MRU Institute for SoTL

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

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New SoTL projects supported in Fall 2015

We are thrilled to announce the recipients of our latest round of TransCanada Grants and Nexen Scholars Program applications (more details here).  The projects cover topics from undergraduate research in science to humanities, and from developing students’ interprofessional skills to civic and global engagement. They will be conducted by faculty collaborating across disciplines and institutions.  We’re looking forward to learning from what they learn about student learning!!

 

TransCanada Collaborative SoTL Inquiry Grants awarded Fall 2015

(see the Institute’s main website for project descriptions)

Interprofessional Education with Nursing and Respiratory Therapy Students: A Mixed Methods Study.

  • Collaborative Research Team: Heather Russell, Margot Underwood, Marg Olfert, Liza Choi, Stephanie Zettel, Jennifer Watson, and Caroline Silen (Nursing, Mount Royal University; Meredith Patey and Jennifer Stefura (Respiratory Therapy, SAIT)

How do Students Understand Community-Service Learning?

  • Collaborative Research Team: Melanie Rathburn and Roberta Lexier (General Education)

 

2016 Nexen Scholars and their projects

John Chik, Chemistry & Physics: REAL (Real Experience And Learning) Labs: Designing Authentic Learning Experiences in Biochemistry

Ana Colina, Biology: What is the impact of web-based pre-laboratory preparation modules on learning in the microbiology laboratory?

Lee Easton, English:  Screening Identities: Exploring How Film Studies Students use Canadian Identities at/on the Border of Race, Nation and History

Heather MacLean, Nursing & Midwifery: How students experience learning in simulation from both active participant and observer roles

Teresa Merrells, Humanities: Studying Undergraduate Research in a Course on Language Acquisition

Semiyu Aderibigbe and Rita Yembilah, General Education: Using an Online Discussion Platform to Engage Students in General Education Courses about Communities and Societies

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application details for upcoming Nexen Scholars Program and TransCanada Collaborative SoTL grants

Our redesigned home website will launch soon (can’t wait!) but in the meantime I wanted to get these RFPs posted as soon as possible:

2016 Nexen Scholars Program

The Nexen Scholars Program brings together faculty from a range of academic disciplines committed to investigating and documenting significant issues and challenges in teaching and learning in higher education. The central work of the Nexen Scholars is to develop course-based inquiry projects, conduct research that sheds new light on a significant aspect of student learning, and share evidence and findings publicly in an effort to influence practice in the field.

Nexen Scholars are selected for a 16-month term, participate in an off‐site residency in February, and engage in monthly collaborative activities during the time that they develop and conduct their inquiries. The Nexen donation also supports Going Public Awards for scholars to present their work at conferences, as well as an optional data analysis residencies to assist scholars in furthering their work.

2016 Nexen Program Call for Proposals (due Dec 1 2015): 2016nexenscholarsrfp

Nexen Scholars Going Public Awards: 2015-16GoingPublic

Faculty who are considering applying are encouraged, but not required, to attend the following November presentation and to browse the Institute website for resources and information about previous projects:

Nexen Program Scholars’ Showcase
Fri Nov 6 2015, 12:30-1:30 in T107
Presented by 2015 Nexen Scholars: Collette Lemieux (Bissett), Brad Quiring (Bissett), Sheri Rhodes (International Education), Joanna Szabo (Nursing), Priscilla Wamucii (General Education), and Janice Miller-Young (Institute)

TransCanada Collaborative SoTL Inquiry Grants

TransCanada Collaborative SoTL Inquiry Grants are designated for collaborative teaching and learning inquiry projects which go beyond an inquiry about teaching and learning in a single class. Note that while the Nexen Scholars Program is designed to support scholars in developing a project, the TransCanada grants require a complete research proposal including literature review, research question, methodology, data collection, and dissemination plans. (If your proposed work does not align well with this structure, please include a clear statement of theory and methods that are aligned with the proposed project.) Eligible projects must propose systematic, evidence-based study of teaching and learning and meet principles of good practice in SoTL (Felten, 2013).

Collaborative SoTL projects are expected to be in the range of $5,000-$10,000 (i.e. bigger than what an internal research grant would reasonably support) and may be conducted over one or two years.

TransCanada grant application guidelines (due October 31): Collaborative-Research-Grant-guidelines-updated Sept2015

To apply for TransCanada Collaborative SoTL Inquiry Grant, Principal Investigators must use the Office of Research Services web-based application, which requires the completion of a Research Tracking Form, description of the project, co-investigator team and dissemination plan, and the uploading of a complete research proposal.

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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.

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Presentation Reminder – Mobile or Traditional? Student Value Placement on Learning Technologies

Mobile or Traditional? Student Value Placement on Learning Technologies
Thursday February 26, 12:00-1:00pm in Y324

Dr. Brett McCollum, Ph.D.
Associate Professor, Apple Distinguished Educator, Nexen Scholar
Department Chemistry

Student voices are a critical component of an educational experience evaluation when novel technologies are incorporated into the learning process. Combining learner commentary, observed actions, and performance, researchers have identified variations in student experiences when using multiple external representations and the value that students place on learning technologies.
Participants were recruited from first-year General Chemistry, and their responses were categorized and triangulated using a variety of data sources. The results of this project are currently guiding the design and evaluation of digital learning materials for touch-screen interfaces, such as the iPad. Attendees will be given time to reflect on how the findings can be extrapolated to the use of technology in their field.

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Teaching and Learning Exchange – presentations for Winter 2015

Mark your calendars!  We hope you can join us for the following presentations of recent and ongoing SoTL projects:

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Teacher Candidates’ Learning Through Theory-and-Practice Integration

Gladys Sterenberg (Department of Education and Schooling)

Kevin O’Connor (Department of Education and Schooling)

Thursday, January 22, 2015

Noon – 1 p.m.

Room Y324

__________

Mobile or Traditional? Student Value Placement on Learning Technologies

Brett McCollum (Department of Chemistry)

Thursday, February 26, 2015

Noon – 1:00 p.m.

Room Y324

__________

Undergraduate Research in Classroom Contexts: A Collaborative SoTL Project

Karen Manarin (Departments of English and General Education)

Miriam Carey (Academic Development Centre)

April McGrath (Department of Psychology)

Tuesday, March 17, 2015

Noon – 1:00 p.m.

Room Y324

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2015 Nexen Scholars

Looking forward to our first meeting of the 2015 Nexen Scholars cohort today!!

This year’s cohort and their projects:

Depicting Suffering: The Student Experience, Pat Kostouros, Child Studies and Social Work

Concepts over Calculations; Context over Computations: Incorporating Case Studies in Business Statistics, Brad Quiring and Collette Lemieux, Bissett School of Business

Exploring Arts-Based Approaches to Developing Leadership in Senior Nursing Students, Joanna Szabo, Nursing 

Developing Student Noticing with the Use of Recorded Speech Samples in the ESL Classroom, Sheri Rhodes, International Education

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