Guests

How do first year nursing students learn to link theory to practice in the clinical setting? What is the impact of team-based pedagogy on student learning in accounting?  Which learning strategies are students actively using, modifying, and transferring from basic skills courses to new learning contexts?  These are only three of the research questions being investigated by Scholars at Mount Royal University (Calgary, Alberta, Canada) but they are representative of how individual faculty inquiry into student learning can have significant impact on teaching and learning at the institutional level.  This presentation will focus on the history and trajectory of the scholarship of teaching and learning, the nuts and bolts of conducting an inquiry project, and how more collaborative and collective approaches to research can influence teaching and learning institutionally.​