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Research Publications

Publications from 2018

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. (2018). Public pedagogy and representations of higher education in popular film: New ground for the scholarship of teaching and learning. Teaching & Learning Inquiry, 6(1). http://dx.doi.org/10.20343/teachlearninqu.6.1.4

“I feel like some students are better connected”: Students’ perspectives on applying for extracurricular partnership opportunities

Marquis, E., Jayaratnam, A., Mishra, A., & Rybkina, K. (2018). “I feel like some students are better connected”: Students’ perspectives on applying for extracurricular partnership opportunities. International Journal for Students as Partners, 2(1). https://doi.org/10.15173/ijsap.v2i1.3300

Cues, emotions, and experiences: How teaching assistants make decisions about teaching

Elizabeth Marquis, *Breagh Cheng, *Mythili Nair, *Alan Santinele Martino & Torgny Roxa? (2018): Cues, emotions and experiences: How teaching assistants make decisions about teaching, Journal of Further and Higher Education, DOI: 10.1080/0309877X.2018.1499882. https://doi.org/10.1080/0309877X.2018.1499882

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

Marquis, E., *Redda, A., & *Twells, L. (2018). Navigating complexity, culture, collaboration, and emotion: Student perspectives on global justice and global justice education. Teaching in Higher Education, 23:7, 853-868, DOI: 10.1080/13562517.2018.1437133 http://dx.doi.org/10.1080/13562517.2018.1437133.

Growing partnership communities: What experiences of an international institute suggest about developing student-staff partnership in higher education

Marquis, E., *Guitman, R., *Black, C., Healey, M., Matthews, K.E., & Dvorakova, S. (2018). Growing partnership communities: What experiences of an international institute suggest about developing student-staff partnership in higher education. Innovations in Education and Teaching International, 56:2, 184-194, DOI: 10.1080/14703297.2018.1424012.

http://www.tandfonline.com/eprint/YAbqv236m3wmNTbwqJbI/full

The ‘partnership identity’ in higher education: Moving from ‘us’ and ‘them’ to ‘we’ in student-staff partnerships

Mercer-Mapstone, L., Marquis, E., & McConnell, C. (2018). The ‘partnership identity’ in higher education: Moving from ‘us’ and ‘them’ to ‘we’ in student-staff partnerships. Submitted for publication in Student Engagement in Higher Education Journal, 2(1). https://pdfs.semanticscholar.org/0709/ffec5ac1606ddf40f994fea6d4ec909f465e.pdf 

Promoting and/or evading change: The role of student-staff partnerships in staff teaching development

Elizabeth Marquis, Emily Power & Melanie Yin (2018): Promoting and/or evading change: the role of student-staff partnerships in staff teaching development, Journal of Further and Higher Education, DOI: 10.1080/0309877X.2018.1483013. https://doi.org/10.1080/0309877X.2018.1483013

 

Publications from 2017

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

Bishop-Williams, K. E., Roke, K., Aspenlieder, E., & Troop, M. (2017). Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development. The Canadian Journal for the Scholarship of Teaching and Learning, 8(3).https://doi.org/10.5206/cjsotl-rcacea.2017.3.11

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). SoTL Research Fellows: Collaborative pathfinding through uncertain terrain. The Canadian Journal for the Scholarship of Teaching and Learning, 8(3). http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/9/

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). Connecting students and staff for teaching and learning inquiry: The McMaster student partners program. In B. Carnell and D. Fung (Eds.), Disciplinary Approaches to Connecting the Higher Education Curriculum. London: UCL Presshttp://www.ucl.ac.uk/ucl-press/browse-books/developing-the-higher-education-curriculum

A systematic literature review of students as partners in higher education

Mercer-Mapstone, L., Dvorakova, S.L., Matthews, K.E., Abbot, S., *Cheng, B., Felten, P., Knorr, K., Marquis, E., *Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1). https://mulpress.mcmaster.ca/ijsap/article/view/3119/2751

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, 8(2). https://doi.org/10.5206/cjsotl-rcacea.2017.2.9

Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development

Kenny, N. Popovic, C., McSweeney, J., Knorr, K., Hoessler, S., Hall, S., Fujita, N., El Khoury, E. (2017). Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development. The Canadian Journal for the Scholarship of Teaching and Learning, 8(2). https://doi.org/10.5206/cjsotl-rcacea.2017.2.9

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

Marquis, E. (2017). Undergraduate research and student-staff partnerships: Supporting the development of student scholars at a Canadian teaching & learning institute. Scholarship and Practice of Undergraduate Research, 1(1), 39-44.

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: 10.1080/13562517.2017.1289510

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: 10.1080/13562517.2016.1237495
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). Leadership in an International Collaborative Writing Groups (ICWG) Initiative: Implications for academic development. Accepted for publication in The International Journal for Academic Development, 22:3, 211-222, DOI: 10.1080/1360144X.2017.1291429.
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). 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, 39:6, 829-840, DOI: 10.1080/01596306.2017.1301881. http://www.tandfonline.com/eprint/GMfiJUpAnd9AbvpwGSgC/full

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.

Mathany, C., Clow, K. M., & Aspenlieder, E. D. (2017). 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. The Canadian Journal for the Scholarship of Teaching and Learning, 8 (3). Retrieved from http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/10.

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

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

Poole, H., Khan, A. & Agnew, M. (2017). One week, many ripples: Measuring the impacts of the fall break on student stress. Collected Essays on Learning and Teaching, v10 p163-171.

https://files.eric.ed.gov/fulltext/EJ1147207.pdf

 

Publications from 2016

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. DOI: 10.1080/07294360.2015.1107886

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

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. PhD thesis, University of Glasgow, Glasgow, UK. https://theses.gla.ac.uk/7778/

 

Submitted (under review):

Complicating institutional roles and mobilizing cultural identities through student-faculty partnership in educational development

Cook-Sather, A., *Krishna Prasad, S., Marquis, E., & Ntem, A. (2017 – submitted). Complicating institutional roles and mobilizing cultural identities through student-faculty partnership in educational development. Submitted for publication in New Directions for Teaching and Learning.

“Powerful learning tool” or “Cool factor”? Instructors’ perceptions of using film and video within teaching and learning.

Marquis, E., *Wojcik, C., *Lin, E., & *McKinnon, V. (2017 – submitted). “Powerful learning tool” or “Cool factor”? Instructors’ perceptions of using film and video within teaching and learning. Submitted for publication in The International Journal of the Scholarship of Teaching & Learning.