Journals @ The Mount
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Retrospective: Sparking the Magic of SoTL at Mount Royal University
Get PDFIn this invited article, we reflect on how SoTL came to be, at least within one institution, Mount Royal University (MRU). We caught up with Dr. Jim Zimmer, Associate Professor in General Education and past- Associate Vice-President of Teaching and Learning to discuss the early days of SoTL at MRU, and his perspectives and role in laying the foundations for SoTL at MRU. We also discuss how Jim has seen SoTL evolve over the last 10-15 years and some of the key catalysts that, in his view, formalized SoTL as an integral part of MRU
Visualizing the Power and Privilege of Failure in Higher Education
Get PDFLearning from failure is a core component to education, however it is not often deliberately taught in university courses. In addition, while the rhetoric around taking risks, embracing failure, and bouncing back is pervasive in higher education, the corresponding structural supports are lacking. The purpose of the current work is to explore ways we can visualize and illustrate the power and privilege involved with embracing and learning from failure in the context of higher education. We offer three approaches to visualizing the same set of research data exploring student and instructor experiences of failure. The first figure is structured using a Venn diagram, the second uses a mobius strip, and the third draws on both puzzle imagery and the structure of a kernmantle rope to offer a more complex rendition of power and privilege in higher education. These illustrations are intended to serve as introductory guides to this topic. This work emphasizes that power is diffuse and mutable, and we underscore the critical importance of recognizing that each person will experience power and privilege differently in different circumstances. This exploration of illustrative concepts is a place to start theorizing about how students and instructors experience, resist, or wield power as they navigate academic institutions and engage with failure. We note that each instance of struggle, failure, or recovery exhibits specific configurations of power as multiple vectors contribute more or less strongly to the situation. The exact topography of power will change as different people, areas of the institution, or social policies and values enter the equation
Advancing the Scholarship of Teaching and Learning in Large Enrolment Courses: Lessons Learned from an Online Community of Practice
Get PDFIn these conference proceedings, we describe how the COVID-19 pandemic presented the higher education community with an opportunity to explore and expand best practices in blended and online teaching through a Large Enrolment Community of Practice. We expand on Wenger-Traynor and Wenger-Traynor\u27s (2015) description of a community of practice (CoP) as a “living curriculum” (p.4) to include an online perspective based on Hoadley (2012) and Xue and colleagues’ (2021) considerations of content, process, and context. The benefits of the online CoP to faculty development and the scholarship of teaching and learning, specifically through collaboration, interdisciplinarity, innovation, and validation are then explained. The conclusion contains a current birds’ eye view of the OCoP and summary of learning from the first year of implementation
Palynological Evidence from Sediment Samples Associated with the Early Holocene Human Skeleton from Fa Hien-lena, Sri Lanka
Get PDFThis paper highlights the value of pollen-analytical studies in the prehistoric archaeological context at the Fa Hien rock shelter. The Fa Hien rock shelter located in the Wet Zone of southwestern Sri Lanka has been occupied by the earliest anatomically modern humans in South Asia, dating from the late Pleistocene to the middle Holocene. The pollen evidence from the samples associated with the early Holocene human skeleton from this site has been used to assess the burial context and palynological taphonomy. Pollen data analysis indicates that high taphonomic impact occurred on the pollen grains in the depositional context, possibly due to reworking, burning, mechanical pressure and other possible human and animal activities. Furthermore, the pollen assemblage appears to have been primarily derived from the lowland rainforest, including disturbed habitats. Along with archaeological stratigraphy and radiometric dating, the pollen assemblage can be used to make broad inferences on the burial contexts and environment of the rock shelter occupants, while discussing the significance of forensic palynology in the Fa Hien archaeological context
Le verso de la p(l)age de Camus: intertextualité militante dans « Meursault, contre-enquête »
Get PDFCet article s\u27intéresse à la spécificité de l’affrontement intertextuel qu’entretient « Meursault, contre-enquête » de Kamel Daoud avec « L’Étranger » d’Albert Camus. En fournissant « l’autre côté » de l’histoire et en élucidant la partie de celle-ci que L’Étranger a laissée dans l’ombre, la contre- enquête de Daoud décompose et recompose l’œuvre de Camus. Ce faisant, Daoud déstabilise la position du lecteur qui ne parvient jamais à une solution cohérente sinon définitive du crime, contrairement à ce que propose d’ordinaire au lecteur le roman policier à énigme. De plus, depuis sa position doublement marginale (celle d’un auteur francophone algérien qui adopte les codes du roman policier afin de reprendre un chef-d’œuvre), Daoud dénude les aspects métatextuels de la création littéraire en général, et par extension éclaire les mécanismes à l’œuvre chez Camus. Il parvient ainsi à subvertir les hiérarchies et à désacraliser l’œuvre canonique. Nous allons montrer que, dans ce combat intertextuel, l’écriture et le crime ne font qu’un : le corps du texte est comparé au corps-cadavre, le meurtre incite à la création littéraire et les mots « écrivain » et « tueur » deviennent synonymes
Turning the Tables: Involving Undergrads as Researchers in SoTL
Get PDFWe report on the experience of working on a research project where students and faculty worked together as peers. The project investigated the challenges and enablers that helped or hindered faculty engage in SoTL work, and what might help encourage their colleagues to engage. The findings were instrumental in identifying components for a guide for SoTL. The findings from the study have been published elsewhere. In this paper we report on the experience of two undergraduate students who took a central role guided by experienced researchers, in collating, coding and analyzing the results, and of two experienced researchers. We share a brief overview of the project and its outcomes, provide detail of the involvement of the students and hear from them and the researchers about the experience of taking part in the project. The findings from both the original study and the student experiences will be of interest to others interested in work in this field
Good Beginnings: Launching Imagining SoTL
Get PDFWriting this introduction is an exciting moment as we prepare to launch this new SoTL journal, which provides a forum to highlight the work shared at the annual Banff Symposium for the Scholarship of Teaching and Learning. We called it Imagining because of the inspirational Blackfoot translation of Mount Royal University’s (MRU’s) Institute for Scholarship of Teaching and Learning. Leo Fox, of the Kainai Nation, offered the translation, ksimstaani, which can also be translated into English as “imagining.” Thus, the journal is called Imagining SoTL: Selections from the Banff Symposium. We intend to speak to the aspirational nature of SoTL, its inherent hopefulness
Les mondes inversés de Gherasim Luca – Étude de trois poèmes
Get PDFL’œuvre du poète francophone Gherasim Luca (1913-1994) comprend de nombreuses références au renversement, à la révolution (au sens de retournement) et à l’inversion dans son ensemble. Ces bouleversements touchent tous les aspects de son écriture, tant sur le plan symbolique et métaphysique, que sur le plan de la langue, de la poétique et de l’esthétique. L’étude de ces éléments dans trois textes issus de deux recueils majeurs du poète, Un Loup à travers une loupe (1945) et L’Extrême-occidentale (1961), permet d’en comprendre les enjeux cognitifs, déployant les richesses de la langue et la suggestion poétique d’une manière arborescente. De fait, les mondes inversés et hétérogènes de Gherasim Luca s’agrègent paradoxalement avec une certaine fluidité qui montre que le cheminement poétique, graphique et sonore, est aussi un entrelacs d’images qui permet au texte de se dérouler infiniment à la façon des rêves