opportunity to conduct qualitative interviews with support from the researcher. As the student researcher will be a member of the research team, they will also be involved in data analysis, and will have the opportunity to participate in their choice of dissemination opportunities. As teachers and curriculum developers we are utilizing student feedback to inform curriculum design and delivery. It also has the potential to inform courses and programs that support student success and development.

A Qualitative Study Examining the Effectiveness of the English as an Additional Language (EAL) Nursing

Liza Choi

English as an Additional Language Nursing students experience higher rates of academic challenges in comparison to nursing students whose primary language is English. In an attempt to equalize the learning environment for this disadvantaged group of students, a novel support group was established that addresses both academic and non-academic issues faced by these students. Using a hermeneutic (qualitative) analytic approach, the impact and effectiveness of this support group is explored. Key benefits for the student researcher include developing the foundational critical skills for research, learn skills for hermeneutic-based qualitative data analysis, practice literature searches and manuscript preparation.

5 Simmons, N. & Poole, G. (2016). The history of SoTL in Canada: Answering calls to action. New Directions in Teaching and

Learning, No. 146, 13-22.

Partnering with an Athletic Therapy Undergraduate Student on a Course Redesign

Mark Lafave and Ben Lau

In this SOTL project a student became involved with the redesign of a course he had taken in the second year of the Athletic Therapy Program. The primary goal of the course was to educate students on aspects of professional practice including, but not limited to, the soft skills that make professionals successful. The student

“voice” was missing from the original course design. The SOTL research design was qualitative in nature and the student tracked their experience throughout the process using a reflective journal. Mark Lafave and the student utilized the journal to analyze their data using a phenomenological

ENGAGING STUDENTS IN SoTL RESEARCH

“A strong call for action concerns the need to draw students more strongly into the center of SoTL work as coinvestigators.”

– Simmons & Poole, 2016, p. 205


approach or capturing the student’s lived experience with contribution on a course redesign. There are two parallel events that took place: the course redesign and the student contribution to that process.

Impact: “Ben and I met weekly for the entire year and I think it is safe to say the new course content is so much stronger because there was a student involved at every stage of the development process. Ben was able to provide the student insight from his perspective… he was amazed at the teamwork and debate that happened between all of us when we were discussing what to include or not and how much everyone’s voice was included… The last, but certainly not least person that benefitted from having a student participate in the course redesign and us studying that impact was me! This experience was so rich and rewarding that I would recommend that every new course or course redesign should try to include a student in the process because it was so impactful. I felt quite humbled by the process in many ways. For one, I underestimated how much a student could contribute to an undergraduate curriculum. Overall, this was an extremely rich experience for me and for Ben. I am very thankful for the research grant and I think future students will be the benefactors of this unique partnership.”

TransCanada Student Dissemination Grants These grants were awarded in 2017-18 to support students working on SoTL projects to attend conferences

with faculty researchers in order to experience and participate in the dissemination of work.

Student: Hannah Storrs (working with Erika Smith)

Under Dr. Erika Smith’s research program and mentorship, undergraduate researcher Hannah Storrs received the Scholarship of Teaching and Learning Undergraduate Student Dissemination Grant (2017-2018), which supported her role in co-authoring and co-presenting peer-reviewed research papers at scholarly conferences during the 2018 Congress of the Humanities and Social Sciences.

Impact: Alongside the beneficial contributions toward building her research experience and CV, this opportunity allowed Hannah to conceptualize and understand the depth of dissemination. It is understood, as a researcher, that it is important to translate and disseminate your work in order to grow the research field and learn from one another. This opportunity allowed Hannah to have direct experience of the varying aspects of dissemination, such as receiving feedback from fellow researchers, and spreading knowledge across a large group of people.

Students: Adam Spenrath and Hailey Allegro (working with April McGrath)

Under Dr. April McGrath’s research program and mentorship, undergraduate researchers Adam Spenrath and Hailey Allegro received the Scholarship of Teaching and Learning Undergraduate Student Dissemination Grant (2017-18), which supported them in attending the Society for the Teaching of Psychology (STP), which is a pre-conference through the Society for Personality and Social Psychology (SPSP) held in Atlanta, Georgia.

Impact: Adam Spenrath and Hailey Allegro have been research assistants on a project about procrastination for the past two years. Both students were able to attend their first psychology conference with this funding. At the Teaching of Psychology Preconference in Atlanta we received helpful feedback on our project and considerable interest from faculty members passionate about teaching and learning. It was both a welcoming and inspiring venue to disseminate the results. Following this event, Adam and Hailey were able to attend the annual meeting for the Society of Personality and Social Psychology over the next two days, which included talks from leading researchers within this field and this meeting is considered the premier event for these areas. Both students agreed it was a unique and valuable learning opportunity.


Student: Stacy Crosby (working with Jodi Nickle)

Under Dr. Jodi Nickle’s research program and mentorship, undergraduate researcher Stacy Crosby, received the Scholarship of Teaching and Learning Undergraduate Student Dissemination Grant (2017-2018), which supported her role in co-authoring and co-presenting at the Annual Conference of the Canadian Society for the Study of Education (CSSE), accepted by the Canadian Association for Teacher Education held at the University of Regina in conjunction with the Congress of the Humanities and Social Sciences. This presentation is based upon a research study related to professional identity in graduates of the Bachelor of Education Program at Mount Royal University which follows these graduates into their second year of teaching to study how their professional identity developed after entering the profession.

Student Research AssistantsThe following students were hired as Research Assistants in 2017-18 with Institute funding, and we are proud of

their contributions and quality of work.

Jeremy Blunt, Department of English, Languages and Cultures, Faculty of Arts working with Ada Jaarsma, PhD, and Kenna Olsen, PhD - TransCanada Grant

Nadja Brochu, School of Nursing and Midwifery, Faculty of Health, Community and Education working with Liza Choi, RN, BN, MN - Trans Canada Grant

Katie Caldwell, Health and Physical Education, Faculty of Health, Community and Education working with Mark Lafave, PhD - TransCanada Grant

Chelsea Fritz, English and Languages, Faculty of Arts, working with Ada Jaarsma, PhD, and Kenna Olsen, PhD - TransCanada Grant

Ben Lau, Department of Health and Physical Education, Faculty of Health, Community and Education working with Mark Lafave, PhD - TransCanada Grant

Jeffrey Owen, Department of Health and Physical Education, Faculty of Health, Community and Education working with Mark Lafave, PhD - TransCanada Grant

Logan Peters, Department of Humanities, Faculty of Arts working with Ada Jaarsma, PhD - TransCanada Grant

Kyle Poffenroth, Department of Chemistry and Physics, working with John Chik, PhD - Nexen Scholars Program

Andrea Shippry-Helman, Child Studies and Social Work, Faculty of Health, Community and Education working with Pat Kostouros, PhD - TransCanada Grant

Darlene Skagen, Department of Chemistry and Physics, Faculty of Science working with Brett McCollum, PhD - TransCanada Grant

Sarah Webb, Department of Education, Faculty of Health, Community and Education working with Mark Lafave, PhD - TransCanada Grant

Sarah Webb, Department of Education, Faculty of Health, Community and Education working with Michelle Yeo, PhD - TransCanada Grant

Alexis Webster, Health and Physical Education, Faculty of Health, Community and Education working with Mark Lafave, PhD - TransCanada Grant

Nicole Zalasky, Department of Psychology, working with April McGrath, PhD, and Karen Atkinson-Leadbeater, PhD - TransCanada Grant


Lead by Jon Mee from the Department of Biology, in affiliation with the Institute, this reading group is an open SoTL Journal Club, meeting monthly. Interested faculty members took turns choosing and leading a discussion on a SoTL article. Conversations were always lively and worthwhile.

Snapshots and readings of the group can be found on our Institute blog: http://blogs.mtroyal.ca/isotl/

WEBSITE REBOOTWe were excited to launch our “reboot” of the Institute website in the Spring of 2017!

http://www.mtroyal.ca/ProgramsCourses/FacultiesSchoolsCentres

InstituteforScholarshipofTeachingLearning/

ANNOUNCING - SoTL DEVELOPMENT PROGRAMCommencing - Fa l l 2018

Year OneDEPARTURES – A SoTL Community

This first year is an introduction to Scholarship of Teaching and Learning – set up as a faculty learning community, meeting monthly. In addition, participants will have the opportunity to develop a research question and proposal to apply into the second year with the support of a spring three-day intensive. Participation in the first year is required in order to apply for the second.

Year TwoLAUNCHING – MRU SoTL Fellows

Successful applicants will work with facilitators and with a cohort to refine and implement a SoTL research study through all phases, based on a research question developed in Year One. MRU SoTL Fellows will be supported with a research stipend and participate in two 3-day intensives as well as monthly meetings.

Year ThreeLANDING – SoTL Mentors

SoTL Fellows will be invited to work with program facilitators to mentor Year One and Two Cohorts.

SoTL JOURNAL CLUB

http://blogs.mtroyal.ca/isotl/

http://www.mtroyal.ca/ProgramsCourses/FacultiesSchoolsCentres InstituteforScholarshipofTeachingLearning/

http://www.mtroyal.ca/ProgramsCourses/FacultiesSchoolsCentres InstituteforScholarshipofTeachingLearning/


SHARING OUR F INDINGSPublications & Presentations (including keynotes, workshops, and invited speaking) for 2017-2018, supported by or associated with the Institute (MRU authors/presenters indicated in bold).

PUBLICATIONS Jaarsma, Ada. (2018). Philosophical podcasting, The Deviant Philosopher,

http://www.thedeviantphilosopher.org/Primers/PhilosophicalPodcasting

Kostouros, Patricia & Bennett, Deb. (2017). Caring about post-secondary student self-care. Transformative Dialogues, Volume 10, Issue 3.

Lemieux, C. (2018). The use of story-based tasks to explore sampling distributions. In M. A. Sorto, A. White, & L. Guyot (Eds.), Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10). (2018). Kyoto, Japan. Voorburg, The Netherlands: International Statistical Institute. www.iase-web.org Funding provided by the Nexen Scholars Program

McCollum, B.M., Fleming, C.L., Plotnikoff, K.M., & Skagen, D.N. (2017). Relationships in the flipped classroom. The Canadian Journal for the Scholarship of Teaching and Learning, 8 (3). DOI: 10.5206/cjsotl-rcacea.2017.3.8

Miller-Young, Janice, Yeo, Michelle, & Manarin, Karen. (2018). Challenges to disciplinary knowing and identity: Experiences of scholars in a SoTL development program, International Journal of Scholarship of Teaching and Learning, vol. 12, no. 1, 2018, Article 3. DOI: 10.20429/ijsotl.2018.120103

Nickel, J., & Zimmer, J. (2018). Professional identity in graduating teacher candidates, Teaching Education. DOI: 10.1080/10476210.2018.1454898

Skagen, D.N., McCollum, B.M., Morsch, L., & Shokoples, B. G. (2018). Developing communication confidence and professional identity in chemistry through international online collaborative learning. Chem. Educ. Res. Pract. 19, 567-582. DOI: 10.1039/C7RP00220C

Sterenberg, G., O’Connor, K., Donnelly, A., & Drader, R. (2018). Research assistants’ experiences of participating in a partnership learning community for learning and teaching in higher education. International Journal for Students as Partners, 2(1). https://doi.org/10.15173/ijsap.v2i1.3196

Thomson, K., Gilmore, A., Majury, N., O’Connor, K., Vasquez, A., & Waite, J. (2017). The student voice in work integrated learning: A review of teacher education and geographical sciences. Teaching and Learning Inquiry TLI, 5(2), 1-13. http://dx.doi.org/10.20343/5.1.4

OPEN EDUCATIONAL RESOURCE (REFEREED)Jaarsma, A. (2018). Philosophical podcasting. The Deviant Philosopher, January. Retrieved from:


PRESENTATIONSBirchard, M., McCollum, B., & Morsch, L. (2018). Can you speak chemistry? Assessing familiarity with chemistry

terminology and word relationships. Poster presented at 101st Conference of the Canadian Society for Chemistry, Edmonton, Alberta.

Campbell, E., Falcione, S., Pinder, C., Macias, M., Davis, K., McCollum, B., Morsch, L., & Chamberlain, J. (2018). Factors that cause variation in definitions of success for collaborative learning. Poster presented at 101st Conference of the Canadian Society for Chemistry, Edmonton, Alberta.


http://iase-web.org

https://doi.org/10.15173/ijsap.v2i1.3196

http://dx.doi.org/10.20343/5.1.4



Chen, V., Akesson, B., Allen, M., McCollum, B., Verwoord, R., Acai, A., Mathany, C., & Spencer, J. (2017). Developing a guiding framework for student-faculty/staff SoTL partnerships. Presented at Reaching New Heights: International Society for the Scholarship of Teaching and Learning (ISSoTL), Calgary, Alberta.

Choi, L. (2018). Qualitative study examining the effectiveness of English as an additional language (EAL) nursing student support program. 7th International Nurse Education Conference, Banff, Alberta.

Currie, G., Semple, L., & Hughes, S. (2018). “It stretched my mind”: Student engagement through an innovative Interprofessional learning activity. Presented at Researching, Advancing & Inspiring Student Engagement Conference, Sheffield Hallam University, Sheffield, UK.

Currie, G., Semple, L. Hughes, S., & Pauls. M. (2018). Getting carried away. Presented at Mount Royal University Faculty Association Retreat, Kananaskis, Alberta.

Demont, R., & Lafave, M.R. (2017). Canadian program directors’ perceptions on implementation of competency-based education. Presented at Canadian Athletic Therapists’ Association Conference, Hamilton, Ontario.

Hamilton, L., McCollum, B., MacLeod, H., Moorman, L., & Muholland, M.-L. (2018). Inspiring teaching. Presented at Celebrate! Teaching and Learning at MRU, Calgary, Alberta. (Invited Keynote)

Hayman, R., Smith, E., & Storrs, H. (2018). Undergraduate students’ academic information and help-seeking behaviours using an anonymous Facebook confession page. Presented at Canadian Association of Information Science, University of Regina, Regina, Saskatchewan. 2018 Award for Best Practitioner Paper (conferred by the Canadian Association of Information Science). Student travel supported by a TransCanada Student Dissemination Grant

Hofmeister, J., McCollum, B. (2018). Is undergraduate peer leading a high impact practice? Presented at 101st Conference of the Canadian Society for Chemistry. Edmonton, Alberta. (Award Winning Presentation)

Jaarsma, A. (2017). Podcasting pedagogy. Presented at Feminist Studies Lecture Series, University of Alberta, Edmonton, Alberta. (invited)

Jaarsma, Ada. (2017). Podcasting the sonic colour line. Presented at Canadian Society for Digital Humanities Roundtable, University of Regina, Regina, Saskatchewan.

Jaarsma, A. (2017-18). Podcasting & process: A series of philosophical meet-ups. Presented at six events, Mount Royal University and Loft 112, Calgary, Alberta.

Jaarsma, Ada, & Olsen, Kenna. (2017). Emergence as theme and method in SoTL. Presented at Reaching New Heights: International Society for the Scholarship of Teaching and Learning (ISSoTL), Calgary, Alberta.

Jaarsma, Ada, & Olsen, Kenna. (2018). Experiments in scholarly teaching. Presented at Mount Royal University Faculty Association Retreat, Kananaskis, Alberta.

Kostouros, Patricia & Bennett, Deb. (2017). Caring about post-secondary student self-care. Presented at Reaching New Heights: International Society for the Scholarship of Teaching and Learning (ISSoTL), Calgary, Alberta.

Kostouros, Patricia & Bennett, Deb. (2018). Caring about post-secondary student self-care. Presented at Mount Royal University Faculty Association Retreat, Kananaskis, Alberta.

Kostouros, Patricia & Bennett, Deb. (2018). Post secondary breathing room experiences. Presented at Celebrate! Teaching and Learning at MRU, Calgary, Alberta.


Lafave, L.M.Z., Yeo, M. & Lafave, M.R. (2017). Does concept mapping enhance learning outcomes for teaching evidence-based practice theory? Presented at Euro Scholarship of Teaching and Learning Conference, Lund University, Sweden.

Lafave, M.R. (2017). Implementation of competency-based education in CATA programs and program directors’ readiness for change. Presented at CATA Educators’ Summit, Niagara Falls, Ontario.

Lafave, M.R. (2017). Teaching Strides Podcast, iTunes University.

Lafave, M.R., Yeo, M., Westbrook, K., McAllister, J., & Eubank, B. (2017). Building competence by design in athletic therapy: constructive alignment between curriculum and student evaluation. Presented at Reaching New Heights: International Society for the Scholarship of Teaching and Learning (ISSoTL), Calgary, Alberta.

Lau, B. & Lafave, M.R. (2018). My undergraduate experience in an athletic therapy course re-design. Poster presented at Student Research Days, Mount Royal University, Calgary, Alberta.

Lau, B., & Lafave, M.R. (2018). My undergraduate experience in an athletic therapy course re-design. Poster presented at Celebrate! Teaching and Learning at MRU, Calgary, Alberta.

Lemieux, C. (2018). The use of story-based tasks to explore sampling distributions. Presented at Tenth International Conference on Teaching Statistics (ICOTS10), Kyoto, Japan.

Lemieux, C., & Chapman, O. (2018). Using story-tasks to enhance post secondary students’ learning. Presented at University of Calgary Conference on Postsecondary Learning and Teaching, Calgary, Alberta.

Lemieux, C. (2017). Using narrative learning to design tasks that support students’ understanding of threshold concepts. Presented at Reaching New Heights: International Society for the Scholarship of Teaching and Learning (ISSoTL), Calgary, Alberta.

Manarin, Karen. (2017). Why read? S. W. Brooks Public Lecture, University of Queensland, Brisbane, Australia.Based on work supported in part by a Marshall Family Foundation Literacy Grant

Manarin, Karen. (2017). Faculty attitudes towards reading and reading compliance. Presented at Reaching New Heights: International Society for the Scholarship of Teaching and Learning (ISSoTL), Calgary, Alberta. Based on work supported in part by a Marshall Family Foundation Literacy Grant

Manarin, Karen. (2018). Why your students don’t read, and what you can do about It. Presented at Society for Teaching and Learning in Higher Education, Sherbrooke, Quebec. Based on work supported in part by a Marshall Family Foundation Literacy Grant

McCollum, B. (2018). A model for international online collaborative learning. Poster presented at Celebrate! Teaching and Learning at MRU, Calgary, Alberta.

McCollum, B. (2018). Students as partners in teaching, learning, and research. Presentation at the Symposium on Teaching and Learning. Springfield, Illinois. (Invited)

McCollum, B. (2018). Scholarly teaching and the scholarship of teaching and learning. Presented at the Symposium on Teaching and Learning. Springfield, Illinois. (Invited Keynote)

McCollum, B. (2018). What you need to know about collaborative learning before using collaborative learning. Presented at 101st Conference of the Canadian Society for Chemistry. Edmonton, Alberta.

McCollum, B., Morsch, L. (2017). Cross-border disciplinary dialogue between peers. Presented at Reaching New Heights: International Society for the Scholarship of Teaching and Learning (ISSoTL), Calgary, Alberta.

McCollum, B., Morsch, L., Skagen, D., & Shokoples, B. (2018). Emergence of professional identity through organic chemistry international online collaborative learning. Presented at 101st Conference of the Canadian Society for Chemistry. Edmonton, Alberta.


McGrath, A., & Atkinson-Leadbeater, K. (2018). Sketching for success: Investigating the learning outcomes of sketching in biological psychology. Presented at the Biennial International Seminar on the Teaching of Psychological Science, Paris, France. Funding provided by a TransCanada Mentorship Grant

McGrath, A., Spenrath, A., & H. Allegro. (2018). Academic procrastination: What’s affect got to do with it? Poster presented at the Society for Personality and Social Psychology Teaching Pre-conference, Atlanta, GA. Funding provided by a TransCanada Dissemination Grant

McGrath, A., Spenrath, A., & H. Allegro. (2018). Academic procrastination: What’s affect got to do with it? Poster presented at Student Research Days, Mount Royal University, Calgary, Alberta. Students A. Spenrath and H. Allegro were tied for first place at Student Research Days, MRU.

McGrath, A., Spenrath, A., & H. Allegro. (2018). Academic procrastination: What’s affect got to do with it? Poster presented at Celebrate! Teaching and Learning at MRU, Calgary, Alberta.

Miller-Young, J. & Yeo, M. (2017). Making thinking visible through decoding: Mapping the process. Presented at Reaching New Heights: International Society for the Scholarship of Teaching and Learning (ISSoTL), Calgary, Alberta.

Nickel, J., & Crosby, S. (2018). Professional identity of new teachers: Transitioning from teacher education to the profession. Annual Meeting of the Canadian Society for the Study of Education, Regina, Saskatchewan. Funding provided by a TransCanada Dissemination Grant

Pace, D., Boman, J., Currie, G., Miller-Young, J., & Yeo, M. (2017). Experiencing the decoding the disciplines interview: An interactive exploration. Presented at Reaching New Heights: International Society for the Scholarship of Teaching and Learning (ISSoTL), Calgary, Alberta.

Pace, D., Boman, J., Currie, G., Miller-Young, J., Yeo, M. (2017). Beyond decoding the disciplines 1.0: Opening the Swiss Army knife of decoding. Presented at Reaching New Heights: International Society for the Scholarship of Teaching and Learning (ISSoTL), Calgary, Alberta.

Roberts, A., Ewonwa, B., Ripley, I., McCollum, B., Morsch, L., & Wetzel, M. (2018). Improving confidence and performance at communicating in chemistry. Poster presented at 101st Conference of the Canadian Society for Chemistry. Edmonton, Alberta.

Vasquez, A., Majury, N., O’Connor, K., Waite, J. (2017). Student voice in work integrated learning scholarship: A review of teacher education and geographical sciences. Presented at Reaching New Heights: International Society for the Scholarship of Teaching and Learning (ISSoTL), Calgary, Alberta.

Yeo, M., Haggarty, L., Pearl, C., Stogre, T., & Waldie, A. (2018). Ways of knowing, being, and practicing: A faculty learning community in indigenization. Presented at STLHE Conference, Sherbrooke, Ontario.

Yeo, M., Mooney, J., Boman, J., da Rosa dos Santos, L., & Smith, E. (2018). Inquire, imagine, innovate – An approach to curriculum development. Presented at STLHE Conference, Sherbrooke, Ontario.

Yeo, M., Webb, S., Hewitt, S., Bouma, J. (2017). A changed approach to learning for nursing students. Poster presentation at Reaching New Heights: International Society for the Scholarship of Teaching and Learning (ISSoTL), Calgary, Alberta.


WORKSHOPSManarin, Karen. (2017). Why read: Classroom practices. Half-day masterclass on reading. University of

Queensland, Brisbane. Based on work supported in part by a Marshall Family Foundation Literacy Grant

Manarin, Karen. (2018). How to improve student reading, Celebrate! Teaching and Learning at MRU, Calgary, Alberta . Based on work supported in part by a Marshall Family Foundation Literacy Grant

Manarin, Karen. (2018). Introduction to SoTL. Mount Royal University, Calgary, Alberta.

Manarin, Karen. (2018). Sharing SoTL, Mount Royal University, Calgary, Alberta.

McCollum, B. (2018). Designing SoTL research questions. Workshop at the Symposium on Teaching and Learning, Springfield, Illinois. (invited)

Yeo, M. (2018). SoTL and ethics. Institute for Scholarship of Teaching and Learning, Mount Royal University, Calgary, Alberta.

AWARDS AND ELECTED POSITIONSManarin, Karen. (2018). Outstanding Teacher Award, Faculty of Arts, Mount Royal University.

Manarin, Karen. (2017). S. W. Brooks Fellowship, University of Queensland, Australia.

McCollum, Brett. (2018). Elected President of SoTL Canada.

Yeo, Michelle. (2018). President Elect of ISSOTL.


INSTITUTE STAFF

Michelle Yeo, PhD, Associate Professor and Academic Director

Anne Johnston, Administrative Co-ordinator

Institute Associate

Karen Manarin, PhD, Department of English, Languages, and Cultures, Faculty of Arts

2017 MRU - ISSOTL Organizing Committee

Margy MacMillan, Library


Brett McCollum, PhD, Department of Chemistry and Physics, Faculty of Science

SoTL Grant Review Committee

Sally Haney, MA, Department of Journalism, School of Communication Studies,

Faculty of Business and Communication Studies

Mark Lafave, PhD, Department of Health and Physical Education,

Faculty of Health, Community and Education


Erika Smith, PhD, Academic Development Centre





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