Our scholarship

Addy, H. & Jeffs, C. (2018). Case study: Applying the CARRA Model. The National Teaching & Learning Forum, 27(4), 5-7. https://doi.org/10.1002/ntlf.30158

Anderson, S. J., Hecker, K. G., Krigolson, O. E., & Jamniczky, H. A. (2018). A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and Retention—A Neuroeducation Study. Frontiers in human neuroscience, 12, 38. https://doi.org/10.3389/fnhum.2018.00038

Anderson, S. J., Jamniczky, H. A., Krigolson, O. E., Coderre, S. P., & Hecker, K. G. (2019). Quantifying two-dimensional and three-dimensional stereoscopic learning in anatomy using electroencephalography. NPJ science of learning, 4(1), 1-9. https://doi.org/10.1038/s41539-019-0050-4

Anderson, S. J., Krigolson, O. E., Jamniczky, H. A., & Hecker, K. G. (2016). Learning anatomical structures: a reinforcement-based learning approach. Medical Science Educator, 26(1), 123-128. https://doi.org/10.1007/s40670-015-0219-2

Archer-Kuhn, B., Ayala, J., Hewson, J., & Letkemann, L. (2020). Canadian reflections on the Covid-19 pandemic in social work education: From tsunami to innovation. Social Work Education, 39 (8), 1010-1018. https://doi.org/10.1080/02615479.2020.1826922

Ayala, J. & Drolet, J. (2014). Special issue on social work field education. Currents: Scholarship in the Human Services, 13 (1). https://cdm.ucalgary.ca/index.php/currents/article/view/15948

Ayala, J., Ing, J., Perrault, E., Elliott, G., Letkemann, L., & Baynton, M. (2014). The potential of online learning in addressing challenges in field instructor training. Currents: Scholarship in the Human Services, 13 (1). https://cdm.ucalgary.ca/index.php/currents/article/view/15950

Ayala, J., Drolet, J., Fulton, A., Hewson, J., Letkemann, L., Baynton, M., et al. (2018). Restructuring social work field education in 21^st-Century Canada: From crisis management to sustainability. Canadian Social Work Review, 35(2), 45–65. https://doi.org/10.7202/1058479ar

Ayala, J., Drolet, J., Fulton, A., Hewson, J., Letkemann, L., Baynton, M., et al. (2017). Field education in crisis: Experiences of field education coordinators in Canada.  Social Work Education: The International Journal.  https://doi.org/10.1080/02615479.2017.1397109

Brown, B., Dressler, R., Eaton, S. E., & Jacobsen, M. (2015). Practicing what we teach: Using action research to learn about teaching action research. The Canadian Journal of Action Research, 16(3), 61-78. http://dx.doi.org/10.11575/PRISM/34913

Brown, B., Eaton, S. E., Dressler, R., & Jacobsen, M. (2015). Teaching Action Research. The Canadian Association of Action Research in Education, 42. https://journals.nipissingu.ca/public/journals/1/files/CAARE_Conference_Proceedings_2015_FINAL.pdf#page=47

Burns, A., Brown, B., Eaton, S. E., & Mueller, K. (2017). A day in the life: An examination of women’s choices in the academy. The Journal of Educational Thought (JET)/Revue de la Pensée Éducative, 50(2/3), 118-137. https://doi.org/10.2307/26372400 

Colpitts, B. D., Usick, B. L., & Eaton, S. E. (2020). Doctoral student reflections of blended learning before and during covid-19. Journal of Contemporary Education Theory & Research (JCETR), 4(2), 3-11. https://doi.org/10.5281/zenodo.4247601

Dyjur, P., Ferreira, C., & Clancy, T. (2021). Increasing accessibility and diversity by using a UDL framework in an infographics assignment. Currents in Teaching and Learning, 12(2). Massachusetts: Worcester State University. 

Dyjur, P., & Li, Q. (2010). A Study of Designing an Inquiry-Based Unit in Mathematics and Science. Journal on School Educational Technology, 5(4), 35-43. https://eric.ed.gov/?id=EJ1102776

Dyjur, P., & Lindstom, G., (2017). Perceptions and uses of digital badges for professional learning development in higher education. TechTrends, 61(4), 386-392. https://doi.org/10.1007/s11528-017-0168-2

Dyjur, P., & Lock, J. (2016). A model to build capacity through a multi-program curriculum review process. Journal of Professional, Continuing, and Online Education. https://doi.org/10.18741/P9BC77

Eaton, S. E. (2020). Academic integrity during COVID-19: Reflections from the University of Calgary. From the University of Calgary, International Studies in Educational Administration, 48(1), 2020. pp. 80-85. http://hdl.handle.net/1880/112293

Eaton, S. E. (2020). Ethical considerations for research conducted with human participants in languages other than English. British Educational Research Journal, 46(4), 848-858. https://doi.org/10.1002/berj.3623

Eaton, S. E. (2019). Reflections on the 2019 Canadian Symposium on Academic Integrity. Canadian Perspectives on Academic Integrity, 2(2), 1-6. https://doi.org/10.11575/cpai.v2i2.69454

Eaton, S. E. (2019). U Have Integrity. Canadian Perspectives on Academic Integrity, 2(1), 27-31. https://doi.org/10.11575/cpai.v2i1.68526

Eaton, S. E. (2018). Innovating integrity in online learning contexts. Journal for Research and Practice in College Teaching, 3(2), 98-103. https://journals.uc.edu/index.php/jrpct/article/view/895

Eaton, S. E. (2018). Academic integrity gaining increased attention in Canada. Canadian Perspectives on Academic Integrity, 1(2), 37-39. https://doi.org/10.11575/cpai.v1i2.56931

Eaton, S. E. (2017). Book review: Coe, R., Waring, M., Hedges, LV, & Arthur, J.(Eds.).(2017). Research methods and methodologies in education. Canadian Journal of Educational Administration and Policy, (184).

Eaton, S. E. (2017). Comparative analysis of institutional policy definitions of plagiarism: A pan-Canadian university study. Interchange, 48(3), 271-281. https://doi.org/10.1007/s10780-017-9300-7

Eaton, S. E. (2017). Perceptions of ESL Program Management in Canadian Higher Education: A Qualitative Case Study. International Journal of Learning, Teaching and Educational Research, 16(9), 13-28. https://doi.org/10.26803/ijlter.16.9.2

Eaton, S. E., & Burns, A. (2018). Exploring the intersection between culturally responsive pedagogy and academic integrity among EAL students in Canadian higher education. Journal of Educational Thought/Revue de la Pensée Educative, 51(3), 339-360. https://doi.org/10.11575/jet.v51i3.68273

Eaton, S. E., & Crossman, K. (2018). Self-plagiarism research literature in the social sciences: A scoping review. Interchange, 49(3), 285-311. https://doi.org/10.1007/s10780-018-9333-6

Eaton, S. E., & Edino, R. I. (2018). Strengthening the research agenda of educational integrity in Canada: A review of the research literature and call to action. International Journal for Educational Integrity, 14(1), 5. https://doi.org/10.1007/s40979-018-0028-7

Eaton, S. E., Chibry, N., Toye, M. A., & Rossi, S. (2019). Interinstitutional perspectives on contract cheating: a qualitative narrative exploration from Canada. International Journal for Educational Integrity, 15(1), 1-17. https://doi.org/10.1007/s40979-019-0046-0

Eaton, S. E., & Turner, K. L. (2020). Exploring academic integrity and mental health during COVID-19: Rapid review. Journal of Contemporary Education, Theory & Research, 4(2), 35-41. https://doi.org/10.5281/zenodo.4256825

Eaton, S. E., Crossman, K., Behjat, L., Yates, R. M., Fear, E., & Trifkovic, M. (2020). An Institutional Self-Study of Text-Matching Software in a Canadian Graduate-Level Engineering Program. Journal of Academic Ethics, 18(3), 263-282. https://doi.org/10.1007/s10805-020-09367-0

Eaton, S. E., Stoesz, B. M., Thacker, E. J., & Miron, J. B. (2020). Methodological decisions in undertaking academic integrity policy analysis: Considerations for future research. Canadian Perspectives on Academic Integrity, 3(1), 83-91. https://doi.org/10.11575/cpai.v3i1.69768

Eaton, S. E., Fernández Conde, C., Rothschuh, S., Guglielmin, M., & Otoo, B. K. (2020). Plagiarism: A Canadian higher education case study of policy and practice gaps. Alberta Journal of Educational Research, 66(4), 471-488. https://journalhosting.ucalgary.ca/index.php/ajer/article/view/69204

Fields, J., Kenny, N. A., & Mueller, R. A. (2019). Conceptualizing educational leadership in an academic development program. International Journal for Academic Development, 24(3), 218-231. https://doi.org/10.1080/1360144X.2019.1570211

Flanagan, K. M., & Addy, H. (2019). Introverts Are Not Disadvantaged in Group-Based Active Learning Classrooms. Bioscene: Journal of College Biology Teaching, 45(1), 33-41. https://eric.ed.gov/?id=EJ1223951

Flanagan, K. M., & Einarson, J. (2017). Gender, math confidence, and grit: Relationships with quantitative skills and performance in an undergraduate biology course. CBE—Life Sciences Education, 16(3), ar47. https://doi.org/10.1187/cbe.16-08-0253

Fulton, A., Dimitropoulos, G., Ayala, J., McLaughlin, A., Baynton, M., Blaug, C., et al. (2019). Role-playing: A strategy for practicum preparation for foundation year MSW students. Journal of Teaching in Social Work, 39(2), 163-180. https://doi.org/10.1080/08841233.2019.1576573

Grant, K.A., Fedoruk, L., & Nowell, L. (2021). Reflections and conversations on authentic assessment. Imagining SoTL: Selections from the Banff Symposium, (1), 146-162.  https://mrujs.mtroyal.ca/index.php/is/index 

Hayden, A. K., Eaton, S. E., Crossman, K., Penaluna, L.-A., & Lenart, B. (2020). Text-matching software in post-secondary contexts: A systematic review protocol. Canadian Perspectives on Academic Integrity, 3(1), 6-24. https://doi.org/10.11575/cpai.v3i1.68399

Hirst, S., Jeffs, C., Paris, B., Arcellana-Panillio, M., Charles, A., Hilman, B., & Hill, L. (2019). Something to say: Writing for publication. Papers on Postsecondary Learning and Teaching, 3, 9-16. https://journalhosting.ucalgary.ca/index.php/pplt/article/view/53137

Jacobsen, M., Eaton, S. E., Brown, B., Simmons, M., & McDermott, M. (2018). Action research for graduate program improvements: A response to curriculum mapping and review. Canadian Journal of Higher Education/Revue canadienne d'enseignement supérieur, 48(1), 82-98. https://doi.org/10.7202/1050843ar

Jacobsen, M., McDermott, M., Brown, B., Eaton, S. E., & Simmons, M. (2018). Graduate students' research-based learning experiences in an online Master of Education program. Journal of University Teaching & Learning Practice, 15(4), 4. http://dx.doi.org/10.11575/PRISM/34916

Jamniczky, H. A., Cotton, D., Paget, M., Ramji, Q., Lenz, R., McLaughlin, K., Coderre S & Ma, I. W. (2017). Cognitive load imposed by ultrasound‐facilitated teaching does not adversely affect gross anatomy learning outcomes. Anatomical Sciences Education, 10(2), 144-151. https://doi.org/10.1002/ase.1642

 

Jamniczky, H. A., McLaughlin, K., Kaminska, M. E., Raman, M., Somayaji, R., Wright, B., & Ma, I. W. (2015). Cognitive load imposed by knobology may adversely affect learners' perception of utility in using ultrasonography to learn physical examination skills, but not anatomy. Anatomical Sciences Education, 8(3), 197-204. https://doi.org/10.1002/ase.1467

Jeffs, C. (2016). Reflections on the chapters of a book club: Implications for a community of practice. Transformative Dialogues: Teaching and Learning Journal, 9(1). https://journals.kpu.ca/index.php/td/article/view/1061/521 

Jeffs, C., Nowell, L., Nelson, N., Grant, K.A., Paris, B., & Viceer, N. (2021). Feedback for teaching development: Moving from a fixed to growth mindset. Professional Development in Education, 1-14. https://doi.org/10.1080/19415257.2021.1876149 

Jeffs, C., Paris, B., & Piera, Y. (2018). CARRA: Formative feedback & teaching development. The National Teaching & Learning Forum, 27(4), 4-5. https://doi.org/10.1002/ntlf.30157

Kalu, F., & Dyjur, P. (2018). Creating a culture of continuous assessment to improve student learning through curriculum review. New Directions for Teaching and Learning, 2018(155), 47-54. https://doi.org/10.1002/tl.20302

Kalu, F., Dyjur, P., Berenson, C., Grant, K. A., Jeffs, C., Kenny, N., & Mueller, R. (2018). Seven voices, seven developers, seven one things that guide our practice. To Improve the Academy, 37(1), 111-127. https://doi.org/10.1002/tia2.20066

Kenny, N., Iqbal, I., McDonald, J., Borin, P., Dawson, D., Chan, J., & Kustra, E. (2017). Exploring the potential of educational developer portfolios. To Improve the Academy, 36(1), 61-75. https://doi.org/10.1002/tia2.20054

Kenny, N., Popovic, C., McSweeney, J., Knorr, K., Hoessler, C., 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), 1–17. https://doi.org/10.5206/cjsotl-rcacea.2017.2.10 

Kenny, N., Watson, G. P., & Watton, C. (2014). Exploring the Context of Canadian Graduate Student Teaching Certificates in University Teaching. The Canadian Journal of Higher Education, 44(3), 1-19. https://eric.ed.gov/?id=EJ1049398

Kolomitro, K., Kenny, N., & Le-May Sheffield, S. (2021). Taking an integrated approach to fostering wellbeing in academia. In Turner, S. and Kalawsky (Eds) Wellbeing in Higher Education, Staff and Educational Development Association (SEDA) Special 45, 43-46. 

Kolomitro, K., Kenny, N., & Le-May Sheffield, S. (2020). A call to action: exploring and responding to educational developers' workplace burnout and well-being in higher education. International Journal for Academic Development: Special Issue: Failure in Academic Development, 25(1), 5–18. https://doi.org/10.1080/1360144X.2019.1705303

Labouta, H. I., Kenny, N. A., Dyjur, P., Li, R., Anikovskiy, M., Reid, L. F., & Cramb, D. T. (2020) Investigating the alignment of intended, enacted, and perceived learning outcomes in an authentic research-based science program. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3). https://doi.org/10.5206/cjsotl-rcacea.2019.3.9462 

Labouta, H. I., Kenny, N. A., Dyjur, P., Li, R., Anikovskiy, M., Reid, L. F., & Cramb, D. T. (2019). Investigating the alignment of intended, enacted, and perceived learning outcomes in an authentic research-based science program. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3), 1–10. https://doi.org/10.5206/cjsotl-rcacea.2019.3.9462

Labouta, H. I., Kenny, N. A., Dyjur, P., Reid, L., & Cramb, D. T. (2019). An inclusive, dynamic and collaborative framework for improving curriculum review in a post-secondary program. Transformative Dialogues: Teaching & Learning Journal, 12(1). https://kpu.ca/sites/default/files/Transformative%20Dialogues/TD.12.1_Labouta_Kenny_Dyjur_Reid&Cramb_Framework_for_Improving_Curriculum_Review.pdf

Labouta, H., Kenny, N., Li, R., Anikovskiy, M., Reid, L., & Cramb, D. (2018). Learning science by doing science: an authentic science process-learning model in postsecondary education. International Journal of Science Education, 40(12), 1476–1492. https://doi.org/10.1080/09500693.2018.1484966

Latremouille, J., Grant, K., Kalu, F., Dodsworth, D., Cockett, P. K., Mitchell-Pellett, M., & Paul, J. (2015). Reimagining teacher education through design thinking principles: Curriculum in the key of life. Journal of the Canadian Association for Curriculum Studies, 13(1), 88-112.  https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40240

Lock, J., Hill, S. L., & Dyjur, P. (2018). Living the curriculum review: Perspectives from Three Leaders. Canadian Journal of Higher Education, 48(1), 118-131. https://doi.org/10.47678/cjhe.v48i1.187975 

Lock, J., Schroeder, M., & Eaton, S. E. (2019). Designing and Implementing an Online Academic Integrity Tutorial: Identifying the Challenges within a Post-secondary Context. Journal of Educational Thought/Revue de la Pensée Educative, 52(3), 193-208. https://doi.org/10.11575/jet.v52i3.69721

MacLeod, P. D., & Eaton, S. E. (2020). The paradox of faculty attitudes toward student violations of academic integrity. Journal of Academic Ethics, 1-16. https://doi.org/10.1007/s10805-020-09363-4 

Mueller, R. A. (2015). Do values drive the plan? Investigating the nature and role of organizational values in university strategic planning. Tertiary Education and Management, 21(1), 41-55. https://doi.org/10.1080/13583883.2014.998270

Mueller, R. A. (2019). Episodic narrative interview: Capturing stories of experience with a methods fusion. International Journal of Qualitative Methods, 18, 1609406919866044. https://doi.org/10.1177/1609406919866044

Mueller, R. A. (2019). Meaningful grading: a guide for faculty in the arts. International Journal for Academic Development, 24:1, 91-92. https://doi.org/10.1080/1360144X.2018.1552409

Mueller, R. A., & Bair, H. (2018). Deconstructing the Notion of ePortfolio as a'High Impact Practice': A Self-Study and Comparative Analysis. Canadian Journal for the Scholarship of Teaching and Learning, 9(3).https://eric.ed.gov/?id=EJ1203557

Mueller, R., & Schroeder, M. (2018). From seeing to doing: Examining the impact of non-evaluative classroom observation on teaching development. Innovative Higher Education, 43(5), 397-410. https://doi.org/10.1007/s10755-018-9436-0

Naeem, I., Aparicio-Ting, F. E., & Dyjur, P. (2020). Student stress and academic satisfaction: A mixed methods exploratory study. International Journal of Innovative Business Strategies, 6(1), 388-395. https://doi.org/10.20533/ijibs.2046.3626.2020.0050 

Nowell, L. Dhingra, S., Kenny, N., Jacobsen, M., & Pexman, P. (2021). Professional learning and development framework for postdoctoral scholars. Studies in Graduate Student and Postdoctoral Education, 12(3), 353-370. https://doi.org/10.1108/SGPE-10-2020-0067

Nowell, L, Grant, K., Berenson, C., Dyjur, P., Jeffs, C., Kelly, P., Kenny, N., & Mikita, K. (2020). Development for graduate students and postdoctoral scholars: New certificates in teaching and learning. Papers on Postsecondary Learning and Teaching, 4, 85-95. https://journalhosting.ucalgary.ca/index.php/pplt/article/view/68600/53887

Nowell, L., Grant, K. A., Berenson, C., Dyjur, P., Jeffs, C., Kelly, P., Kenny, N., & Mikita, K. (2020). Innovative Certificate Programs in University Teaching and Learning: Experiential Learning for Graduate Students and Postdoctoral Scholars. Papers on Postsecondary Learning and Teaching 4: 85-95. https://journalhosting.ucalgary.ca/index.php/pplt/article/view/68600

Nowell, L., Grant, K.A., & Mikita, K. (2019). Postdoctoral scholars in academic development and SoTL: Making our way through collaborative self-study. International Journal of Academic Development 24, no. 4 (2019): 305–16. https://doi.org/10.1080/1360144X.2019.1623036

Nowell, L., Hayden, K. A., Berenson, C., Kenny, N., Chick, N., & Emery, C. (2018). Professional learning and development of postdoctoral scholars: a scoping review protocol. Systematic reviews, 7(1), 1-7. https://doi.org/10.1186/s13643-018-0892-5

Nowell, L., Laventure, A., Räisänen, A., Strzalkowski, N., & Kenny, N. (2020). Postdoctoral scholars’ perceptions of a university teaching certificate program. Studies in Graduate and Postdoctoral Education. https://doi.org/10.1108/SGPE-12-2019-0088

Nowell, L., Ovie, G., Berenson, C., Kenny, N., & Hayden, K. A. (2018). Professional learning and development of postdoctoral scholars: a systematic review of the literature. Education Research International, 2018. https://doi.org/10.1155/2018/5950739

Nowell, L., Ovie, G., Kenny, N., & Jacobsen, M. (2020). Postdoctoral scholars’ perspectives about professional learning and development: a concurrent mixed-methods study. Palgrave Communications, 6(1), 1–11. https://doi.org/10.1057/s41599-020-0469-5

Nowell, L., Ovie, G., Kenny, N., Hayden, K. A., & Jacobsen, M. (2019). Professional learning and development initiatives for postdoctoral scholars. Studies in Graduate and Postdoctoral Education. Vol. 11 No. 1, pp. 35-55. https://doi.org/10.1108/SGPE-03-2019-0032

Stoesz, B., & Eaton, S. E. (2020). Understanding the academic integrity policies of publicly funded universities in western Canada. Educational Policy. https://doi.org/10.1177/0895904820983032

Stoesz, B. M., Eaton, S. E., Miron, J., & Thacker, E. J. (2019). Academic integrity and contract cheating policy analysis of colleges in Ontario, Canada. International Journal for Educational Integrity, 15(1), 4. https://doi.org/10.1007/s40979-019-0042-4

Taylor, L., Kenny, N., Perrault, R., & Mueller, R. (2021). Building integrated networks to develop teaching and learning: the critical role of hubs. International Journal for Academic Development, 1-13. https://doi.org/10.1080/1360144X.2021.1899931

Usick, B., & Eaton, S. E. (2018). Writers’ guide for prospective contributors to Canadian perspectives on academic integrity. Canadian Perspectives on Academic Integrity, 1(1), 16-21. https://doi.org/10.11575/cpai.v1i1.43396

Watson, G. P. L., & Kenny, N. (2014). Teaching Critical Reflection to Graduate Students. Collected Essays on Learning and Teaching, 7(1), 56. https://doi.org/10.22329/celt.v7i1.3966

Woodend, J., Fedoruk, L., Beek, A., Roy, S., Xu, X., Groen, J., & Li, X. (2019). The Privileging of English Language Use in Academia: Critical Reflections from an International Doctoral Seminar. Emerging Trends in Education, 2(3). https://doi.org/10.19136/etie.a2n3.3058  

Dyjur, P., & Grant, K.A. (2020). Shifting our educational development practice: Responding to change. ETH Learning and Teaching Journal, 2(2), 308-311. https://learningteaching.ethz.ch/index.php/lt-eth/article/view/153   

Dyjur, P., Braun, R., Saito, K., & Kaipanen, E. (2020). Capturing experiential learning in a program by curriculum mapping. Papers on Postsecondary Learning and Teaching: Proceedings of the University of Calgary Conference on Learning and Teaching, 4, 101-109.  https://journalhosting.ucalgary.ca/index.php/pplt/article/view/68645    

 

Grant, K.A. (2019). It’s so difficult to talk about: What does being a good teacher mean? In The AERA Online Paper Repository. http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository

Grant, K.A., Fedoruk, L., & Nowell, L. (2021). Reflections and conversations on authentic assessment. Imagining SoTL: Selections from the Banff Symposium, (1), 146-162. https://mrujs.mtroyal.ca/index.php/is/index 

Nelson, N., Jeffs, C., Grant, K. A., Nowell, L., Paris, B., & Viceer, N. (2019). Fearful to'Fear Less': Experiencing Feedback for Teaching Development. http://dx.doi.org/10.11575/PRISM/36519

Barrette-Ng, I., & Dyjur, P. (2021). An infographics assignment as a vehicle to promote digital literacy in a non-majors introductory biology course. In Teaching Digital Literacy: A Faculty Guide to Integrating Digital Skills with Disciplinary Content. Lauren Hays & Jenna Kammer, [Eds.]. Sterling, VA: Stylus.  

Barrette-Ng, I. H., Nowell, L., Anderson, S. J., Arcellana-Panlilio, M., Brown, B., Chalhoub, S., Clancy, T. L., Desjardine, P., Dorland, A., Dyjur, P., Mueller, K., Reid, L., Squance, R. T., Towers, J., & Wilcox, G. (2019). Fostering Collaborative and Meaningful Relationships for Teaching and Learning Mentoring. The Chronicle of Mentoring & Coaching, Vol. 2, October 2019, Special Issue 1, p 680. 

Brown, B., & Eaton, S. E. (2020). Using a community of inquiry lens to examine synchronous online discussions in graduate courses. In W. Lesley & B. Clare (Eds.), Handbook of Research on Online Discussion-Based Teaching Methods (pp. 229-262). Hershey, PA, USA: IGI Global. https://doi.org/10.4018/978-1-7998-3292-8

Burns, A., & Eaton, S. E. (2020). Postscript: Conclusions Drawn from the Exercise of Writing a Book. In A. Burns (Ed.), Women Negotiating Life in the Academy: A Canadian Perspective (pp. 199-201). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-15-3114-9

Brown, B., & Eaton, S. E. (2020). Using a Community of Inquiry Lens to Examine Synchronous Online Discussions in Graduate Courses. In Handbook of Research on Online Discussion-Based Teaching Methods (pp. 229-262). IGI Global. https://doi.org/10.4018/978-1-7998-3292-8.ch010 

Eaton, S. E. (2017). Book review: Coe, R., Waring, M., Hedges, LV, & Arthur, J.(Eds.).(2017). Research methods and methodologies in education. Canadian Journal of Educational Administration and Policy, (184).

Eaton, S. E., & Burns, A. (2020). Preface: Insights into Women Negotiating Life in the Academy—A Canadian Perspective. In S. E. Eaton & A. Burns (Eds.), Women Negotiating Life in the Academy: A Canadian Perspective (pp. v-viii). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-15-3114-9_2 

 

Eaton, S. E., & Burns, A. (Eds.). (2020). Women Negotiating Life in the Academy: A Canadian Perspective. Springer Nature. https://doi.org/10.1007/978-981-15-3114-9

Eaton, S. E., & Dressler, R. (2020). Multilingual essay mills: The need for research beyond English language commercial providers. In A research agenda for academic integrity. Edward Elgar Publishing. https://doi.org/10.4337/9781789903775

Fedoruk, L. M., & Mikita, K. (2020). The Role of Educational Developer in Supporting Research Ethics in SoTL. In Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) (pp. 221-236). IGI Global. https://doi.org/10.4018/978-1-7998-2212-7  

Gereluk, D., Dressler, R., Eaton, S. E., & Becker, S. (2020). “Growing Our Own Teachers”: Rural Individuals Becoming Certified Teachers. In Rural teacher education (pp. 137-153). Springer, Singapore. https://doi.org/10.1007/978-981-15-2560-5_6

Grant, K. A. (2018). Converging in the Commons. SoTL in Action: Illuminating Critical Moments of Practice. Sterling VA: Stylus.

Jeffs, C., Berenson, C., Dyjur, P., Grant, K. A., Kalu, F., Kenny, N., Mikita, K, & Nowell, L. (2019). Writing within an Academic Microculture: Making Our Practice Visible. In Critical Collaborative Communities (pp. 171-185). Brill Sense. https://doi.org/10.1163/9789004410985_013

Johnson, J. & Kalu, F. (In Press). Beyond the Obvious in Educational Leadership. ‘Supporting Course and Program Leaders in HE: Practical Wisdom for Leaders, Educational Developers and Program Leaders’. SEDA/Routledge

Mueller, R. (2015). Critical realism. Educational administration and leadership: Theoretical foundations, 135-154. New York: Routledge.

Mueller, R. (2016). Change and improvement in post-secondary education. In The Best Available Evidence (pp. 129-146). Leiden, The Netherlands: Brill Sense.

Mueller, R. (2018). Ensuring Design Alignment in SoTL Inquiry: Merging Research and Purpose. SoTL in Action: Illuminating Critical Moments of Practice. Sterling VA: Stylus Publishing, LLC.

Abegglen, S., Aparicio-Ting, F., Arcellana-Panlilio, M., Behjat,, L., Brown, B., Clancy, T., L., DesJardine, P., Din, C., Ferreira, C., Hughson, A., Kassan, A., Klinke, C., Kurz, E., Neuhaus, F., Paul, R., Peschl, H., Peschl, R., Pletnyova,  A., & Squance, R. T. (2021). Incorporating Universal Design for Learning (UDL) in Disciplinary Contexts in Higher Education. Mayi Arcellana-Panlilio & Patti Dyjur [Eds.]. Calgary, AB: Taylor Institute for Teaching and Learning Guide Series.  DOI: 10.13140/RG.2.2.18555.23845  

Addy, H. & Jeffs, C. (2017). Class Representatives: A formative feedback strategy for teaching development. https://taylorinstitute.ucalgary.ca/sites/default/files/2019-02/Class%20representative%20Heather%20Addy%20Sep%2011%202017.pdf

Anselmo, L., & Eaton, S. E. (2017). Making evidence-informed decisions about formative written feedback. In A. P. Preciado Babb, L. Yeworiew, & S. Sabbaghan (Eds.), Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change Conference (pp. 57-65). Calgary, Canada: Werklund School of Education, University of Calgary. http://dx.doi.org/10.11575/PRISM/31641

Berenson, C., & Jeffs, C. (2021). Making sense of student feedback guide. Taylor Institute for Teaching and Learning, University of Calgary, Calgary AB. https://taylorinstitute.ucalgary.ca/sites/default/files/20-UNV-005-TITL-MSSF%20Guide_FINAL.pdf 

Brown, B., Eaton, S., Dressler, R. & Jacobsen, M. (2015). Professional Collaboration as Responsive Pedagogy. In Preciado Babb, P., Takeuchi, M., & Lock, J. (Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 101-108. Calgary, Canada: Werklund School of Education, University of Calgary. http://dx.doi.org/10.11575/PRISM/5314

Brown, B., Schroeder, M., & Eaton, S. E. (2016). Designing Synchronous Online Interactions and Discussions. Online Submission. https://files.eric.ed.gov/fulltext/ED573166.pdf

Burns, A., Eaton, S. E., Gereluk, D., & Mueller, K. (2019). Supporting struggling preservice teachers: A guide for mentor teachers,1–29. University of Calgary, Alberta, Canada. http://hdl.handle.net/1880/111439

DiPietro, C., Dyjur, P., Fitzpatrick, K., Grant, K. A., Hoessler, C., Kalu, F., Richards, J., Skene, A., & Wolf, P. (in press). Educational Development Guide Series: An Outcomes-based Approach to Curriculum Review and Development in Higher Education. Allyson Skene & Patti Dyjur [Eds.]. Ottawa, ON: Educational Developers Caucus. 

Dyjur, P., & Lock, J. (2016). Three strategies for moving curriculum mapping online. Educational Developments, 17(2), 15-19. https://www.seda.ac.uk/resources/files/publications_204_Educational%20Developments%2017.2.pdf#page=15

Dyjur, P., Grant, K.A., & Kalu, F. (Revised 2019). Guide to Curriculum Review. Calgary, AB: Taylor Institute for Teaching and Learning. https://live-taylor-institute.ucalgary.ca/sites/default/files/UofC_guide_to_curriculum_review_2018_11_23.pdf  

Eaton, S. E. (2020). An Inquiry into Major Academic Integrity Violations in Canada: 2010-2019. Calgary, AB: University of Calgary. Retrieved from http://hdl.handle.net/1880/111483

Eaton, S. E. (2020). Learning about Academic Integrity through Experiential Learning. Online Submission. Werklund School of Education, University of Calgary, Calgary, AB. Retrieved from  http://hdl.handle.net/1880/112110

Eaton, S. E. (2020). The Intersection of Contract Academic Work and Contract Cheating: Policy Brief. Calgary, Canada: University of Calgary. pp. 1-26. Retrieved from http://hdl.handle.net/1880/112662

Eaton, S. E. (2020). Understanding Academic Integrity from a Teaching and Learning Perspective: Engaging with the 4M Framework (White paper). Werklund School of Education, University of Calgary, Calgary, AB. pp. 1-4. Retrieved from http://hdl.handle.net/1880/112435

Eaton, S. E. (2020). Possible Academic Integrity Impact of Changes to Course Grading During COVID-19: Information Brief (Internal report presented to Vice Provost Student Experience and Vice Provost Teaching and Learning). The University of Calgary.

Eaton, S. E. (2020). Integrity Hour: A Guide to Developing and Facilitating an Online Community of Practice for Academic Integrity. Online Submission. https://eric.ed.gov/?id=ED606714

Eaton, S. E. (2020). Race-Based Data in Student Conduct: A Call to Action. Werklund School of Education, University of Calgary, Calgary, AB. pp. 1-11. http://hdl.handle.net/1880/112157

Eaton, S. E. (2019). U Have Integrity: Resource for Teaching Assistants. University of Calgary, Alberta, Canada. http://hdl.handle.net/1880/111012

Eaton, S. E. (2018). Educational Research Literature Reviews: Understanding the Hierarchy of Sources. Calgary: University of Calgary. http://dx.doi.org/10.11575/PRISM/5480

Eaton, S. E. (2017). Research Assistant Training Manual: Focus Groups. Online Submission. https://eric.ed.gov/?id=ED573151

Eaton, S. E. (2017). Under pressure: English-language program managers as time management masters. English Leadership Quarterly, 40(2), 10-13. http://www.ncte.org/journals/elq/issues/v40-2

Eaton, S. E., & Brown, B. (2017). Graduate student research manual: Focus groups and interviews. Calgary: University of Calgary. http://dx.doi.org/10.11575/PRISM/31633

Eaton, S. E., Brown, B., Schroeder, M., Lock, J., & Jacobsen, M. (2017). Signature Pedagogies for E-Learning in Higher Education and Beyond. Online Submission. https://eric.ed.gov/?id=ED572968

Eaton, S. E., Crossman, K., & Edino, R. (2019). Academic Integrity in Canada: An Annotated Bibliography. Online Submission. https://eric.ed.gov/?id=ED593995

Eaton, S. E., Dressler, R., Gereluk, D., & Becker, S. (2015). A Review of the Literature on Rural and Remote Pre-Service Teacher Preparation with a Focus on Blended and E-Learning Models. Online Submission. https://eric.ed.gov/?id=ED561177

 

Eaton, S. E., Guglielmin, M., & Otoo, B. (2017). Plagiarism: Moving from punitive to pro-active approaches. In A. P. Preciado Babb, L. Yeworiew, & S. Sabbaghan (Eds.), Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change Conference (pp. 28-36). Calgary, Canada: Werklund School of Education, University of Calgary. http://dx.doi.org/10.11575/PRISM/31643

Eaton, S. E., & Moya Figueroa, B. (2020). ¿Cómo se dice “contract cheating”?: Exploring Academic Integrity Terminology in Spanish-speaking contexts. Werklund School of Education, University of Calgary, Calgary, AB. pp. 1-4. Retrieved from http://hdl.handle.net/1880/112526

Eaton, S. E., Rothschuh, S., Fernández Conde, C., Guglielmin, M., Otoo, B. K., Wilson, J., & Burns, I. (2018). Understanding faculty perceptions and approaches to academic integrity in a Canadian school of education. http://dx.doi.org/10.11575/PRISM/5479

Eaton, S. E., Wagner, S., Hirashiki, J., & Ciancio, J. (2018). Understanding and Exploring Signature Pedagogies for TESOL Teacher Education. Online Submission. https://eric.ed.gov/?id=ED581545

El Khoury, E & Usman, F. (2021). Designing for Every Student: Practical Advice for Instructional Designers on Applying Social Justice in Learning Design. The Journal for Applied Instructional Design. https://edtechbooks.org/jaid_10_4

Fedoruk, L., Woodend, J., Groen, J., Beek, A., Roy, S., Wu, X., & Li, X. (2018). Critical reflections in international contexts: PolyEthnographic accounts of an international doctoral research seminar. The Qualitative Report, 23(5), 1256-1269.https://nsuworks.nova.edu/tqr/vol23/iss5/16  

Flanagan, K.M. (2015). Using Game Theory to understand animal behavior. National Center for Case Study Teaching in Science. http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=763&id=763   

Grant, K. A. (2015). From Lists to Images: Exploring the Concept of the Good Teacher in Teacher Education. Journal of the Canadian Association for Curriculum Studies, 2015-01-01, Vol.13 (1).

Jeffs, C. (2021). Preparing a Nomination Dossier for the University of Calgary Teaching Awards. Taylor Institute for Teaching and Learning. https://taylorinstitute.ucalgary.ca/sites/default/files/Content/Programs/Teaching-Awards/22-TAY-Preparing-a-Nomination-Dossier-Overview.pdf 

Jeffs, C., Hirst, S. P., & Paris, B. (2019). Students as Creators, Drivers, Innovators, and Collaborators. Papers on Postsecondary Learning and Teaching, 3, i-iii. https://journalhosting.ucalgary.ca/index.php/pplt/article/view/68035/51902

Jeffs, C., Ovie, G. & Boyce, M. (2020). Staying Well While Working Remotely. Taylor Institute for Teaching and Learning. https://taylorinstitute.ucalgary.ca/resources/staying-well-while-working-remotely 

Jeffs, C., & Paris, B. (2021). Learning Module: Developing your teaching dossier. Taylor Institute for Teaching and Learning Open-Access Resource. https://taylorinstitute.ucalgary.ca/resources/module/developing-your-teaching-dossier 

Jeffs, C. & Paris, B. (2020). Expanding the exploration of experiential learning. Papers on Postsecondary Learning and Teaching, 4, i-vi. https://journalhosting.ucalgary.ca/index.php/pplt/article/view/69952/53874

Jeffs, C. & Paris, B. (2019). Formative feedback for teaching development, quick reference. https://edc.stlhe.ca/wp-content/uploads/sites/7/2020/10/Jeffs-2017-Resource.pdf

Kenny, N., Aparicio-Ting, F., Beattie, T., Berenson, C., Grant, K., Jeffs, C., Lindstrom, G., Nowell, L., & Usman, F. (2021). Teaching Philosophies and Teaching Dossiers Guide: Including Leadership, Mentorship, Supervision, and EDI. Calgary, AB: Taylor Institute for Teaching and Learning Guide Series. https://taylorinstitute.ucalgary.ca/sites/default/files/Content/Resources/Guides/21-TAY-Teaching-Philosophies-Teaching-Dossiers-Guide.pdf 

Labouta, H. I., Adams, J., Kenny, N., Anikovskiy, M., Reid, L., & Cramb, D. (2019). Preparing future interdisciplinary scientists. https://digitalcommons.georgiasouthern.edu/stem/2019/2019/30/   

Labouta, H. I., Kenny, N. A., Dyjur, P., Reid, L., & Cramb, D. T. (2019). An Inclusive, Dynamic and Collaborative Framework for Improving Curriculum Review in a Post-Secondary Program. Transformative Dialogues: Teaching & Learning Journal, 12(1). https://www.kpu.ca/sites/default/files/Transformative%20Dialogues/TD.12.1_Labouta_Kenny_Dyjur_Reid&Cramb_Framework_for_Improving_Curriculum_Review.pdf     

Lindstrom, G., & Dyjur, P. (2017). From student to instructor: Reflections on receiving and issuing digital badges for educational development. Transformative Dialogues, 9(3). http://www.kpu.ca/sites/default/files/Transformative%20Dialogues/TD.9.3.5_Lindstrom%26Dyjur_From_Student_to_Instructor.pdf    

McDonald, J., Kenny, N., Kustra, E., Dawson, D., Iqbal, I., Borin, P., & Chan, J. (2016). The educational developer’s portfolio. Centre for Teaching and Learning Reports. https://scholar.uwindsor.ca/ctlreports/7   

Mueller, R. (2015). Shifting from product to pedagogy: Investigating the use of e-portfolios as pedagogical practice. http://dx.doi.org/10.11575/PRISM/10238

Mueller, R., Lind, C., McCaffrey, G., & Ewashen, C. (2017). A guide for using discussion-based pedagogy. https://taylorinstitute.ucalgary.ca/sites/default/files/discussion%20based%20learning%20TI%20guide_final.pdf

Norman, D. (2017). Exploring Digital Media and Robotic Performance for Use in Educational Development: How Might Different Forms of Media Foster Reflection by A Novice Teacher? http://dx.doi.org/10.11575/PRISM/31311 

Paris, B., & Jeffs, C. (2021). An open-access guide to creating a teaching dossier. Video presented at the Educational Developers Caucus (EDC) Annual Conference. https://edc.stlhe.ca/conference-2021/ 

Quitter, T., Mostafa, A., Norman, D., Miede, A., Sharlin, E., & Finn, P. (2017). Humanoid Robot Instructors for Industrial Assembly Tasks. In Proceedings of the Fifth International Conference on Human Agent Interaction (HAI ‘17). ACM, New York, NY, USA. http://dx.doi.org/10.1145/3125739.3125760

Watson, G. P. L., & Kenny, N. (2014). Teaching Critical Reflection to Graduate Students. Collected Essays on Learning and Teaching, 7(1), 56-61. https://doi.org/10.22329/celt.v7i1.3966