Acai, A., Akesson, B., Allen, M., Chen, V., Mathany, C., McCollum, B., Spencer, J., Verwoord, R. (2017). Success in student-faculty/staff SoTL partnerships: Motivations, challenges, power, and definitions. Can. J. SoTL, 8(2).http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss2/8/
Larsen, D. S., Rusay, R., Belford, R., Kennepohl, D., Bennett, D., Soult, A., McCollum, B., Keasler, S., Halpern, J., Soderberg, T., Kosti, K., Stockwell, W. R.; Haas, K., Morsch, L. A. (2017). Come join the party!: Recent progress of the community based LibreTexts (neé ChemWiki) Project. Comm. Comp. Chem. Educ. News., Spring 2017, Paper 5. https://confchem.ccce.divched.org/2017SpringCCCENLP5
Manarin, K. (2017). Reading the stories of teaching and learning--ISSOTL 2016 opening keynote. Teaching and Learning Inquiry, 5(1). doi: 10.20343/5.1.13.
Sweeney, T., West, D., Groessler, A., Haynie, A. Higgs, B., Macaulay, J., Mercer-Mapstone, L., Yeo, M. (2017). Where’s the transformation? Unlocking the potential of technology-enhanced assessment. Teaching & Learning Inquiry, 5(1), 1-13.
Yeo, M. (2016). Decoding the disciplines as a hermeneutic practice. New Directions for Teaching and Learning, No. 150, 49-62.
Yeo, M., Lafave, M., Westbrook, K., McAllistar, J., Valdez, D., & Eubank, B. (2016). Impact of decoding work within a professional program. New Directions for Teaching and Learning, No.150, 87-96.
Bloch-Schulman, S., Wharton Comkling, S., Linkon, S., Manarin, K., & Perkins, K. (2016). Asking Bigger Questions: An Invitation to Further Conversation. Teaching and Learning Inquiry, the ISSOTL Journal, 4(1). Available at http://tlijournal.com/tli/index.php/TLI/article/view/132
Boman, J., Currie, G., MacDonald, R., Miller-Young, J., Yeo, M. & Zettel, S. (2016). Overview of decoding across the disciplines. New Directions for Teaching and Learning, No. 150, 13-18.
Currie, G. (2016). Conscious connections: Phenomenology and decoding the disciplines. New Directions for Teaching and Learning, No. 150, 37-48.
Jaarsma, Ada S. (2016). Design, Disability and Play: The Animal Politics of Education. Gender and Education, 28(2), 195-212.
Kostouros, P., Wenzel, J. (2016). Depictions of suffering in the post-secondary classroom. Traumatology: An International Journal, 4(12). dx.doi.org/10.1037/trm0000110
Lafave, M.R., Bergeron, G., Orecchio, E., Peeler, J., Streed, K., Elliot, J., Parr, K., McKenzie, K., Valdez, D., Klassen, C., & DeMont, R. (2016). Consensus Statements from the Canadian Athletic Therapists Association (CATA) Education Task Force. Athletic Training Education Journal, 11(1).
Lafave, M.R., Yeo, M., Westbrook, K., Valdez, D., Eubank, B., & McAllister, J. (2016). Content Validation of Athletic Therapy Clinical Presentations in Canada. Athletic Training Education Journal.
MacDonald, R. (2016). Intuitions, instincts, and intercultural crossings: Decoding disciplinary identities. New Directions for Teaching and Learning, No. 150, 63-74.
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
Manarin, K. and Abrahamson, E. (2016) Troublesome knowledge of SoTL. International Journal of Scholarship of Teaching and Learning, 10(2), Article 2. doi: 10.20429/ijsotl.2016.100202.
Manarin, K., McGrath, A., & Carey, M. (2016). Original Undergraduate Research in Classroom Contexts: Student Perceptions of a Scaffolded Approach. Collected Essays on Learning and Teaching, 9, 35-42.
McCollum, B. (2016). Improving academic reading in chemistry through flipping with an open education digital textbook. In Schultz, M., Holme, T. (eds.) Technology and Assessment Strategies for Improving Student Learning in Chemistry. Washington, DC: American Chemical Society Symposium Series. https://doi.org/10.1021/bk-2016-1235.ch002
McCollum, B. (2016). Situated science Learning for higher level learning with mobile devices. In Kennepohl, D. (ed.) Teaching Science Online: Practical Guidance for Effective Instruction and Lab Work. Sterling, VA: Stylus Publishing. https://sty.presswarehouse.com/books/BookDetail.aspx?productID=393126
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McGrath, A. & Atkinson-Leadbeater, K. (2016). Instructor Comments on Student Writing: Learner Response to Electronic Written Feedback. Transformative Dialogues, 8(3). Available at http://www.kpu.ca/sites/default/files/Transformative%20Dialogues/TD.8.3.4_McGrath%26%20Atkinson-Leadbeater_Learner_Response_to_Electronic_Feedback.pdf
Miller-Young, J. (2016). How did I get here?: Reflections on Learning from Multidisciplinary Communities of Practice. Transformative Dialogues, 9(1).
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Miller-Young, J., & Boman, J. (2016). Learning from decoding across disciplines and within communities of practice. New Directions for Teaching and Learning, 150, 97-102.
Miller-Young, J., Yeo, M., Manarin, K., Carey, M., & Zimmer, J. (2016). SoTL2: Inquiring into the Impact of Inquiry. New Directions for Teaching and Learning, 246, 55-62.
O'Connor, K. (2016). A pedagogy of place: Promoting relational knowledge in science teacher education. Teacher Learning and Professional Development, 1(1).
Szabo, J., Jakubec, S.L., & Janzen, K.J. (2016). Quiet Lampshade in the Corner? Exploring Fourth Year Nursing Students' Narratives of Transition to Professional Practice. Quality Advancement in Nursing Education, 2(1).
Pettit, J., Rathburn, M., Calvert, V. Lexier, R., Underwood, M., Gleeson, J. & Dean, Y. (2016). Building bridges from the decoding interview to teaching practice. New Directions for Teaching and Learning, No. 150, 75-86.
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Yeo, M., & Hewitt, S. (2017). The switch: Who teaches, who learns? A teaching professor and an educational developer transform their roles. Transformative Dialogues, 10(1), 1-11.
Yeo, M., Lafave, M., Westbrook, K., Valdez, D., Eubank, B., & McAllistar, J. (2016). Curricular Change: Deepening Professional Community. Transformative Dialogues, 9(1).
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Guglietti, M. (2015). Exploring students' articulation of value in a social research methods class: Towards a phenomenography of value making. Teaching and Learning Inquiry, the ISSOTL Journal, 3(2), 3-17. Available at: http://tlijournal.com/tli/index.php/TLI/article/view/77
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Jaarsma, A.S., Kinaschuk, K., & Xing, L. (2015). Kierkegaard, Despair and the Possibility of Education: Teaching Existentialism Existentially. Studies in Philosophy and Education, 1-17.
Manarin, K., Carey, M., Rathburn, M. & Ryland, G. (2015). Critical reading in higher education: Academic goals and social engagement. Indiana University Press. Available at: http://www.iupress.indiana.edu/product_info.php?products_id=807689
Miller-Young, J. & Yeo, M. (2015). Conceptualizing and communicating SoTL: a framework for the field. Teaching and Learning Inquiry: The ISSOTL Journal, 3(2), 37-53. Available at: http://tlijournal.com/tli/index.php/TLI/article/view/96
Miller-Young, J., Dean, Y., Rathburn, M., Pettit, J., Underwood, M., Gleeson, J., Lexier, R., Calvert, V., & Clayton, P. (2015). Decoding ourselves: An Inquiry into Faculty Learning about Reciprocity in Service-Learning. Michigan Journal of Service Learning, 22(1), 32-47. Available through MRU Institutional Repository
Rathburn, M.K. (2015). Building connections through contextualized learning in an undergraduate course on scientific and mathematical literacy. International Journal for the Scholarship of Teaching and Learning, 9(1), 11. Available at http://digitalcommons.georgiasouthern.edu/ij-sotl/vol9/iss1/11/
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Healey, R.L., Bass, T., Caulfield, J., Hoffman, A., McGinn, M.K., Miller‐Young, J., & Haigh, M. (2013). Being ethically minded: Practising the scholarship of teaching and learning in an ethical manner. Teaching and Learning Inquiry, The ISSoTL Journal, 1(2), 23‐32. Available at: http://tlijournal.com/tli/index.php/TLI/article/view/47
Miller-Young, J. (2013). Calculations and Expectations: How engineering students describe three-dimensional forces. Canadian Journal for the Scholarship of Teaching and Learning, 4(1). Available at: http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1147&context=cjsotl_rcacea
Janice Miller-Young Boundary Crossing and Troublesomeness: Experiences of Scholars in a SoTL Development Program
Karen Manarin SoTL: Lost in Translation?
David Pace, Janice Miller-Young, Michelle Yeo, Manie Moolman, Jennifer Clark, Adrian Jones, Anette Wilkinson, Deirdre van Jaarsveldt Communities of Decoding: Using the Decoding the Disciplines paradigm to create faculty learning communities on three continents
Karen Manarin Scaffolded Research: Student Attitudes and Student Achievement
Kevin O'Connor Developing a Sense of Place: Engagement through School and Community Partnerships
Michelle Yeo Phenomenology of Surprise in a SoTL Scholars' Program
Genevieve Currie, Janice Miller-Young, Jennifer Boman, Michelle Yeo, Ron MacDonald, Stephanie Zettel Tuning in on Tacit Knowledge
Contributions to SoTL Organizations
Janice Miller-Young, Director, Institute for SoTL at MRU:
- Chair, SoTL Canada
- Associate Editor, CJSoTL
- Co-Chair, ISSOTL 2017 Conference Organizing Committee
Miriam Carey (2009 Nexen Scholar):
- Associate Editor, CJSOTL
Margy MacMillan (2012 Nexen Scholar):
- Publications Advisory Committee of ISSOTL
- Budget Advisory Committee of ISSOTL
- Conference Convenings Committee of ISSOTL
- ISSOTL 2017 Conference Organizing Committee
Karen Manarin (2009 Nexen Scholar):
- Regional Vice President (Canada), ISSOTL
- ISSOTL 2017 Conference Organizing Committee