SoTL - Scholarship of Teaching and Learning

Faculty of Arts

Roger Graves

• Slomp, D., 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.
• Parker, A., Marcynuk, K, and Graves, R. (2014). Attribute 7 and assessing written communication skills in engineering. Proceedings of the 2014 Canadian Engineering Education Association. Canmore: CEEA14. 
• Andre, J. and Graves, R. (2013). Writing requirements across Nursing programs in Canada. Journal of Nursing Education, 52.2, 91-97.

David Kahane

• 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).
• Kahane, D. (2011). Mindfulness and presence in teaching and learning. Learning with the World’s Great Teachers, p. 17-22.
• Kahane, D., von Lieres, B. (2010). Teaching and learning democracy: Collaborative development of courses on citizenship. Institute for Development Studies Practice Paper 2011, 7, 1-51.

  ---

Augustana Faculty

Morten Asfeldt

• 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.
• Asfeldt, M., Hvenegaard, G., & Purc-Stephenson, R. (2018). Group Writing, Reflection, and Discovery: A Model for Enhancing Learning on Wilderness Educational Expedition. Journal of Experiential Education, 41(3), 241-260.  
• Asfeldt, M., Hvenegaard, G., & Purc-Stephenson, R. (2018). Group Writing, Reflection, and Discovery: A Model for Enhancing Learning on Wilderness Educational Expedition. Journal of Experiential Education, 41(3), 241-260.  
• 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. 
• 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): 323-339. 

Neil Haave

• 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.
• 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.

• 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.

• 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.
• Haave N, Keus K, & Simpson T. 2018. A learning philosophy assignment positively impacts student learning outcomes. Collected Essays on Learning and Teaching, 11: 42-64.

Roxanne Harde

• 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). 

Glen Hvenegaard

• 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).​

Kelly Keus

• 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.

Mikaels Jonas

• Mikaels, J., Asfeldt, M. (2017). Becoming-crocus, becoming-river, becoming-bear: A relational materialist exploration or place(s). Journal of Outdoor and Environmental Education, 20(2): 2-13.

Sean Moore

• 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.

Faculty of Education

Carla Peck

• Peck, C. L. (2011). What You Don't Know Can Hurt Me: Diversity, Accommodation, and Citizenship Education in Canada. Education Canada, 51(3)

• 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.

Faculty of Engineering

Janice Miller-Young

• 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. 

• 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. 

• Miller-Young, J., & Yeo, M. (2015). Conceptualizing and Communicating SoTL: A Framework for the Field. Teaching & Learning Inquiry, 3(2), 37–53. 

• 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

• Miller-Young, J. E., Anderson, C., Kiceniuk, D., Mooney, J., Riddell, J., Schmidt Hanbidge, 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), art 4.  

Faculty of Pharmacy and Pharmaceutical Sciences

Ken Cor

• Cor, M. K., & Peeters, M. J. (2015). Using generalizability theory for reliable learning assessments in pharmacy education. Currents in Pharmacy Teaching and Learning, 7, 332-341. 

• Banh, H. L., & Cor, K. (2014). Evaluation of an Injection Training and Certification Program for Pharmacy Students. American Journal of Pharmaceutical Education, 78(4). 

Faculty of Physical Education, Recreation and Leisure Studies

David Chorney

• Chorney, & D., Stecyk, R. (2015). Increasing student engagement in physical education. Georgia Association for Health, Physical Education Recreation and Dance,47(1), p. 15-20.

Billy Strean

• 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.

• 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.

• Strean, W. B. (2011). Creating student engagement? HMM: Teaching and learning with Humor, Music, and Movement. Creative Education, 2, (3), 189-192.

• 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.

• Strean, W. B. (2009). Remembering instructors: Play, pain, and pedagogy. Qualitative Research in Sport and Exercise, 1, 210-220.

If you are an instructor at the University who has published research on teaching and learning in the last 10 years, email RutherfordHelp@ualberta.ca with the citation and link and we'll add your work to our collection!