SoTL Research from UAlberta Faculty
Health Sciences
Faculty of Kinesiology, Sport, and Recreation
Billy Strean
- The interplay of space, place and identity: Transforming our learning experiences in an outdoor setting Cassidy, A., Wright, A., Strean, W. B., & Watson, G. (2015). The interplay of space, place and identity: Transforming our learning experiences in an outdoor setting. Collected Essays on Learning and Teaching, 8, 27-34. https://doi.org/10.22329/celt.v8i0.4242
- Exhilarated learning and the scholarship of engagement: From here (the university) to the horizon (the community) Strean, W. B. (2012). Exhilarated learning and the scholarship of engagement: From here (the university) to the horizon (the community). Collected Essays on Learning and Teaching, 5, 179-183. https://doi.org/10.22329/celt.v5i0.3356
- Creating student engagement? HMM: teaching and learning with humor, music, and movement Strean, W. B. (2011). Creating student engagement? HMM: teaching and learning with humor, music, and movement. Creative Education, 2(3), 189-192. https://dx.doi.org/10.4236/ce.2011.23026
- Moving (literally) to engage students: Putting the (physically) active in active learning Strean, W. B. (2010). Moving (literally) to engage students: Putting the (physically) active in active learning. Collected Essays on Learning and Teaching, 3, 33-37. https://dx.doi.org/10.22329/celt.v3i0.3236
- Remembering instructors: Play, pain and pedagogy Strean, W. B. (2009). Remembering instructors: Play, pain and pedagogy. Qualitative Research in Sport and Exercise, 1(3), 210-220. https://doi.org/10.1080/19398440903192290
Faculty of Pharmacy and Pharmaceutical Sciences
Ken Cor
- Using generalizability theory for reliable learning assessments in pharmacy education Cor, M. K., & Peeters, M. J. (2015). Using generalizability theory for reliable learning assessments in pharmacy education. Currents in Pharmacy Teaching and Learning, 7(3), 332-341. https://doi.org/10.1016/j.cptl.2014.12.003
- Evaluation of an injection training and certification program for pharmacy students Banh, H. L., & Cor, K. (2014). Evaluation of an injection training and certification program for pharmacy students. American Journal of Pharmaceutical Education, 78(4), Article 82. https://doi.org/10.5688/ajpe78482
Natural and Applied Sciences
Faculty of Engineering
Janice Miller-Young
- Uncovering ways of thinking, practicing, and being through decoding across disciplines Miller-Young, J., & Boman, J. (2017). Uncovering ways of thinking, practicing, and being through decoding across disciplines. New Directions for Teaching and Learning, 2017(150), 19–35. https://doi.org/10.1002/tl.20235
- Learning from decoding across disciplines and within communities of practice Miller-Young, J., & Boman, J. (2017). Learning from decoding across disciplines and within communities of practice. New Directions for Teaching and Learning, 2017(150), 97–101. https://doi.org/10.1002/tl.20241
- Conceptualizing and communicating SoTL: A framework for the field Miller-Young, J., & Yeo, M. (2015). Conceptualizing and Communicating SoTL: A Framework for the Field. Teaching & Learning Inquiry, 3(2), 37–53. https://doi.org/10.20343/teachlearninqu.3.2.37
- Learning about learning – together Miller-Young, J. (2017). Learning about learning – together. Michigan Journal of Community Service Learning, 23(2), 154–158. https://doi.org/10.3998/mjcsloa.3239521.0023.214
- Leading up in the scholarship of teaching and learning Miller-Young, J. E., Anderson, C., Kiceniuk, D., Mooney, J., Riddell, J., Schmidt Hanbidge, A., Ward, V., Wideman, M. A., & Chick, N. (2017). Leading up in the scholarship of teaching and learning. The Canadian Journal for the Scholarship of Teaching and Learning, 8(2), Article 4. https://doi.org/10.5206/cjsotl-rcacea.2017.2.4
Social Sciences and Humanities
Faculty of Arts
Roger Graves
- (Re-) Mapping the System: Toward Dialogue-Driven Transformation in the Teaching and Assessment of Writing Slomp, D. H., Graves, R., & Broad, B. (2015). (Re-) Mapping the System: Toward Dialogue-Driven Transformation in the Teaching and Assessment of Writing. Alberta Journal of Educational Research, 60(3), 538–558. https://doi.org/10.11575/ajer.v60i3.56009
- Attribute 7 and assessing written communication skills in engineering Parker, A., Marcynuk, K, & Graves, R. (2014). Attribute 7 and assessing written communication skills in engineering. Proceedings of the 2014 Canadian Engineering Education Association. Canmore: CEEA14. https://doi.org/10.24908/pceea.v0i0.5916
- Writing requirements across Nursing programs in Canada Andre, J. & Graves, R. (2013). Writing requirements across Nursing programs in Canada. Journal of Nursing Education, 52.2, 91-97. https://doi.org/10.3928/01484834-20130114-02
David Kahane
- Learning about obligation, compassion, and global justice: The place of contemplative pedagogy Kahane, D. (2012). Learning about obligation, compassion, and global justice: the place of contemplative pedagogy. In Oleg Gunnlaugson (Ed.), Contemplative Approaches to Learning and Inquiry across Disciplines. New York: Albany, NY: SUNY Press. (Revision and reprint of “Learning about obligation, compassion, and global justice: The place of contemplative pedagogy,” New Directions for Teaching and Learning (2009): 49-60). https://doi.org/10.1002/tl.352
- Mindfulness and presence in teaching and learning Kahane, D. (2011). Mindfulness and presence in teaching and learning. In I. Hay (Ed.), Inspiring academics: Learning with the world's great university teachers (pp. 17-22). McGraw-Hill/Open University Press.
- Teaching and learning democracy: Collaborative development of courses on citizenship Kahane, D. and von Lieres, B. (2011). Teaching and Learning Democracy: Collaborative Development of Courses on Citizenship. IDS Practice Papers, 2011(7), 1-51. https://doi.org/10.1111/j.2040-0225.2011.00007_2.x
Faculty of Education
Carla Peck
- What you don't know can hurt me: Diversity, accommodation, and citizenship education in Canada Peck, C. L. (2011, June 13). What you don't know can hurt me: Diversity, accommodation, and citizenship education in Canada. Education Canada. https://www.edcan.ca/articles/web-exclusive-what-you-dont-know-can-hurt-me-diversity-accommodation-and-citizenship-education-in-canada/
- It's not like [I'm] Chinese and Canadian. I am in between": Ethnicity and students' conceptions of historical significance Peck, C. L. (2010). "It's not like [I'm] Chinese and Canadian. I am in between": Ethnicity and students' conceptions of historical significance. Theory And Research In Social Education, 38(4), 574-617. https://doi.org/10.1080/00933104.2010.10473440
Physical Education
David Chorney
- Increasing student engagement in physical education Chorney, & D., Stecyk, R. (2015). Increasing student engagement in physical education. Georgia Association for Health, Physical Education Recreation and Dance, 47(1), 15-20. http://www.gahperd.org/uploads/3/0/9/4/30944901/march_15_2015_journal.pdf
Augustana Faculty
Fine Arts and Humanities
Roxanne Harde
- Team-based learning in the humanities classroom: “Women’s Environmental Writing” as a case study Harde, R. (2015). Team-based learning in the humanities classroom: “Women’s Environmental Writing” as a case study. The Canadian Journal for the Scholarship of Teaching and Learning, 6(3), Article 11. https://doi.org/10.5206/cjsotl-rcacea.2015.3.11
Science
Neil Haave
- A learning philosophy assignment positively impacts student learning outcomes Haave, N. C., Keus, K., & Simpson, T. (2018). A learning philosophy assignment positively impacts student learning outcomes. Collected Essays on Learning and Teaching, 11, 42-64. https://doi.org/10.22329/celt.v11i0.4969
- Using history and philosophy as the capstone to a biology major Haave, N. C. (2017). Using history and philosophy as the capstone to a biology major. Bioscene: Journal of College Biology Teaching, 43(1), 3-11.
- E-portfolios rescue biology students from a poorer final exam result: Promoting student metacognition Haave N. C. (2016). E-portfolios rescue biology students from a poorer final exam result: Promoting student metacognition. Bioscene: Journal of College Biology Teaching, 42(1), 8-15.
- Survey of biology capstone courses in American and Canadian higher education: Requirement, content, and skills Haave, N. C. (2015). Survey of biology capstone courses in American and Canadian higher education: Requirement, content, and skills. Bioscene: Journal of College Biology Teaching, 42(2), 19-26.
- Evidence in support of removing boundaries to undergraduate research experiences Haave N. C. & Audet, D. (2013). Evidence in support of removing boundaries to undergraduate research experiences. Collected Essays on Learning and Teaching, 6, 105-110. https://doi.org/10.22329/celt.v6i0.3737
Glen Hvenegaard
- Exploring the dynamics of directed studies courses: Student, instructor, and administrator perspectives Hvenegaard, G., Link, A. L., Moore, S. E., & Wesselius, J. C. (2013). Exploring the dynamics of directed studies courses: Student, instructor, and administrator perspectives. The Canadian Journal for the Scholarship of Teaching and Learning, 4(2). https://doi.org/10.5206/cjsotl-rcacea.2013.2.5
Kelly Keus
- A method to the midterms: The impact of a second midterm on students' learning outcomes Keus, K., Grunwald, G., & Haave, N., (2019). A method to the midterms: The impact of a second midterm on students' learning outcomes. Bioscene: Journal of College Biology Teaching, 45(1), 3-8.
Social Sciences
Morten Asfeldt
- Trusting the journey: Embracing the unpredictable and difficult to measure nature of wilderness educational expeditions Asfeldt, M., & Beames, S. (2017). Trusting the journey: Embracing the unpredictable and difficult to measure nature of wilderness educational expeditions. Journal of Experiential Education, 40(1), 72-86. https://doi.org/10.1177/1053825916676101
- Group writing, reflection, and discovery: A model for enhancing learning on wilderness educational expeditions Asfeldt, M., Hvenegaard, G., & Purc-Stephenson, R. (2018). Group writing, reflection, and discovery: A model for enhancing learning on wilderness educational expeditions. Journal of Experiential Education, 41(3), 241-260. https://doi.org/10.1177/1053825917736330
- Perceived learning, critical elements and lasting impacts on university-based wilderness educational expeditions Asfeldt, M., & Hvenegaard, G. (2014). Perceived learning, critical elements and lasting impacts on university-based wilderness educational expeditions. Journal of Adventure Education and Outdoor Learning, 14(2), 132–152. https://doi.org/10.1080/14729679.2013.789350
- Students' perceptions of group journal writing as a tool for enhancing sense of community of wilderness educational expeditions Asfeldt, M., Purc-Stephenson, R., & Hvengaard, G. (2017). Students' perceptions of group journal writing as a tool for enhancing sense of community of wilderness educational expeditions. Journal of Outdoor Recreation, Education, and Leadership, 9(3), 325-341. https://doi.org/10.18666/JOREL-2017-V9-I3-8362
Mikaels Jonas
- Becoming-crocus, becoming-river, becoming-bear: A relational materialist exploration or place(s) Mikaels, J., & Asfeldt, M. (2017). Becoming-crocus, becoming-river, becoming-bear: A relational materialist exploration of place(s). Journal of Outdoor and Environmental Education, 20(2), 2-13.
Sean Moore
- The efficacy of directed studies courses as a form of undergraduate research experience: A comparison of instructor and student perspectives on course dynamics Moore, S. E., Hvenegaard, G. T., & Wesselius, J. C. (2018). The efficacy of directed studies courses as a form of undergraduate research experience: A comparison of instructor and student perspectives on course dynamics. Higher Education, 76(5), 771-788. https://doi.oig/10.1007/sl0734-018-0240-7
Note to Faculty
If you are an instructor at the University who has published research on teaching and learning in the last 10 years, email us with the citation and link and we'll add your work to our collection!
