Academic Credentials

PhD (Education), University of Calgary
MSc (Mathematics), University of Calgary
BEd (Secondary mathematics education), University of Calgary
BSc (Mathematics), McGill University, Quebec

Biography

Dr. Collette Lemieux is Assistant Professor and Interim Director of the Mokakiiks Centre for the Scholarship of Teaching and Learning. In her role as interim director, Collette oversees the annual SoTL Symposium, the SoTL development program, and the SoTL grants program. Her research program focuses on students’ learning when utilizing innovative pedagogical strategies. For example, after designing interactive stories for students to explore statistics, she investigated what types of understanding students demonstrated of key statistics topics. To better understand the type of cooperative learning students engage in, she has also investigated what students talk about during group exams.

Research Interests

• Mathematics education in post-secondary context
• Statistics education in post-secondary context
• Cooperative learning
• Decoding the disciplines
• Narrative assessments 

Affiliations

• International Society for Scholarship of Teaching and Learning member
• Canadian Society for the Study of Education member

Selected publications

Lemieux, C., & Quiring, B. (2021). Revelations from story writing in business statistics: An exercise in decoding. Journal of University Teaching and Learning, 18(2). https://ro.uow.edu.au/jutlp/vol18/iss2/03/

Lemieux, C. & Chapman, O. (2020). Post-secondary students’ learning of descriptive statistics through story-based tasks. In Proceedings of Australian Conference on Science and Mathematics Education, 116-122. https://openjournals.library.sydney.edu.au/index.php/IISME/article/view/14622/13101

Lemieux, C., & Chapman, O. (2020). Types of understanding of statistics demonstrated by postsecondary students. The Mathematics Educator, 1(1), 43-57. http://math.nie.edu.sg/ame/journal/themathematicianeducator/tme/2020vol1no1/article4.pdf

Lemieux, C. (2020). The use of story-based tasks in post-secondary students’ learning of statistics [Doctoral dissertation, University of Calgary].

Lemieux, C. & Roettger, E. (2019). Students’ reasoning during a calculus two-stage exam. In A. Rogerson & J. Morska (Eds.), The Mathematics Education for the Future Project: Theory and Practice: An Interface or A Great Divide? (pp. 312 - 317). Munster, Germany: WTM-Vertlag.

Quiring, B. & Lemieux, C. (2019). Liberal arts and the reform movement in statistics education. In K. Dharamsi & J. Zimmer (Eds.), Liberal education and the idea of the university: Arguments and reflections on theory and practice (pp. 217-232). Wilmington, DE: Vernon Press.

Lemieux, C. (2018). The use of a story-based task to explore sampling distributions. In M. A. Sorta, A. White, & L. Guyot (Eds.), Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics. Voorburg, The Netherlands: International Statistical Institute. http://iase-web.org/icots/10/proceedings/pdfs/ICOTS10_C124.pdf?1531364318

Lemieux, C. (2016). Silence in a social justice workshop. For the Learning of Mathematics, 36(3), 43.

Academic Credentials

Postdoctoral Research Fellow, McMaster University, Canada
PhD (Education), University of Glasgow, United Kingdom
MBA (Public Services), University of Brighton, United Kingdom
B.A. (Hons) (Linguistics), University of Essex, United Kingdom

Biography

Dr. Cherie Woolmer is Assistant Professor and Canada Research Chair (Scholarship of Teaching and Learning), based in the Mokakiiks Centre for the Scholarship of Teaching and Learning. Her research program focuses on student-faculty partnerships in higher education, which is informed by critical pedagogy, socio-cultural approaches to change, and the impact of pedagogical partnerships on institutional culture. Her recent publications focus on approaches to co-creating curriculum with students and issues of equity and risk in partnerships.

She co-facilitates Mount Royal’s SoTL Development Program, runs workshops and book studies on issues relating to pedagogical partnerships and SoTL, and offers consultations with faculty and students engaged in SoTL.

Research Interests

• Students as Partners in SoTL
• Co-creating curriculum and assessment with student partners
• Learner Voice progression from K-12 to post-secondary
• Institutional cultures of student-faculty partnership in postsecondary education
• Equity and inclusion in student-faculty partnerships
• Educational leadership and capacity building in SoTL
• Knowledge mobilization of SoTL

Teaching and Development

• Mokakiiks SoTL Development Program
• Mokakiiks SoTL seminar series
• Developing student-faculty partnerships to enhance teaching and learning [workshops and consultations]

Affiliations

• Associate Editor, Canadian Journal for Scholarship of Teaching and Learning (CJSoTL)
• Associate Editor, Imagining SoTL
• Editorial Board, Centre for Engaged Learning Open Access Book Series
• International Journal for Students as Partners Advisory Group
• International Society for Scholarship of Teaching and Learning Fellow (2019)

Selected publications

Maurer, T W., Woolmer, C., Powell, N., Sisson, C., Snelling, C., *Stalheim, O., & Turner, I. (2021). Sharing SoTL findings with students: An intentional knowledge mobilization strategy, Teaching and Learning Inquiry, 9(1). https://doi.org/10.20343/teachlearninqu.9.1.22.

Woolmer, C., & *Suh, J. (2020) Understanding educational leadership through Network Analysis: A critical reflection on using social network analysis in a mixed methods study. In N. Fenton & W. Ross (Eds.) Critical reflections on methods for researching teaching and learning (pp. 1-20) Netherlands: Brill.

Bovill, C., & Woolmer C. (2020) Evaluating student engagement and student engagement in evaluation: expanding perspectives and ownership. In T. Lowe & Y. El Hakim (Eds.) A Handbook for Student Engagement in Higher Education: Theory into Practice (pp. 83-96). London:Routledge.

Marquis, E., Healey, M., *Guitman, R., *Black, C., & Woolmer, C. (2020). Navigating from the ‘Micro’ to the ‘Mega’: Toward a Multi-Level Approach to Supporting Student-Staff Partnership. In T. Lowe & Y. El Hakim (Eds.) A Handbook for Student Engagement in Higher Education: Theory into Practice (pp. 110-124). London:Routledge.

Marquis, E. *Guitman, R., *Nguyen, E. & Woolmer, C. (2020). ‘It’s a little complicated for me’: faculty social location and experiences of pedagogical partnership, Higher Education Research & Development, https://doi.org/10.1080/07294360.2020.1806789

Woolmer, C., Marquis, E., Aspendlieder, E., & Goff, L. (2019). Student-staff partnerships in teaching and learning. In S. Marshall (Ed.) A Handbook for Teaching and Learning: Enhancing Academic Practice (5th edition, pp. 81-94). Routledge.

Woolmer, C. (2019). You say, they say, I say: The weaving of positions, identities, and narratives in partnership work. Teaching and Learning Together in Higher Education, Issue 27. https://repository.brynmawr.edu/tlthe/vol1/iss27/6

Bovill, C., & Woolmer, C. (2019). How conceptualizations of curriculum in higher education influence student-staff co-creation in and of the curriculum. Higher Education, 78 https://doi.org/10.1007/s10734-018-0349-8

Woolmer, C. (2018). Exploring dimensions of risk in pedagogical partnerships in higher education. Teaching and Learning together in Higher Education, Issue 24. https://repository.brynmawr.edu/tlthe/vol1/iss24/1

Woolmer, C., Sneddon, P., Curry, G., Hill, B., Fehertavi, S., Longbone, C., & Wallace, K. (2016). Student-staff partnership to create an interdisciplinary science skills course in a research-intensive university. International Journal for Academic Development, 21(1). https://doi.org/10.1080/1360144X.2015.1113969

Academic Credentials

PhD, Educational Research (Learning Sciences), University of Calgary
MA, Educational Research (Technology), University of Calgary
BSc, Physics and Astrophysics, University of Calgary

Biography

Chris Ostrowdun (PhD) is a Postdoctoral Fellow based in the Mokakiiks Centre for the Scholarship of Teaching and Learning. His research focuses on issues of equity, disability, and inclusion in education. Informed by sociocultural and critical approaches, his work seeks to investigate and disrupt systems and practices of inequity.

Research Interests

• Disability studies
• Scholarship of Teaching and Learning (SoTL)
• Equity and social justice in education
• Design based research, interaction analysis, artifact analysis
• Academic writing and publication
• Students as Partners in SoTL

Affiliations

• International Society of the Learning Sciences
• Canadian Network of Learning Sciences
• International Society for the Scholarship of Teaching and Learning

Selected publications

Chick, N., Ostrowdun, C., Abbot, S., Mercer-Mapstone, L., & Grensavitch, K. (2021). Naming is power: Citation practices in SoTL. Teaching & Learning Inquiry, 9(2). https://doi.org/10.20343/teachlearninqu.9.2.2

Lock, J., Johnson, C., Hill, L., Ostrowdun, C., & da Rosa dos Santos, L. (2021). From assistants to partners: A framework for graduate students as partners in SoTL research. Teaching & Learning Inquiry, 9(2). https://doi.org/10.20343/teachlearninqu.9.2.9

Clark, D. B., Ostrowdun, C., Rothschuh, S., & Purzer, S. (2021). Assessing students’ design processes and design outcomes. International Journal of Engineering Education, 37(3), 672–689.

Ostrowdun, C. P. (2020). Representations of inclusion: How pre-service teachers understand and apply inclusion across situations. Exceptionality Education International, 30(3), 102–123. https://doi.org/10.5206/eei.v30i3.13509

Academic Credentials

PhD (Education), University of Victoria
MA (Education), University of Calgary
BEd (Early Childhood Education), University of Calgary

Biography

Dr. Michelle Yeo is a Professor and director of the Mokakiiks Centre for the Scholarship of Teaching and Learning. Her current research program includes three pillars: student experience of learning, scholarship of educational development, and decolonizing practices in higher education. She is interested in understanding and catalyzing complex development and supporting authentic reflective practice at all levels of the institution.

As director of the Mokakiiks Centre, Dr. Yeo advances Scholarship of Teaching and Learning at Mount Royal through administering an internal SoTL research grants program, co-facilitating a SoTL development program for faculty members, and hosting events such as the Banff Symposium for the Scholarship of Teaching and Learning. She is the past president of the International Society for the Scholarship of Teaching and Learning (ISSOTL).

Research Interests

• student experiences of learning
• scholarship of educational development
• decolonizing practices.

Affiliations

• International Society for Scholarship of Teaching and Learning
• Canadian Society for the Study of Education
• Canadian Society for the Study of Higher Education
• Society for Teaching and Learning in Higher Education
• Educational Developers’ Caucus

Selected publications

BOOK CHAPTERS

Easton, L., Lexier, R., Lindstrom, G. & Yeo, M. (2019). Uncovering the complicit: The decoding interview as a decolonising practice. In Quinn, L. (Ed.) Reimagining curriculum: Spaces for disruption. Stellenbosch, South Africa: African Sun Media. pp. 149-170.

REFEREED JOURNAL CONTRIBUTIONS

Attas, R., Easton, L., Lindstrom, G., Easton, L., and Yeo, M. (2021). Nitawahsin Nanni and disrupting journeys. Transformative Dialogues 14(1), 84-104.

Lafave, L.M., Yeo, M., & Lafave, M.R. (2021). Concept mapping toward competency: Teaching and assessing undergraduate evidence‐informed practice. Journal of Competency-Based Education, e1242. https://doi.org/10.1002/cbe2.1242

Boman, J. & Yeo, M. (2020). Exploring and learning from failure in facilitation. International Journal of Academic Development, 25(1), 19-30. DOI: 10.1080/1360144X.2019.1700120

Yeo, M., Boman, J., da Rosa dos Santos, L., Mooney, J., Phillipson, A., Smith, E. (2019). “Inquire, Imagine, Innovate: A scholarly approach to curriculum practice. Collected Essays in Teaching and Learning (12), 155-165. DOI: 10.22329/celt.v12i0.5421

Yeo, M., Haggarty, L., Ayoungman, K., Wida, W.(Snow, T.), Pearl, C., Stogre, T., Waldie, A. (2019). Unsettling faculty minds: A faculty learning community on Indigenization. New Directions in Teaching and Learning, 157 (Spring), 27-41. DOI: 10.1002/tl.20328

Yeo, M., Manarin, K. & Miller-Young, J. (2018). Phenomenology of surprise: Transformed “seeing” in a SoTL Scholars’ Program. Teaching Learning Inquiry, 6(2), 16-28. DOI: 10.20343/teachlearningqu.6.2.3

Miller-Young, J., Manarin, K., & Yeo, M. (2018). Challenges to disciplinary knowing and identity: Experiences of scholars in a SoTL development program. International Journal for the Scholarship of Teaching and Learning, 12(1), 1-6. DOI: 10.20429/ijsotl.2018.120103

Yeo, M., & Boman, J. (2017). Disciplinary approaches to assessment. Journal of Further and Higher Education. DOI: 10.1080/0309877X.2017.1367371

Miller-Young, J., & Yeo, M. (2015). Conceptualizing and communicating SoTL: A framework for the field. Teaching & Learning Inquiry, 3(2), 37-53.