Cherie Woolmer

Cherie Woolmer
Mount Royal University | MT Royal · Department of General Education

Doctor of Philosophy

About

12
Publications
864
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135
Citations
Introduction
Dr. Cherie Woolmer is Assistant Professor in the Academic Development Centre at Mount Royal University, Alberta, Canada. Her research interests include pedagogical partnerships and sociocultural approaches to change. Current projects include researching issues of equity, inclusion, and intersectionality in the context of pedagogical partnerships; mapping the impact of a leaders in teaching and learning fellowship program using SNA, and disseminating SoTL research to students.

Publications

Publications (12)
Article
There is growing recognition of the potential for student-faculty/staff partnerships to attend to and redress inequities within postsecondary education. As a result, there are an increasing number of partnership initiatives and programs that foreground principles of equity and justice in their design and delivery. This article reports findings from...
Article
This paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL’s role to make teaching “community property,” we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the student as a le...
Article
Full-text available
This paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL’s role to make teaching “community property,” we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the student as a le...
Article
This paper describes five orientations informing the efforts of postsecondary educators to teach more accessibly, including commitments to accessibility as the mandated, right, pedagogically effective, nice, and/or profitable thing to do. These orientations emerged from focus groups and interviews with instructors and teaching assistants at a resea...
Article
Pedagogical partnership is increasingly recognized as a practice with the potential to contribute to more just and equitable post-secondary education institutions. Previous studies have reported on the ways specific institutional programs attend to issues of equity, particularly considering if and how they involve students from marginalized groups....
Chapter
Full-text available
Many policy-makers, researchers and practitioners acknowledge the importance of student engagement in learning and teaching. However, evaluation processes requiring student feedback on learning and teaching, remain predominantly designed and controlled by staff. In this chapter, we explore definitions of student engagement and evaluation, and we ar...
Article
Full-text available
There is a wide range of activity taking place under the banner of ‘co-created curriculum’ within higher education. Some of this variety is due to the different ways people think about ‘co-creation’, but significant variation is also due to the ways in which higher education curriculum is conceptualised, and how these conceptualisations position th...
Conference Paper
While attention to accessible teaching has grown considerably in recent years, evidence suggests that disabled students continue to experience a range of exclusions and barriers within postsecondary contexts (Marquis et al., 2016; Hughes, Corcoran & Slee, 2016). Further attention to addressing such entrenched inequities is thus required. Complement...
Article
This paper reflects upon the development of a multidisciplinary lesson plan aimed at developing science skills for Physics and Astronomy, Geographical and Earth Sciences, and Chemistry students at a research intensive Scottish university. The lesson plan was co-developed with a small group of staff and undergraduate students from these disciplinary...

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Projects

Projects (3)
Project
This longitudinal study investigates the ways in which conversations about teaching and learning in higher education change over time (in terms of partners and topics) for participants in a Leadership in Teaching and Learning Fellowship program.
Project
This project investigates the experiences of current and recently- completed postdocs in Canadian Learning and Teaching Centres. Using a phenomenographic approach, it analyzes individuals’ motivations, experiences, and progression pathways through their postdoc role and identifies implications for capacity building in the EDC community. Funded by the Educational Developers Caucus, Canada