Using and Interpreting Undergraduate Research Posters in the Literature Classroom
“What if we paid more attention to inquiry as the creation of knowledge through scholarly conversation, with each other and with our primary and secondary sources, rather than focusing almost exclusively on how to record the “results” of inquiry in the research paper?”
In an excellent example of a SoTL project which is also “scholarship of integration” (in that it integrates knowledge and pedagogy from various academic fields), Karen Manarin describes how she used research posters (typical of science and social science) to inspire a new approach to teaching literary research and to
- make visible different moments in the process of literary research – to both students and instructor
- allow students to create their own interpretations through creative and aesthetic choices
- allow students to distill their main points and receive feedback before writing the traditional research paper
- give students the opportunity and confidence to create something that would interest their peers as scholars
Manarin, K. (2016). Interpreting Undergraduate Research Posters in the Literature Classroom. Teaching and Learning Inquiry, the ISSOTL Journal, 4(1). Available at http://tlijournal.com/tli/index.php/TLI/article/view/128/80
MRU scholars presenting at #STLHE2015
A number of us from MRU are presenting at Society for Teaching and Learning in Higher Education conference next week. Looking forward to the generative conversations that will occur!
Wed June 17, 12:00 pm, Seymour Room
Tuning in on Tacit Knowledge
Jennifer Boman, Genevieve Currie, Ron MacDonald, Janice Miller-Young, Michelle Yeo, Stephanie Zettel
Thurs June 18, 11:30 am, Seymour Room
Creating SoTL Concertos for Institutional Impact
Michelle Yeo representing MRU on a panel with colleagues from University of Calgary, University of British Columbia, Simon Fraser University, McMaster University, Western University, Brock University, and University of Waterloo
Fri June 19, 8:30 am, Salon 2
Tuning in to Original Undergraduate Research in Classroom Contexts
Karen Manarin, April McGrath, Miriam Carey
Fri June 19, 8:30 am, Cypress 1 Room
Writing and publishing your Scholarship of Teaching and Learning
Janice Miller-Young on a panel with other CJSoTL editors Shannon Murray, Marilou Bélisle, and Beth Marquis
**also see the SoTL Canada blog for a schedule of other SoTL presentations and the SoTL Canada AGM
Reminder: Next SoTL presentation Tuesday March 17 on Scaffolding Undergraduate Research
Effects of a Scaffolded Approach to Undergraduate Research
Presented by:
Karen Manarin, Departments of English and General Education
Miriam Carey, Academic Development Centre
April McGrath, Department of Psychology
If undergraduate research leads to significant learning gains, should it be available to all students as part of the regular curriculum? Karen Manarin, Miriam Carey and April McGrath explore the effects of a scaffolded approach to undergraduate research in a 4th year English class, a 1st year General Education class, and a 2nd year Psychology class in this collaborative scholarship of teaching and learning project.
Tuesday, March 17, 2015
Noon – 1:00 p.m.
Room Y324
No registration required — everyone welcome!
Come and join in the conversation about teaching and learning.
Teaching and Learning Exchange: Sept 25
The Institute for SoTL invites you to our first T&L Exchange presentation of the year:
Tales from the trenches: How 3rd year journalism students talk about research literacy learning as it relates to current and future practice
Sept 25, 12:30-1:30 in T107
This presentation investigates students’ learning and its connection to practice in a mandatory 3rd year journalism class focused on the development of research literacy skills. The intention is to describe how students make sense of the research literacy skills they are being taught (such as the identification of research methods and questions, sampling procedures and reading statistical information) in the context of their imaginary as students and potential journalists. In sum, this presentation intends to help unravel how students are making sense of experience in the classroom by using their feedback (as opposed to my assumptions as an instructor). In doing so I offer some empirical data about the complex process of student sense making as they negotiate their learning experiences as current and future practitioners.
Dr. Amanda Williams has been a part time instructor for the Faculty of Communication Studies at Mount Royal University since 2009. She teaches theory and research methods for the Journalism, Information Design and Public Relations programs. Her current research projects include an exploration of journalism student identity, discourses of sustainability in the Alberta oil sands, and the development of Massive Open On-line Courses (MOOCs) in Canada.