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
Jaarsma, Ada S. (2016). Design, Disability and Play: The Animal Politics of Education. Gender and Education, 28(2), 195-212.
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.
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., 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.
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).
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).
Underwood, M., Gleeson, J., Konnert, C., Wong, K., & Valerio, B. (2016). Global host partner perspectives: utilizing a conceptual model to strengthen collaboration with host partners for international nursing student placements. Public Health Nursing. http://dx.doi.org/ 10.1111/phn.12258
Yeo, M., Lafave, M., Westbrook, K., Valdez, D., Eubank, B., & McAllistar, J. (2016). Curricular Change: Deepening Professional Community. Transformative Dialogues, 9(1).
Finch, D., Peacock, J., Lazdowski, D., & Hwang, M. (2015). Managing Emotions: A case study exploring the relationship between experiential learning, emotions, and student performance. The International Journal of Management Education, 13(1), 23-36.
Haney, Sally. 2015. Interrogating Our Past Practice as We Scale the Walls of the Box We Call Journalism Education. In Toward 2020: New Directions in Journalism Education, edited by Gene Allen, Stephanie Craft, Christopher Waddell, and Mary Lynn Young, 64-81. Toronto: Ryerson Journalism Research Centre.
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
Jaarsma, A. S. (2015). On being taught. The Canadian Journal for the Scholarship of Teaching and Learning, 6(2), 6. Available at: http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1186&context=cjsotl_rcacea
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/
Sterenberg, G., & O'Connor, K. (2014). Strangers becoming critical friends: Teacher candidates' experiences of communities of practice. In Garbett, D., & Owens, A. (Eds) 10th International Conference on Self-Study of Teacher Education Practices, p. 195-197. The University of Auckland: Auckland, New Zealand.
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