SoTL Publications by UAlberta Faculty - SoTL - Scholarship of Teaching and Learning - Subject Guides at University of Alberta Libraries

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

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