Publications and Presentations


With the goal of making teaching community property (Shulman 1993), CTL staff are actively involved in disseminating their CTL-related work to inform and advance teaching practice not only at UAlberta but also the broader teaching and learning community.


Ken Cor - Assessment

  • Cor, M. K., & Peeters, M. J. (2015). Using generalizability theory for reliable learning assessments in pharmacy education. Currents in Pharmacy Teaching and Learning, 7, 332-341.

    This paper may be of value to people interested in learning how to evaluate the reliability and make design decisions for performance assessments that employ rubrics as scoring tools. The application is to performance assessments used in pharmacy but the principles apply to any learning assessment activity that uses a rubric scoring tool e.g. essays, projects, or other performance based tasks.
  • Banh, H. L., & Cor, K. (2014). Evaluation of an Injection Training and Certification Program for Pharmacy Students. American Journal of Pharmaceutical Education, 78(4).

    This paper demonstrates a pre-post method for evaluating the impact of a new educational technique on student confidence, perceived skill, and actual skill. The paper provides a methodological model in the context of pharmacy for people interested in evaluating the impact of a new educational intervention on targeted outcomes.


Roger Graves - Writing

  • Parker, A., Marcynuk, K, and Graves, R. “Attribute 7 and Assessing Written Communication Skills in Engineering.” Proceedings of the 2014 Canadian Engineering Education Association. Canmore: CEEA14.
  • Andre, J. and Graves, R. (2013). “Writing requirements across Nursing programs in Canada.” Journal of Nursing Education, 52.2, 91-97.


Janice Miller-Young - Scholarship of Teaching and Learning

  • Miller-Young, J., Dean, Y., Rathburn, M., Pettit, J., Underwood, M., Gleeson, J., Lexier, R., Calvert, V., & Clayton, P. (2015). Decoding ourselves: An Inquiry into faculty learning about reciprocity in service-learning. Michigan Journal of Community Service Learning, 22(1), 32-47. Retrieved from http://hdl.handle.net/11205/237
  • This paper describes how a multidisciplinary faculty learning community can learn from each other and also use inquiry to generate new thinking about their teaching, in this case about enacting reciprocity in service learning.
  • Miller-Young, J., & Yeo, M. (2015). Conceptualizing and communicating SoTL: A Framework for the field. Teaching and Learning Inquiry, the ISSoTL Journal, 3(2), 37-53. Retrieved from http://dx.doi.org/10.20343/teachlearninqu.3.2.37

    This paper illustrates a range of types of questions and methods that can be used when inquiring into teaching and learning.
  • Healey, R.L., Bass, T., Caulfield, J., Hoffman, A., McGinn, M.K., Miller­‐Young, J., & Haigh, M. (2013). Being ethically minded: Practising the scholarship of teaching and learning in an ethical manner. Teaching and Learning Inquiry, The ISSoTL Journal, 1(2), 23‐32. Retrieved from http://dx.doi.org/10.20343/teachlearninqu.1.2.23

    This paper describes the ethical principles of SoTL which consider not only student, but also faculty and their disciplines as stakeholders in the research (in other words, it's more than just getting past the ethics board!)
  • Miller-­Young, J. (2013). Calculations and expectations: How engineering students describe three-­dimensional forces. Canadian Journal for the Scholarship of Teaching and Learning, 4(1). Retrieved from http://dx.doi.org/10.5206/cjsotl-rcacea.2013.1.4

Invited Presentations and Workshops (recent)

  • Miller-Young, J. (2016, July) New Frontiers in STEM Higher Education – What you should know and how to make a difference. Invited talk at the Women in Physics Canada Conference, Saskatoon, SK.
  • Miller-Young, J. (2016, July) Active Learning in STEM Higher Education: research vs. experience. Invited talk at the Faculty of Engineering, University of Saskatchewan, Saskatoon, SK.

Presentations (recent)

  • Miller-Young, J., & Boman, J. (2016, Nov). Learning from decoding across disciplines and within communities of practice. Paper presented at the 7th annual Symposium on Scholarship of Teaching and Learning, Banff, AB.

Contributions to External Teaching and Learning Societies

Janice Miller-Young