SCI-LIFT educational research publications and awards
Awards
2018 Program Award for Credit Programming Over 48 Hours, by the Canadian Association for University Continuing Education (CAUCE) for project Supplementary Learning Resources in First Year Biology for Costello, J., Rissanen, A., Trela, P., Goddard, S., Caldwell, M., Hickey, R. & Rodriguez, M.
2018 International E-Learning Awards, Academic – Honorable Mention, E-Learning, by International E-Learning Association (iELA) for project Open Learning Resources in first year Biology for Costello, J., Rissanen, A., Trela, P., Goddard, S., Caldwell, M., Hickey, R. & Rodriguez, M.
Peer Review Publications
Kachur, T. M., Hoang, J. G., Rissanen, A., Rivera-Quijano, M., & Sorenson, P. [In Revision]. The Creation of a Certificate Program and Courses in Engaged Leadership and Citizenship: Successes, Issues and Lessons Learned
Hoang, J. G., Chaffe, K. E., Spila, M., Kowalski, M., Hathaway, R., & Rissanen, A. [In prep]. First-Year High Impact Interdisciplinary Intervention (InSciTE).
Hoang, J. G., Lane, S., Leighton, J., Rissanen, A. [In prep]. Blended Learning: Creating highly engaging and impactful first-year science curricula.
Rissanen A, Rodrigues M, Costello J, Caldwell M, Goddard S, Trela, P. (2019). The Effectiveness of Open Online Learning Resources in a First year Biology Course. Submitted
Greene, M., Vander Kloet, M., & Kasprzak, M. (2018, March 8). Reimagining graduate student supervision. University Affairs, Career Advice. (Non-peer reviewed)
Rissanen, A. (2018). Student Engagement in large Classroom: The Effect on Grades, Attendance and Student Experiences in an Undergraduate Biology Course. Canadian Journal of Science, Mathematics and Technology Education, 18(2), 136-153.
McGarry, K., Bradley, G. & McAllister, S. Induction based training leads to highly significant improvements of objective and subjective suturing ability in junior doctors. Journal of Medical Education Fall 2017; 16(4): 239-244.
Bradley, G., Arbour, V., Persons IV, W.S., Campbell, M., Torices, A., Street, H., Miyashita, T. & Blais, S. Dig locally, teach globally: Using Massive Open Online Courses to make palaeontology education accessible worldwide. Journal of Vertebrate Paleontology Programs and Abstracts,2017.
Greene, M. (2015). Come hell or high water: Doctoral students’ perceptions of support services and persistence. International Journal of Doctoral Studies, 10, 501-518.
Bradley, G., Campbell, M. & Burns, M. Bringing Fossils to Life: Interactive Outreach in the Classrooms of Alberta. Journal of Vertebrate Palaeontology, Programs and Abstracts, 2014.
Greene, M. (2014). On the inside looking in: Methodological insights and challenges in conducting qualitative insider research. The Qualitative Report, 19(How To 15), 1-13.
Greene, M., & Kirby, D. (2013). Distance students as virtual migrants: A case study from Atlantic Canada. Alberta Journal of Educational Research, 59(3), 462-486.
Greene, M. (2013). Transitioning into, through and out of graduate school: A theoretical model. Canadian Journal of Career Development, 12(1), 49-57.
Greene, M., & Kirby, D (2012). The impact of tuition fees on access and student migration: Lessons from Canada’s Atlantic coast. Journal of Widening Participation and Lifelong Learning, 14(1), 72-90.
Curran, V., Fleet, L., & Greene, M. (2012). An exploratory study of factors influencing resuscitation skills retention and performance among health providers. Journal of Continuing Education in the Health Professions, 32(2), 126-133.
Kirby, D., Sharpe, D., Bourgeois, M., & Greene, M. (2010). Graduates of the new learning environment: A follow-up study of high school distance e-learners. Quarterly Review of Distance Education, 11(3), 161-173.
Conference Presentations
Greene, M. (2019). Cracker Barrel Presentation: Coming Full Circle: Engaging Students, Engaging Faculty Through the Scholarship of Educational Development (SOED). Symposium on Scholarship of Teaching and Learning, Banff, AB.
McDonald E., & Bradley, G (2019). Roundtable: Teaching Collaboration in Massive Open Online Courses. ACURIT 2019 – High Impact Practices in Higher Education: Research and Application, University of Alberta Augustana Campus, Camrose, AB.
Hoang, J. G., Rissanen, A., Chaffe, K. E, Hathaway, R. , Spila, M., & Rissanen, A. (2019). Case Study InSciTE: High Impact First Year Program. ACURIT 2019 – High Impact Practices in Higher Education: Research and Application, University of Alberta Augustana Campus, Camrose, AB.
Domnich, I., & Marshall, V., (2019). Roundtable: The Use of Interactive Learning Objects in MOOCs, (University of Alberta)
Lane, S., & Morsink, S. (2019). Black Holes for Non-specialists: Efforts at Online Engagement. ACURIT 2019 – High Impact Practices in Higher Education: Research and Application, University of Alberta Augustana Campus, Camrose, AB.
Rissanen, A. (2019). Student Engagement in Large Classroom: The Effect on Grades, Attendance and Student Experiences in an Undergraduate Biology Course. ACURIT 2019 – High Impact Practices in Higher Education: Research and Application, University of Alberta Augustana Campus, Camrose, AB.
Costello, J., Rissanen, A., Trela, P., Goddard, S., Caldwell, M., Hickey, R. & Rodriguez, M. (2018). Open Online Tutorials: Reforming the Instructional Mode in first year Biology to Improve Student Learning, a Success Story. COHERE 2018 Conference: Higher Education Reform in light of Blended & Online Learning, Université Laval, Quebec City, PQ.
Hickey, R., Costello, J., Rissanen, A., Rodriguez, M., Caldwell, M., Trela, P., & Goddard, S. (2018). The effect of online remedial tutorials on student experience and grades in an undergraduate biology course. Online Learning 2018: Global Summit & Ed Tech Expo: Teaching and learning in the digital age. Contact North | Contact Nord, Toronto, ON.
Rissanen, A., Caldwell, M., Rodriguez, M., Costello, J., Goddard, S., & Trela, P. (2018). The Effect of Online Remedial Tutorials on Student Experience and Grades in an Undergraduate Biology Course. Festival of Teaching and Learning, Edmonton Clinic Health Academy (ECHA), University of Alberta, Edmonton, AB.
Costello, J., Rissanen, A., Rodriguez, M., Caldwell, M., Trela, P., Goddard, S., & Hickey, R. (2018). Open Learning Resources in first year Biology. CNIE 2018 – Diversities of Learning and Learners: What’s in our natures. Laurention University, Thunder Bay, ON.
Hoang, J., & Rissanen, A. (2018). Factors Affecting Student Satisfaction in Blended Learning in the Faculty of Science Undergraduate Courses. Festival of Teaching and Learning, Edmonton Clinic Health Academy (ECHA), University of Alberta, Edmonton, AB.
Djuric, C & Bradley, G. Using an evolving capstone project for immediate practical experience. Coursera Partners Conference, Tempe, Arizona, 2018.
Bradley, G. Experiments in Microcredentials: converting science MOOCs back to for credit courses. Coursera Partners Conference, Tempe, Arizona, 2018.
Greene, M. (2017, June). Guardians of the gateway: Supporting graduate students through effective supervision. Interactive workshop at the Society for Teaching and Learning in Higher Education (STLHE) Annual Conference, Halifax, NS.
Greene, M. (2017, February). Supporting teaching and learning in a precarious work culture. Critical Café presentation at the Educational Developers Caucus (EDC) Conference, Guelph, ON.
Bradley, G., Arbour, V., Persons IV, W.S., Campbell, M., Torices, A., Street, H., Miyashita, T. & Blais, S. Dig locally, teach globally: Using Massive Open Online Courses to make palaeontology education accessible worldwide. Society of Vertebrate Paleontology Annual Conference, Calgary, 2017.
Bradley, G., Patzelt, M. & Hathaway, R. Listening to Learners: Using learner feedback and performance analytics to improve pedagogy in online courses. Festival of Teaching and Learning. University of Alberta, 2017.
Rissanen, A. Student Engagement In Large Classroom: The effect on grades, attendance and student experiences in an undergraduate biology course. Festival of Teaching and Learning. Centre for Teaching and Learning, University of Alberta, 2017.
Bradley, G., Patzelt, M. & Hathaway, R. Making the Most of Your Administrator Dashboard: Using manually derived analytics to improve pedagogy in your online course. Coursera Partners Conference Full Paper Research Presentation, Boulder, Colorado, 2017.
Hathaway, R., Patzelt, M. & Bradley, G. Life after Export Data: The benefits of using manually developed statistics to evaluate online course effectiveness and improve pedagogy. Coursera Partners Conference, Boulder, Colorado, 2017.
Rivera-Quijano M., How to combine LMS and MOOCs to develop a more dynamic learning environment, Canadian Network for Innovation in Education, CNIE Conference 2017: Exploring the past, present and future, Banff, Alberta, May 2017.
Hathaway R., Mapping the Course, Canadian Network for Innovation in Education, CNIE Conference 2017: Exploring the past, present and future, Banff, Alberta, May 2017.
Hathaway R., How to Design a Course People Want to Finish, Canadian Network for Innovation in Education, CNIE Conference 2017: Exploring the past, present and future, Banff, Alberta, May 2017.
Spila, M., Loppnow, G., Rasmussen, K. & McDermott, C. Capstone Experience in a First-year Integrated Science Course: A Case Study. Symposium on Scholarship of Teaching and Learning. Banff, 2016.
Johnson, A., Rissanen, A., Bojman, K. & Johnson, T. In recognition of complexity. A comprehensive professional development protocol for university teaching. Educational Developers Caucus, Winnipeg, 2015.
Greene, M., & Philpott, D. (2015, June). Developing collaborative teaching and learning initiatives in support of diversity and inclusive practices in higher education. Paper session presented at the meeting of the Society for Teaching and Learning in Higher Education (STLHE) Annual Conference, Vancouver, BC.
Philpott, D., & Greene, M. (2015, May-June). Supporting diverse post-secondary learners: The process of developing pan-university collaborative initiatives in support of inclusive education. Paper session presented at the Canadian Humanities and Social Sciences Congress Congress, Canadian Society for the Study of Higher Education (CSSHE) Conference, Ottawa, ON.
Rissanen, A. & Johnson, T. The Effect of Classroom Engagement on Attendance and Grades in Undergraduate Biology Large Class. Poster in International STEM Teaching Conference, Vancouver, 2014.
Bradley, G., Campbell, M. & Burns, M. Bringing Fossils to Life: Interactive Outreach in the Classrooms of Alberta. Society of Vertebrate Paleontology Annual Conference, Berlin, Germany, 2014.
Philpott, D., & Greene, M. (2014, October). Nurturing passion and creativity in teaching and learning through inclusive practices in post-secondary education systems. Paper session presented at the International Society for the Scholarship of Teaching and Learning Conference (ISSOTL), Quebec City, QC.
Hicks, A. & Johnson, T. The Effect of Classroom Engagement on Attendance and Grades in Undergraduate Biology Large Class. The Aldrich Conference, Memorial University, 1st Prize Oral Presentation, 2014.
Hicks, A. & Johnson, A. Project Engage in Teaching at Memorial University. Educational Developers Caucus, Calgary, 2014.
Philpott, D., & Greene, M. (2012, July). Developing an effective first year experience for students with academic challenges: Preparing a proposal for a pilot program. Paper session presented at the International Conference on the First- Year Experience, Vancouver, BC.
Egan, R., Greene, M., Todd, A., & Hajek, A. (2012, June). Translating teaching instruction into teaching practice: The impact of a semester-long graduate program in teaching. Poster session presented at the Society for Teaching and Learning in Higher Education (STLHE) Annual Conference, Montreal, QC.
Lawrie, D., Varnhagen, C. & Vallee, D. Innovations in Integrated First Year Science Laboratories. Society for Teaching and Learning in Higher Education Annual Conference, Saskatoon, 2011.
Theses
Rissanen Anna. The Effect of Classroom Engagement on Attendance and Grades in Undergraduate Biology Large Class. Masters’ Thesis, Post Secondary Education, Faculty of Education, Memorial University, 2016.
Greene, M. (2014). The hardest part is through: Support services and graduate student persistence in the social sciences and humanities disciplines. Unpublished doctoral dissertation, St. John’s, NL: Memorial University.