MRU Institute for SoTL

Next SoTL Reading Group Session

Join us for the next SoTL reading group – all welcome!

Time: Friday, March 1, 1:00-200pm
Location: EL2462

At our next meeting, Miriam Carey will be presenting a paper titled “Between Knowing and Learning: New Instructors’ Experiences in Active Learning Classrooms” by Andrea Phillipson,  Annie Riel, and Andy B. Leger

Here’s a finely-crafted link to the paper: https://libproxy.mtroyal.ca/login?url=https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1398&context=cjsotl_rcacea

Coffee and cookies will be provided!

Please note that “interlopers” (people who aren’t presenting this term, and may have time only to read the abstract) ARE absolutely encouraged to attend! Invite your friends and colleagues!

All the best,
jon

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Third SoTL Reading Group Session

Join us for the next SoTL reading group – all welcome!

Time: Feb 5, 12 Noon- 1:00 p.m.
Location: EL2462

Karen Manarin will be presenting the next paper: “Making Meaning from Student Evaluations of Teaching (SETs)–Seeing beyond our own horizons”

Here’s a finely-crafted link to the paper:
https://libproxy.mtroyal.ca/login?url=https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57486/43248

Please note that “interlopers” (people who aren’t presenting this term, and may have time only to read the abstract) ARE absolutely encouraged to attend! Invite your friends and colleagues!

All the best,
jon

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Second SoTL reading group session update

Come one, come all!
Jan 22, 12:30-1:30

now with location: Library Boardroom (EL4201)

Charlie Hepler will be presenting the next paper: “The relationship between Research and Teaching: a Meta-Analysis”

Here’s a finely-crafted link to the paper: https://libproxy.mtroyal.ca/login?url=https://journals.sagepub.com/doi/abs/10.3102/00346543066004507

Please note that “interlopers” (people who aren’t presenting this term, and may have time only to read the abstract) ARE absolutely encouraged to attend! Invite your friends and colleagues!

Warmly,
jon

PS – if you want to get the next meeting into your calendar, it will be Feb 5 at 12:00 noon

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Second SoTL reading group session

Come one, come all!
Jan 22, 12:30-1:30

location TBD

Charlie Hepler will be presenting the next paper: “The relationship between Research and Teaching: a Meta-Analysis”

Here’s a finely-crafted link to the paper: https://libproxy.mtroyal.ca/login?url=https://journals.sagepub.com/doi/abs/10.3102/00346543066004507

Please note that “interlopers” (people who aren’t presenting this term, and may have time only to read the abstract) ARE absolutely encouraged to attend! Invite your friends and colleagues!

Warmly,
jon

PS – if you want to get the next meeting into your calendar, it will be Feb 5 at 12:00 noon

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2019 SoTL Reading group

SoTL Reading Group – First Meeting of 2019

The MRU SoTL Reading Group will return in the winter 2019 term. These scholarly meetings are intended to bring together people interested or engaged in SoTL to talk about interesting and important contributions to the field. Some people might call this a “journal club”. This year’s first meeting will take place on January 9th 2019 1:30 to 2:30 p.m. in EL 2462 (Riddell Library, 2nd Floor). At this first meeting, there will be an opportunity to discuss an editorial piece by Nancy Chick called “Does Reading SoTL Matter?” RSVP (or direct questions) to jmee@mtroyal.ca, or feel free to drop in unannounced!

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Literacy research profiled

Institute for SoTL funded research is making a splash in MRU News – researchers Jodi Nickle and Scott Hughes from the Department of Education were profiled about their Read Up! Program, partnering teacher candidates with grades 1 and 2 students who were having difficulty with reading. This research was funded through the Marshall Family Foundation.

Along with the important gains for the children in their reading, the SoTL results were that teacher candidates, “reported on their own learning including the importance of planning and preparedness, assessing, posing effective questions, encouraging strategy use, and responding to the learner’s needs.” This means that the impact is not only to the children and the teacher candidates, but has ripple effects to their future students as well.

“(Throughout the program) our students talked about the big ideas,” says Nickel. “’How do I assess? How do I choose the best strategies?’ In addition, building a relationship with the child helped them to teaching responsively: ‘I know this child now. I know what they’re going to like, and what they’re not going to like,’ and so they had to kind of play it by ear and be a responsive teacher, which I think is really important.”

 

See full article here:

Read Up! Program supports early literacy

 

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