Research on Teaching and Learning

Research Support

Whether you’re new to the Scholarship of Teaching and Learning (SoTL) or a seasoned SoTL scholar, we are pleased to meet with you to discuss potential research projects, methodological approaches, data analysis techniques, and ways of disseminating findings. In addition to research consultation, we work to create connections between researchers engaged in similar work, either on campus or beyond.

What We Do

In partnership with local, national and international collaborators, we support, conduct, and disseminate a wide range of high quality teaching and learning scholarship. In all cases, we aim for our research to inform and be informed by teaching and learning on our campus and to contribute significantly to current and compelling scholarly conversations.

Current Research

As part of our ongoing research mission, MacPherson Institute is engaging members of the university community (faculty, staff and students) in shaping and contributing to the exploration of teaching and learning research questions in several priority areas. These questions, which build on existing literature and resonate within the McMaster context, provide a basis for collaborative, interdisciplinary research conducted and supported by the institute. The priority areas are as follows:

  • Community-engaged education
  • Interdisciplinary teaching and learning
  • Social justice, inclusion, and critical pedagogy
  • Student engagement, retention, and success
  • Technology-enhanced education
  • Undergraduate research and inquiry
  • Faculty engagement, leadership, and teaching
  • Student-faculty partnerships in teaching and learning

We also conduct and support a wide range of research connected to teaching and learning more broadly.

Some of our research highlights…

researchers

Enhancing Quality with Student Partners in the Linguistics Program

August 29, 2017

quote

Exploring the Meaning of Undergraduate Research and Inquiry

August 29, 2017

What is the Impact of a Week-Long Fall Break on Stress in Undergraduate Students?

August 28, 2017

sweat students and a grade

Sweat So You Don’t Forget

August 28, 2017

community board

Community-Engaged Education Toolkit

August 28, 2017

Publications

Moving towards inclusive learning and teaching: A review and synthesis of recent literature

Lawrie, G., Marquis, E., Fuller, E., Newman, T., Qiu, M., Nomikoudis, M., Roelofs, F., & Van Dam, L. (2017). Moving towards inclusive learning and teaching: A review and synthesis of recent literature. Teaching & Learning Inquiry, 5(1).
http://tlijournal.com/tli/index.php/TLI/article/view/141/157

Responding to the challenges of student-staff partnership: Reflections of participants at an international summer institute

Marquis, E., *Black, C., & Healey, M. (2017). Responding to the challenges of student-staff partnership: Reflections of participants at an international summer institute. Teaching in Higher Education. DOI:
http://www.tandfonline.com/doi/full/10.1080/13562517.2017.1289510.

A present absence: Undergraduate course outlines and the development of student creativity across disciplines

Marquis, E., *Radan, K., & *Liu, A. (2017). A present absence: Undergraduate course outlines and the development of student creativity across disciplines. Teaching in Higher Education, 22(2), 222-238. DOI:
http://dx.doi.org/10.1080/13562517.2016.1237495

Leadership in an International Collaborative Writing Groups (ICWG) Initiative: Implications for academic development

Marquis, E., Mårtensson, K., & Healey, M. (2017 – online pre-publication). Leadership in an International Collaborative Writing Groups (ICWG) Initiative: Implications for academic development. Accepted for publication in The International Journal for Academic Development. DOI:
http://dx.doi.org/10.1080/1360144X.2017.1291429

Beautiful minds and unruly bodies: Embodiment and academic identity in Still Alice and The Theory of Everything

Marquis, E. (2017 – online pre-publication). Beautiful minds and unruly bodies: Embodiment and academic identity in Still Alice and The Theory of Everything. Discourse: Studies in the Cultural Politics of Education.
http://www.tandfonline.com/eprint/GMfiJUpAnd9AbvpwGSgC/full

International collaborative writing groups as communities of practice

Matthews, K.E., Marquis, B., & Healey, M. (2017). International collaborative writing groups as communities of practice. In J. McDonald & A. Cater-Steel (Eds.), Implementing Communities of Practice in Higher Education (pp. 597-617). Singapore: Springer.
http://link.springer.com/chapter/10.1007%2F978-981-10-2866-3_26

Navigating the threshold of student-staff partnerships: A case study from an Ontario teaching and learning institute

Marquis, E., *Puri, V., *Wan, S., Ahmad, A., Goff, L., Knorr, K., *Vassileva, I., & *Woo, J. (2016). Navigating the threshold of student-staff partnerships: A case study from an Ontario teaching and learning institute. The International Journal for Academic Development, 21(1), 4-15 . DOI: 10.1080/1360144X.2015.1113538
http://www.tandfonline.com/doi/full/10.1080/1360144X.2015.1113538

Developing the scholarship of teaching and learning at the McMaster Institute for Innovation & Excellence in Teaching & Learning

Marquis, B. & Ahmad, A. (2016). Developing the scholarship of teaching and learning at the McMaster Institute for Innovation & Excellence in Teaching & Learning. New Directions for Teaching & Learning, 146, 47-54. DOI: 10.1002/tl.20186
http://onlinelibrary.wiley.com/doi/10.1002/tl.20186/full

Charting the landscape of accessible education for post-secondary students with disabilities

Marquis, E., Fudge Schormans, A., Jung, B., *Vietinghoff, C., Wilton, R., & Baptiste, S. (2016). Charting the landscape of accessible education for post-secondary students with disabilities. The Canadian Journal for Disability Studies, 5(2), 31-71. DOI: 10.15353/cjds.v5i2.272
http://cjds.uwaterloo.ca/index.php/cjds/article/view/272

Developing inclusive educators: Enhancing the accessibility of teaching and learning in higher education

Marquis, E., Jung, B., Fudge Schormans, A., *Lukmanji, S., Wilton, R., & Baptiste, S. (2016). Developing inclusive educators: Enhancing the accessibility of teaching and learning in higher education. The International Journal for Academic Development, 21(4), 337-349. DOI: 10.1080/1360144X.2016.1181071
http://www.tandfonline.com/doi/full/10.1080/1360144X.2016.1181071

Fostering collaborative teaching and learning scholarship through an international writing group initiative

Marquis, E., Healey, M., & Vine, M. (2016). Fostering collaborative teaching and learning scholarship through an international writing group initiative. Higher Education Research and Development, 35(3), 531-544.
http://www.tandfonline.com/doi/full/10.1080/07294360.2015.1107886

 

Student-staff partnership to create an interdisciplinary science skills course in a research intensive university

Woolmer, C., Sneddon, P., Curry, G., Hill, B., Fehertavi, S., Longbone, C., and 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).DOI: 10.1080/1360144X.2015.1113969
http://www.tandfonline.com/doi/full/10.1080/1360144X.2015.1113969

 

Accepted (in final form):

 

Connecting students and staff for teaching and learning inquiry: The McMaster student partners program

Marquis, E., *Haqqee, Z., *Kirby, S., *Liu, A., *Puri, V., Cockcroft, R., Goff, L., & Knorr, K. (2017 – tentative). Connecting students and staff for teaching and learning inquiry: The McMaster student partners program. Accepted for inclusion in D. Fung, V. Tong, and B. Carnell (Eds.) (2017). Disciplinary Approaches to Connecting the Higher Education Curriculum. London: UCL Press.

Undergraduate research and student-staff partnerships: Supporting the development of student scholars at a Canadian teaching & learning institute

Marquis, E. (2017 – tentative). Undergraduate research and student-staff partnerships: Supporting the development of student scholars at a Canadian teaching & learning institute. Accepted for publication in The Council on Undergraduate Research Quarterly.

SoTL Research Fellows: Collaborative pathfinding through uncertain terrain

Marquis, E., Holmes, T., Apostolou, K., Centea, D., Cockcroft, R., Knorr, K., Maclachlan, J., Monteiro, S. & Karamanis, T. (2017 – tentative). SoTL Research Fellows: Collaborative pathfinding through uncertain terrain. Submitted for publication in The Canadian Journal for the Scholarship of Teaching and Learning.

Students as partners in higher education: A systematic literature review

*Mercer-Mapstone, L., *Dvorakova, S.L., Matthews, K.E., Abbot, S., *Cheng, B., Felten, P., Knorr, K., Marquis, E., *Shammas, R., & *Swaim, K. (2017 – tentative). Students as partners in higher education: A systematic literature review. Accepted for publication in International Journal for Students as Partners.

One week, many ripples: Measuring the impacts of the fall break on student stress

Poole, H., Khan, A. & Agnew, M. (2017 – tentative). One week, many ripples: Measuring the impacts of the fall break on student stress. Accepted for publication in Collected Essays on Learning and Teaching.

Conditions of Contingency and Engagement in Scholarship of Teaching and Learning for Contingent Instructors in Canadian Postsecondary Institutions

Vander Kloet, M., McGinn, M. K., Caldecott, M., Aspenlieder, E., Beres, J., Fukuzawa, S., Cassidy, A. & Gill, A. (2017). Conditions of Contingency and Engagement in Scholarship of Teaching and Learning for Contingent Instructors in Canadian Postsecondary Institutions. The Canadian Journal for the Scholarship of Teaching and Learning.

 

Submitted (under review):

 

Exploring the Role of the Scholarship of Teaching and Learning in the Context of the Professional Identities of Faculty, Graduate Students and Staff in Higher Education.

Clow, K., Mathany, M., & Aspenlieder, E. Exploring the Role of the Scholarship of Teaching and Learning in the Context of the Professional Identities of Faculty, Graduate Students and Staff in Higher Education. Accepted with revisions in the Canadian Journal for the Scholarship of Teaching and Learning.

Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development.

Bishop, K., Roke, K., Troop, M. & Aspenlieder, E. Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development. Accepted with revisions in the Canadian Journal for the Scholarship of Teaching and Learning.

Public pedagogy and representations of higher education in popular film: New ground for the scholarship of teaching and learning

*Johnstone, K., Marquis, E., & *Puri, V. (2016 – submitted). Public pedagogy and representations of higher education in popular film: New ground for the scholarship of teaching and learning. Submitted for publication in Teaching & Learning Inquiry.

 

Navigating complexity, culture, collaboration, and emotion: Student perspectives on global justice and global justice education

Marquis, E., *Redda, A., & *Twells, L. (2017 – submitted). Navigating complexity, culture, collaboration, and emotion: Student perspectives on global justice and global justice education. Submitted for publication in Teaching in Higher Education.

 

Unpublished Thesis­­­­:

 

Staff and students co-creating curricula in UK higher education: exploring process and evidencing value

Woolmer, C. (2016). Staff and students co-creating curricula in UK higher education: exploring process and evidencing value (Unpublushed doctoral thesis) University of Glasgow, Glasgow, UK.

Conferences

 

Presentations:

 

EuroSoTL Conference (Lund, Sweden, June 2017)

  • Marquis, E., *Puri, V., & *Johnstone, K. Patterns of representation, patterns of practice: Exploring the influence of popular films on teaching and learning. (presentation).
  • *McConnell, C., Marquis, E., & *Mercer-Mapstone, L.Transforming patterns through partnership: Navigating identities and dissonance in student-staff partnerships. (presentation).
  • *Nair, M., *Cheng, B., Marquis, E., Roxå, T., & *Santinele Martino, A. How do teaching assistants make decisions in the classroom? (presentation).
  • Poole, H., Agnew, M., & Khan, A. Disrupting the calendar: Measuring the impacts of a week-long fall break on stress and academic success in undergraduate students. (presentation).

STLHE Conference (Halifax, Nova Scotia, June 2017)

  • Khan, A., Poole, H., Agnew, M., Smith, A., & *Ghilic, I. What is the impact of a week-long fall break on stress in undergraduate students? (poster).
  • Simmons, N., Gill, A., Groen, J., Miller-Young, J., *Verwoord, R., & Marquis, E. Building capacity through collaboration: SoTL Canada’s collaborative writing groups. (panel).
  • Stockdale, Liam. Twitter as a Teaching Tool in the Social Sciences Classroom. (pecha kucha presentation).

UCL Connected Curriculum Conference (London, England, June 2017)

  • Healey, M., Marquis, E., *Black, C., *Dvorakova, S., *Guitman, R., & Matthews, K. Building capacity through collaboration: SoTL Canada’s collaborative writing groups. (presentation).
  • Marie, J., Marquis, E., *Nair, M., *Wentink, M., Healey, M. Student-staff partnership in the scholarship of teaching and learning.(invited workshop).
  • Marquis, E., *Power, E., & *Yin, M. Shaping higher education through student-staff partnership in research, curriculum design, and pedagogic consultancy. (presentation).

RAISE International colloquium (June 2017)

  • Woolmer, C. The battleground for Students as Partners: The role of Critical Theory in challenging the potential (mis)appropriation of practice. (presentation).

CSSHE Conference (May 2017)

  • Marquis, E., *Bhasin, S., *Jayaratnam, A., *Mishra, A., & *Rybkina, K. (May 2017). Excitement, indifference, and uncertainty: Exploring student perceptions of student-faculty partnership. Canadian Society for the Study of Higher Education Conference, Toronto, ON (presentation).
  • Marquis, E., Aspenlieder, E., Fenton, N., Knorr, K., McDonald, C., *Nakhuda, H., Scott, F., *Shammas, R., & *Yee, E. (May 2017). Exploring the potentials and pitfalls of student-faculty partnership. Canadian Society for the Study of Higher Education Conference, Toronto, ON (symposium).

Coursera Partners Conference (Boulder, Colorado, March 2017)

  • Stockdale, L. Leveraging Expertise Effectively on an Interdisciplinary MOOC Design Team. (panel presentation).

SoTL Commons Conference (Savannah, Georgia, March 2017)

  • Marquis, E. Partnering with students on the scholarship of teaching and learning. (invited keynote presentation).

EDC Conference (Guelph, ON, February 2017)

  • Gill, A., Aspenlieder, E., Frake-Mistak, M., Beres, J., Cassidy, A. Mixed Messages: Exploring the Impact that SoTL Advocacy Can Have on Contingent Faculty. (presentation).
  • Gullage, A., Aspenlieder, E., Zeadin, M. The role of educational development in the quality assurance process. (presentation).
  • Popovic, C., Jeppesen, A., Korpan, C., Frake-Mistak, M., Le-May Sheffield, S., Aspenlieder, E. Accredit a Program Through the Educational Developers Caucus: Time to Work on Your Submission With Support from the Accreditation Review Committee. (presentation).
  • Taylor, R., Knorr, K. Rethinking Faculty Development Programming : Collecting Perspectives via Speed Dating. (workshop).
  • Zeadin, M., Evanovitch, J. & Fenton, N. Breaking Tradition: Developing team-based educational development practices. (presentation).

Winter Symposium on Digital Literacy in HE (Providence, Rhode Island, January 2017)

  • Kehoe, J. The digital literacy competencies of faculty, undergraduate and graduate students. (panel).

ISSOTL Conference (Calgary, Alberta, October 2017)

(Submitted, under review)

  • Agnew, M. Do I really belong here? Examining the implications of religious identity for student accommodation and inclusion in higher education. (presentation).
  • Blaney, J. & Agnew, M. Navigating the aspirations and anxieties of faculty development in post-colonial contexts. (presentation).
  • Bunnell, S., Abbot, S., Felten, P., *Katznelson, G., Marquis, E., Matthews, K., *McCorkle, M., & *Swaim, K. First Year Student Perspectives on SoTL Ethics Revisited: What Now? (panel).
  • Chick, N., Felten, P., Healey, M., Marquis, E., Matthews, K., & Poole, G. Getting published (and ‘meet the editor’). (workshop).
  • *Dvorakova, S.L., Matthews, K.E., Healey, M., *Acai, A., Cook-Sather, A., Felten, P., Healey, R., Marquis, E., & *Mercer-Mapstone, L. The adventures of engaging as partners: Exploring the literature to discover outcomes and reveal barriers. (presentation).
  • Evanovitch, J., Knorr, K, Brown, A., Blaney, J. & Faubert, J. A blended approach: Developing an international community of practice. (presentation).
  • Evanovitch, J.,Brown, A., & Blaney, J. Evaluating the impact of an international faculty development program. (presentation).
  • Healey, M., Marquis, E., Matthews, K., *Black, C., *Dvorakova, S., & *Guitman, R. Engaging students and faculty in a summer institute on students as partners. (presentation).
  • Marquis, E., & Cook-Sather, A. Seeking to Promote Equity & Inclusion through Student-Faculty Partnership: New Horizons & Underexplored Terrain. (presentation).
  • Woolmer, C., Marquis, B., & Bovill, C. Exploring the relationship between Significant Networks and Faculty-Student Partnerships. (presentation).
  • Woolmer, C. & *Ameer, A. Empathise, Explore, and Engage: Applying Design Thinking principles to faculty-student partnerships. (presentation).

POD Conference (Montreal, Quebec, October 2017)

(Submitted, under review)

  • Cook-Sather, A. & Marquis, E. My perspective deeply matters: Promoting equity through student-faculty partnership. (presentation).

ICED Conference (Cape Town, South Africa, November 2016)

  • Fenton, N., Faubert, J., Gartley, N. Quality in Educational Development Moving beyond a participant satisfaction feedback survey. (presentation).
  • Marquis, E., Knorr, K., Holmes, T., Apostolou, K., Centea, D., Cockcroft, R., Maclachlan, J., Monteiro, S. Intentional community and the formation of SoTL scholar identities. (presentation).

Symposium on SoTL in and Across Disciplines Conference (Banff, Alberta, November 2016)

  • Evanovitch, J., Fenton, N., & Zeadin, M. The Power of Collaborations: Students as Partners. (presentation).
  • Levinson, B., Allard, E., & Raha, S. Measuring University Students’ Teaching and Professional Skills Development in a Community-Based Learning Program. (presentation).
  • Poole, H., Agnew, M., & Khan, A. Impacts of the fall break on student stress and academics: A mixed-methods approach. (presentation).

Southern Economic Association Conference (Washington, DC, November 2016)

  • Allard, E., & O’ Shaughnessy, B. Student Preferences for Content Delivery Format in an Online Economics Course. (presentation).

ISSOTL Conference (Los Angeles, October 2016)

  • Allard, E., Friendly, R., Faubert, J., *Lee, R., & *Harrison, A. McMaster’s Teaching and Learning Certificates of Completion Program: A Narrative of Participants’ Experiences. (poster).
  • Bunnell, S., Felten, P., Marquis, E., Matthews, K., Abbot, S., *Katznelson, G. International student perspectives on the ethics of SoTL research. (presentation).
  • *Dvorakova, L.S., *Swaim, K., *Mercer-Mapstone, L., Marquis, E., Matthews, K., Felten, P. Exploring students as partners across countries and contexts through a systematic literature review conducted by students and staff. (presentation).
  • *Dvorakova, L.S., Matthews, K., *Akenson, A., Bounds, P., Felten, P., *Johnstone, K., Marquis, E., Maurer, T.W., *Puri, V., *Swaim, K., Taylor, P. Engaging students as partners in Australia, Canada, UK, and USA: Students and staff telling their stories. (panel).
  • Fenton, N. Evanovitch, J., & Zeadin, M. Valuing Relationships: Stories of Pedagogical Innovation and Leadership. (presentation).
  • Healey, M., *Dvorakova, L.S., Higgs, B., Marquis, E., Mårtensson, K., Matthews, K., McDonald, J. Exploring stories about SoTL International Collaborative Writing Groups (ICWGs). (panel).
  • Marquis, E., *Johnstone, K., & *Puri, V. Engaging popular narratives of higher education: SoTL, public pedagogy and the promise of filmic analysis. (presentation).
  • Marquis, E., Black, C., & Healey, M. Supporting the partnership narrative: The MIIETL summer institute and international experiences of student-staff partnerships. (presentation).

Learning Technologies Symposium (Hamilton, ON, October 2016)

  • Kehoe, J. Curation as a teaching and learning strategy. (presentation).
  • Kruithof, J. Digital Badges. (presentation).
  • Kruithof, J. Peer Review in PebblePad. (presentation).
  • Kruithof, J. and Oltean, L. Introducing WebEx. (presentation).
  • Stockdale, L. Scriptwriting for Online Learning Videos. (presentation).
  • Stockdale, L. Twitter as a Teaching Tool in the Undergraduate Classroom. (presentation).

RAISE ( Loughborough, England, September 2016)

  • Bovill, C. and Woolmer C. Bottom-up and emergent institutional change: evaluating a student engagement course and a new network for academic staff. (presentation).
  • Woolmer, C. Staff and Students co-creating curricula: narratives of impact. (presentation).

Higher Education Conference (Netherlands, July 2016)

  • Ahmad, A., Goff, L., & Marquis, B. Institutional approaches to developing research-based curricula: Perspectives from McMaster University. (presentation).
  • Marquis, E. Implementing students as partners in teaching and learning. (presentation).

Improving University Teaching (Durham, England, July 2016)

  • Woolmer, C. Staff-student collaborations in Learning and Teaching: the need for deliberative spaces. (presentation).

D2L Fusion (July 2016)

  • Kruithof, J. and Oltean, L. (2016) Start your badging program today! D2L Fusion (workshop)

STLHE Conference (London, ON, June 2016)

  • Agnew, M., & *Halawa, S. Faith on campus: Understanding the impact of religious identity on student accommodation and inclusion. (presentation).
  • Ahmad, A., Stockdale, L., Agnew, M., *Ghilic, I., & Syed, Z. Incentivizing a digital community of practice for the eCampus Ontario portal. (2-hour workshop).
  • *Hwang, K. M., *Haqqee, Z., & Knorr, K. Exploring the Impact and Perception of a Novel Mentorship Course on Mentors one year post-completion. (presentation).
  • Marquis, E., Holmes, T., Apostolou, K., Centea, D., Cockcroft, R., Knorr, K., Maclachlan, J., Monteiro, S. Effecting change through a SoTL Fellows program. (presentation).
  • Marquis, E., *Black, C. & Healey, M. Empowering learners and effecting change through partnership: The ‘Students as Partners’ Summer Institute. (presentation).
  • Poole, H., Agnew, M., & Khan, A. One week, many ripples: Measuring the impacts of the McMaster fall break. (presentation).

CAOT Conference (Banff, Alberta, April 2016)

  • Chan, L., Martini, R., Gewurtz, R., Jung, B., Dhillon, S., Baptiste, S., Marquis, B., & Nolan, T. Perspectives of university students with mental illness. (poster).

Global Learn (Limerick, Ireland, April 2016)

  • Kehoe, J. Taking Canada Online: Converting the Geography of Canada course to an online version. (presentation).

University of Glasgow Annual Learning and Teaching Conference (Glasgow, Scotland, April 2016)

  • Woolmer, C. Student motivations for co-creating curricula. (presentation).

University of West of Scotland Learning and Teaching Conference (Scotland, March 2016)

  • Woolmer, C. Staff and students co-creating curricula: Reflections on research and implications for practice. (invited workshop).

EDC Conference (Windsor, ON, February 2016)

  • Knorr, K., Marquis, B., Holmes, T., Apostolou, K., Centea, D., Cockcroft, R., Karamanis, T., Maclachlan, J., & Monteiro, S. Crossing institutional borders to foster research in teaching and learning. (poster).
  • Knorr, K. Overcoming barriers and crossing borders to participate in educational development. (presentation).
  • Knorr, K., & Goff, L. Negotiating borders in course and program development: The intersection between faculty, students, and educational developer roles. (presentation).

MLA Conference (Austin, Texas, January 2016)

  • Maclachlan, J., & Parrott, J. CLIR (Council of Library and Information Resources) and Collaboration. (talk – peer reviewed).

Research Grants

MacPherson Institute supports three research in teaching and learning grants: PALAT, Scholarly Connections, and Teaching and Learning Grants. View the full grant application details and deadline information below.

The next call for grant applications will be in January, 2018.

For all questions related to teaching and learning grants, send an email to migrants@mcmaster.ca

Priority Areas for Learning and Teaching Research (PALAT) Grant

MacPherson Institute is pleased to announce a request for proposals (RFP) for teaching and learning research projects in our six stated priority areas:

Successful grants, which will be awarded up to $5,000 each, must demonstrate a clear connection to one or more of the priority research areas listed above.

PALAT GRANT APPLICATION DETAILS

MacPherson Institute Scholarly Connections Grant

Scholarly activities in teaching and learning can be significantly enhanced through extended research visits to other institutions. The MacPherson Institute recognizes the value of these partnerships, and is pleased to offer the MacPherson Institute Scholarly Connections Grant valued at a maximum of $5,000. The purpose of this grant is to support inter-institutional teaching and learning research by: (i) providing funding to support a McMaster scholar to visit a national or international institution to engage in research on teaching and learning with collaborators at the partnering institution; or (ii) providing funding to support a national or international teaching and learning scholar to visit McMaster University to collaborate on matters related to teaching and learning research in the post secondary context.

MACPHERSON INSTITUTE SCHOLARLY CONNECTIONS GRANT APPLICATION DETAILS

Teaching and Learning Grants

MacPherson Institute awards teaching and learning grants (up to $2,000) to fund projects to improve the quality of students’ learning. The grant process is designed to encourage scholarly investigation, development or implementation of a project that enhances McMaster students’ educational experience.

TEACHING AND LEARNING GRANT APPLICATION DETAILS

Deadline:
The next call for grant applications will be in January, 2018.

For all questions related to research grants, send an email to migrants@mcmaster.ca

Distinguished Scholars

The MacPherson Institute Distinguished Scholars are eminent pedagogical researchers from McMaster and beyond, who work with the institute to advance our research mission. They encourage and mentor junior scholars, offer seminars and support for research, and collaborate on projects connected to our priority research areas. Our Distinguished Scholars are:

Louise McDonald

Distinguished Scholar in Indigenous Learning

Louise McDonald is a condoled Bear Clan Mother for the Mohawk Nation Council. She is a trusted advisor for families and community youth, and works closely with them in their homes and schools. She bestows traditional names in the longhouse, and provides spiritual counsel for all those seeking support.
Through her work as a matrilineal leader and as a mother, she is a founding member of Konon:kwe Council, a circle of Mohawk women working to reconstruct the power of our origins through education, empowerment and trauma-informed approaches. Louise champions the philosophy of Kahnistensera, “Mother Law.” Kahnistensera is a natural law that binds our Onkwehon:we kinship society. She is also the lead conductor of the Moon Lodge Society, convening women and girls on a monthly basis in line with the full moon cycle. Louise is the principal organizer and leader of Ohero:kon (“Under the Husk”), a traditional Rite of Passage ceremony for Mohawk youth. Since 2005, she has guided hundreds of community families and volunteers through self-reflection and Haudenosaunee cultural instruction and ceremony. She has also presented at the United Nations Permanent Forum on Indigenous Issues, and lectures regularly at universities throughout Canada and the United States on Haudenosaunee philosophies and self-determination in regards to women.

retreatphoto

Henry A. Giroux

Chair Professor for Scholarship in the Public Interest, Paulo Freire Distinguished Scholar in Critical Pedagogy, McMaster University

INTERVIEW-Henry-Giroux
Henry A. Giroux is currently a Chair for Scholarship in the Public Interest, a Professor in the Department of English and Cultural Studies, and the Director of the McMaster Centre for Scholarship in the Public Interest at McMaster University. He also holds a Distinguished Visiting Professorship at Ryerson University.
Over the past thirty years, Henry has been credited with pioneering the field of critical pedagogy, articulating throughout his archive a vision of education as a political, moral, and ethical practice. From groundbreaking texts including Theory and Resistance in Education (Bergin and Garvey, 1983) to Neoliberalism’s War Against Higher Education (Haymarket Press, 2014), Henry’s lifetime of work has continually asked educators to reconsider how they teach, under what conditions they teach, and for what purpose, emphasizing crucial intersections between the role of education in schools and universities with that of public life. In the field of critical pedagogy, his research advocates centrally for the need to mobilize learners and knowledge towards matters of democracy, social justice, agency, politics, power, culture, and community.
henry giroux and arshad ahmad

Henry has published over 60 books in diverse fields such as education and critical pedagogy, youth studies, film studies, studies on higher education, and cultural studies. He was named one of the top 50 education thinkers of the modern period in Fifty Modern Thinkers on Education: From Piaget to the Present (Routledge, 2002) and, in 2012, was named one of “12 Canadians who change the way we think” by the Toronto Star. Recently, Giroux’s book titled Education and the Crisis of Public Values (Peter Lang Publishing, 2012) became the recipient of the prestigious CHOICE Outstanding Academic Title Award. Henry has established an online global media presence through the work he publishes in many popular and scholarly online venues including Truthout, for which he currently serves on the Board of Directors. His most recent books include Disposable Futures: Violence in the Age of the Spectacle (coauthored with Brad Evans, City Lights Press, 2015) and Dangerous Thinking in the Age of the New Authoritarianism (Paradigm Publisher, 2015). His website is: http://www.henryagiroux.com
Henry’s latest honour is The Paulo Freire Distinguished Scholar in Critical Pedagogy. This title of Distinguished Scholar is a position Henry assumes in formally working with the MacPherson Institute.

Torgny Roxå

The Dag Hammarsköld Distinguished Scholar in Leadership and Learning

torgny-roxaTorgny Roxa and Arshad Ahmad with award Torgny Roxå has been an academic developer for 27 years and as such supported academic teachers in their endeavour of improving student learning. He has established Lund University Faculty of engineering as a national and international example of how to enhance teaching strategically. He has done this together with colleagues who also believe that academic values should (and must) guide the improvement of academic teaching. This work has awarded him the title Excellent Teaching Practitioner within the Faculty of engineering and the Lund University award for distinguished pedagogical achievements. Torgny Roxa and Arshad Ahmad with award

His research aims at improving our understanding of higher education organizations so that initiatives to improve do not lead to unintended side effects with subsequent decrease in quality and possible destruction of vital values. His perspective focus on how academic teachers understand the day-to-day reality they live in. It takes a disciplinary approach, but also a cultural approach. Academic teaching will only improve if academic teachers decide to change something, and they will only do that if they find it more meaningful.
Torgny has a master degree from Griffith University in Australia and a PhD from Lund University. He has served as external examiner at Oxford University and is currently a visiting professor at Ulster University. He serves at advisory boards on academic development and has been the plenary speaker in many international events. He is a former vice president Europe in the International Society for the Scholarship of Teaching and Learning. His most current project deals with: Academic teachers experience of power and ‘bossy’ leaders.

Geoff Norman

The Campbell Distinguished Scholar in Cognitive Science and Education, McMaster University

geoff-normanGeoff Norman is a professor emeritus of Clinical Epidemiology and Biostatistics here at McMaster and was previously the Canada Research Chair in Cognitive Dimensions of Clinical Expertise. He holds advanced degrees in physics, nuclear physics and educational psychology, but his primary research focus has been on expert diagnostic reasoning – maybe I’d better translate that! His research focus has been on how clinicians arrive at a diagnosis. His research has revealed that experts use two kinds of knowledge to reach a diagnosis – the formal analytical knowledge of signs, symptoms and physiological mechanisms, along with experiential knowledge based on all of the patients the clinicians have encountered. Geoff has built on this research to explore the various ways medical students learn.

He has contributed to the theoretical foundation of problem-based learning, McMaster’s signature learning style, and he is currently working on high-fidelity simulations in clinical learning. He has also been involved in student assessment, and has developed and validated a number in innovative assessment methods. These advances in particular align perfectly with our mission here today at the symposium. Geoff has won a bag full of awards and deservedly so. He has received the Hubbard Award from the National Board of Medical Examiners, the Award of Excellence of the Canadian Association for Medical Education, the Distinguished Scholar Award of the American Educational Research Association, and the Award for Outstanding Achievement of the Medical Council of Canada. He is a fellow of the Royal Society of Canada and received the prestigious Karolinska Prize for lifetime achievement in medical education research. Geoff’s latest honour is The Campbell Distinguished Scholar in Cognitive Science and Education. This title of Distinguished Scholar is a position Geoff assumes in formally working with the MacPherson Institute.

geoff-norman-and-arshad

Mick Healey

The Humboldt Distinguished Scholar in Research Based Learning

mick healey Mick is a Higher Education Consultant and Researcher. He is an Emeritus Professor from the University of Gloucestershire, UK. He holds several other appointments including Visiting Professor at University College London; Adjunct Professor at Macquarie University in Sydney, Australia; International Teaching Fellow at University College Cork in Ireland; and Visiting Fellow at University of Queensland, Australia; as well as an Accreditor and Consultant for the Higher Education Academy in the UK.

Mick Healey and Arshad Ahmad Mick is a geographer by training and until 2010 was Professor of Geography at the University of Gloucestershire. He has written and edited over 180 papers, chapters, books and guides on various aspects of teaching and learning in higher education. His particular interests include research-based learning, scholarship of teaching, developing an inclusive curriculum and students as partners and change agents. Mick is an experienced presenter. Since 1995 he has given over 500 educational workshops, seminars, keynotes and conference presentations in twenty different countries. He has visited McMaster seven times in the last decade.
In 2000 he was awarded a UK National Teaching Fellowship in the first round. He has twice been awarded the Journal of Geography in Higher Education Biennial Award for Promoting Excellence in Teaching and Learning (2003 and 2007). In 2004 the Council of the Royal Geographical Society conferred on him the Taylor and Francis Award for ‘contributions to the promotion of learning and teaching in higher education’. In 2012 he was one of the first 10 people to be awarded a Principal Fellowship of the Higher Education Academy and in 2013 he was awarded a SEDA@20 Legacy Award for Disciplinary Development.
Mick’s latest honour recognizes him as one of MacPherson Institute’s four Distinguished Scholars with the title ‘The Humboldt Distinguished Scholar in Research-Based Learning. He has been instrumental in conceptualizing and guiding our Student Partnership Program that today has over 50 mostly undergraduate students partnering with faculty as student scholars and partners in various research based teaching and learning activities.

Barbara Oakley

Santiago Ramón y Cajal Distinguished Scholar of Global Digital Learning

mick healey Dr. Barbara Oakley is a Professor of Engineering at Oakland University in Rochester, Michigan; a Visiting Scholar at the University of California, San Diego; and Coursera’s inaugural “Innovation Instructor.” Her work focuses on the complex relationship between neuroscience and social behavior. Dr. Oakley’s research has been described as “revolutionary” in the Wall Street Journal—she has published in outlets as varied as the Proceedings of the National Academy of Sciences, the Wall Street Journal, and The New York Times. She has won numerous teaching awards, including the American Society of Engineering Education’s Chester F. Carlson Award for technical innovation in engineering education. Together with Terrence Sejnowski, the Francis Crick Professor at the Salk Institute, she co-teaches Coursera – UC San Diego’s “Learning How to Learn,” the world’s most popular massive open online course. Her book A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra), (Penguin, 2014) is a New York Times best-selling science book.

Dr. Oakley has adventured widely through her lifetime. She rose from the ranks of Private to Captain in the U.S. Army, during which time she was recognized as a Distinguished Military Scholar. She also worked as a communications expert at the South Pole Station in Antarctica, and has served as a Russian translator on board Soviet trawlers on the Bering Sea. Dr. Oakley is an elected Fellow of the American Institute for Medical and Biological Engineering.

MacPherson Institute Research Fellows

The Research Fellow program is a product of collaboration between MacPherson Institute and several departments/programs across campus. Alongside their departmental responsibilities, Fellows spend a portion of their time in MacPherson Institute conducting teaching and learning scholarship with the potential to contribute to new knowledge and enhance teaching and learning at McMaster.

Dan Centea

Dan Centea

July 4, 2016

Konstantinos Apostolou

Konstantinos Apostolou

July 4, 2016

Learn more about our upcoming
Research on Teaching and Learning Conference:

‘Exploring Teaching and Learning Partnerships in Higher Education’

Event Information

 

Student Partners Program

Collaborating with undergraduate and graduate students in pedagogical research and innovation.

Interested in research support or a consultation? Fill out our form below..


Research Consultations & Support

If you are currently a McMaster University faculty member, instructor, staff, postdoc, or student and wish to schedule a consultation with a member of our research team, please fill in the form below. This enables us to tailor the discussion in the meeting and prepare relevant materials and resources.

We offer support in the following areas:
  • Teaching and learning research design
  • Teaching and learning research dissemination strategies
  • Focus group, interview, and survey design
  • Research grants and Fellowship opportunities
  • Ethics Applications
  • Researching in partnership with students
  • Scholarship of teaching and learning resources

1.Your Name (required)

2. Department (required)

3. Your Email (required)

4. Inquiry and/or teaching and learning research question:

5. Funding for your research, including information on parameters, partners and reporting expectations.

6. Are you interested in publishing or presenting this work?

publishingpresentingother

7. Please provide any additional details if possible (e.g. research interests, background in teaching and learning research, etc.). Please note: all information collected will be kept confidential. Any details you provide will help us determine how best to support you.

8. Preferred Meeting Times