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Institute for Scholarship of Teaching and Learning
2013 Symposium on Scholarship of Teaching and Learning

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September 6, 2013
new blog for ISoTL news
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September 4, 2013
Registration Live
The Mount Royal University Institute for Scholarship of Teaching and Learning online registration is now LIVE!
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June 1, 2013
2013 Symposium
The Institute for Scholarship of Teaching and Learning at Mount Royal University is pleased to announce its fourth annual Symposium on Scholarship of Teaching and Learning, being held in Banff, Alberta Canada from November 7 - 9, 2013.

Keynote Presentations

We are pleased and honored to have five featured keynote speakers for the 2013 Symposium on Scholarship of Teaching and Learning.

SoTL Achievements and Next Frontiers
Nancy Chick Nancy Chick, Assistant Director, Center for Teaching, Affiliated Faculty, Department of English at Vanderbilt University.

Nancy Chick is founding co-editor (with fellow keynoter Gary Poole) of Teaching & Learning Inquiry, the journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL), and co-editor of Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (Stylus, 2009) and Exploring More Signature Pedagogies (2012). She is also co-author of "SoTL as Women's Work: What Do Existing Data Tell Us?" (2010) with Kathleen McKinney and author of "Difference, Privilege, and Power: The Value of Humanities SoTL" in SoTL In and Across the Disciplines (ed. McKinney, 2013) and a variety of SoTL articles in other books and peer-reviewed journals. She served on the ISSOTL Board of Directors from 2005 until 2012.

Nancy will encourage us to take stock of the major achievements and contributions of the SoTL movement in the past decade, and reflect on some of the "next frontiers" or new directions/challenges for SoTL going forward.
SoTL in Canada
Lynn Taylor Lynn Taylor, Vice-Provost (Teaching and Learning) at the University of Calgary.

Before joining the University of Calgary in August of 2012 as the Vice-Provost (Teaching and Learning), Lynn Taylor was the Director of the Centre for Learning and Teaching at Dalhousie University. In her doctoral studies, she specialized in cognitive science theory and research methods, and in particular, in human problem solving – a course of study that prepared her well for a career in building teaching and learning capacity in universities. Lynn’s practice and scholarship interests include: teaching and learning in higher education, academic development, the scholarship of teaching and learning, academic integrity, and academic leadership. Lynn is active in the Society for Teaching and Learning in Higher Education (STLHE), completing terms as Vice President (Scholarship of Teaching and Learning) and as Vice Chair (Professional Development) of the STLHE Educational Developers’ Caucus. She is also a founding member of the International Society for the Scholarship of Teaching and Learning, is a former co-editor and current Editorial Board member of the International Journal for Academic Development, and serves on the editorial board of Canadian Journal for the Scholarship of Teaching and Learning, and the editorial review boards of the International Journal for the Scholarship of Teaching and Learning and Transformative Dialogues.

and

Gary Poole Gary Poole, Associate Director of the School of Population and Public Health in the Faculty of Medicine, and Senior Scholar in the Centre for Health Education Scholarship at UBC.

Gary Poole is the Associate Director of the School of Population and Public Health in the Faculty of Medicine and Senior Scholar in the Centre for Health Education Scholarship at UBC. He is a past-president of the Society for Teaching and Learning in Higher Education and of the International Society for the Scholarship of Teaching and Learning. He has been given Lifetime Achievement awards by both of those organizations. He has facilitated teaching-related workshops and spoken at conferences in 12 countries. He is a 3M National Teaching Fellow and the co-editor of Teaching and Learning Inquiry.

Lynn and Gary will speak about progress made in advancing the practice of SoTL in Canada: what is working, what challenges remain, and what our institutions ought to be doing to move things forward.
Changing Practices: Reflections on SoTL and Teaching
Karen Manarin Karen Manarin, Associate Professor, Departments of English and General Education at Mount Royal University.

Karen Manarin is an associate professor in the Departments of English and General Education at Mount Royal University. She came to Mount Royal in 1998 with a background in 19th century British poetry. In 2009, Karen was part of the inaugural group of Nexen Teaching and Learning Scholars; that project on metacognitive reading strategies was published in Pedagogy: Critical Approaches to Teaching Literature, Language, Composition and Literature. Karen has also worked with the Mount Royal Institute for Scholarship of Teaching and Learning as a facilitator and her current scholarship of teaching and learning inquiries include critical reading in general education and a scaffolded approach to undergraduate research.

and

April McGrath April McGrath, Assistant Professor, Department of Psychology at Mount Royal University

April McGrath is an assistant professor in the Department of Psychology at Mount Royal University with a background in social psychology. Her work in the scholarship of teaching and learning (SoTL) focuses on communication, and communication breakdowns, between students and instructors about writing through the feedback and revision process. She also has an interest in developing practices to help students overcome statistics anxiety in order to improve their mastery of the topic. Recent work in this line of research has been completed with the support of the Nexen Scholars Program at Mount Royal University. Her SoTL articles have been published in the Canadian Journal for the Scholarship of Teaching and Learning, the International Journal for the Scholarship of Teaching and Learning, and Teaching of Psychology.

If the scholarship of teaching and learning is conceptualized as an inquiry cycle or spiral beginning with a question about student learning in our classrooms, at some point we need to bring what we have learned back to the classroom. However, this rarely involves simple implementation of a planned intervention. In this presentation, Karen Manarin and April McGrath (co-presenter), faculty members from different disciplines and at different stages in their academic careers, discuss some of the ways engaging in the scholarship of teaching and learning has affected their practice. They reflect on questions about disciplinary assumptions, assessment practices, instructor identity, and student relationships. Participants will be encouraged to share their experiences of how SoTL has changed or challenged their teaching practices.

For more information please contact the Institute for Scholarship of Teaching and Learning at 403.440.5503 or sotlinstitute@mtroyal.ca