The cure for boredom is curiosity. There is no cure for curiosity.
- Dorothy Parker
Contributions to the Scholarship of Teaching & Learning
Book Chapters
Frake-Mistak, M., Marsh, H. L., Maheux-Pelletier, G., and Williams, S. (2020). Making SoTL Stick: Using a Community-Based Approach to Engage Faculty in the Scholarship of Teaching and Learning. In Plews, S. (Ed), Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning. IGI Global: Hershey, PA.
Maheux-Pelletier, G., Marsch, H. L., & Frake-Mistak, M. (2019). The Benefits of Writing Retreats Revisited. In N. Simmons (Ed), Critical Collaboration Communities: Academic Writing Partnerships, Groups, and Retreat. Brill/Sense Publishers. Refereed Articles Kensington-Miller, B., Webb, A., Gansemer-Topf, A., Lewis, H., Luu, J., Maheux-Pelletier, G., and Analise Hofmann. 2021. “Brokering Boundary Crossings through the SoTL Landscape of Practice”. Teaching & Learning Inquiry 9 (1), 365-79. DOI: https://doi.org/10.20343/teachlearninqu.9.1.24 Kim, A.S.N, Popovic, C., Farrugia, S., Saleh, A. F. S., Maheux-Pelletier, G., Frake-Mistak, M. (2020). On Nurturing the Emergent SoTL Researcher: Responding to Challenged and Opportunities. Journal of Academic Development. DOI: https://doi.org/10.1080/1360144X.2020.1842743 6. Endersby, L., & Maheux-Pelletier, G. (2020). Guiding Meaningful Experiential Learning Journeys by Making Them HIP Again. Collected Essays on Learning & Teaching, Vol. 13. DOI: https://doi.org/10.22329/celt.v13i0.6018 Maheux-Pelletier, G., & Endersby, L. (2018). Reflection in Transit : Navigating a Model of Experiential Learning. Transformative Dialogues, Vol. 11, Issue 2. https://journals.kpu.ca/index.php/td/article/view/707 Maheux-Pelletier, G., Rukholm, V. N., Groen, J., & Vézina, N. (2017). Nested within or swallowed up: Le dilemme des chercheurs francophones en pédagogie de l’enseignement supérieur. The Canadian Journal for the Scholarship of Teaching and Learning, Vol. 8, Iss. 2, Article 7. DOI: https://doi.org/10.5206/cjsotl-rcacea.2017.2.7 |
Guides
Elkoury, E., Endersby, L., Frake-Mistak, M., Maheux-Pelletier, G., May, N., Nairn, B., Sutherland-Harris, R., & Winkler, R. (2020). YorkU Guide to Teaching Remotely (licensed under a Create Commons Attribution 4.0 International License.
Maheux-Pelletier, G., Rush, E., Chowdhury, R., Dufraimont, L., Haig-Brown, C., Harris, J., Kelly, T., Montana, L, Nairn, B., Scott, T., Steele, C. (2019). A Model for Engaged Teaching at York University: Moving Towards Research-Informed Practice. Subcommittee on Research and Innovation in Teaching and Learning, Associate Deans Teaching and Learning Council, York University.
Maheux-Pelletier, G., Endersby, L., Nairn, B., and Winkler, R. (2019). Introduction to Experiential Education. Moodle Course, York University.
Maheux-Pelletier, G., & DiFranco, L. (2016). Guide to Experiential Education. Teaching Commons, York University. <http://ee_guide.info.yorku.ca>
Maheux-Pelletier, G., & Frake-Mistak, M. (2016). The SoTL Research Ethics Guide. Teaching Commons, York University. http://ethicsguide.info.yorku.ca/
Maheux-Pelletier, G. (2014). CTL Guide for Best Practices in Curriculum Review. Centre for Teaching and Learning, University of Alberta.
Gauthier, G., Gibson, S. E., Gauthier, G., & Maheux-Pelletier, G. (2013). Peer Consultant Training Manual. Centre for Teaching and Learning, University of Alberta.
Maheux-Pelletier, G., Rush, E., Chowdhury, R., Dufraimont, L., Haig-Brown, C., Harris, J., Kelly, T., Montana, L, Nairn, B., Scott, T., Steele, C. (2019). A Model for Engaged Teaching at York University: Moving Towards Research-Informed Practice. Subcommittee on Research and Innovation in Teaching and Learning, Associate Deans Teaching and Learning Council, York University.
Maheux-Pelletier, G., Endersby, L., Nairn, B., and Winkler, R. (2019). Introduction to Experiential Education. Moodle Course, York University.
Maheux-Pelletier, G., & DiFranco, L. (2016). Guide to Experiential Education. Teaching Commons, York University. <http://ee_guide.info.yorku.ca>
Maheux-Pelletier, G., & Frake-Mistak, M. (2016). The SoTL Research Ethics Guide. Teaching Commons, York University. http://ethicsguide.info.yorku.ca/
Maheux-Pelletier, G. (2014). CTL Guide for Best Practices in Curriculum Review. Centre for Teaching and Learning, University of Alberta.
Gauthier, G., Gibson, S. E., Gauthier, G., & Maheux-Pelletier, G. (2013). Peer Consultant Training Manual. Centre for Teaching and Learning, University of Alberta.
Board Membership
Chair, Bilingual Advocacy, Board of Directors, Society for Teaching and Learning in Higher Education
Member of the editorial board, Canadian Journal for the Scholarship of Teaching and Learning
Member of the editorial board, Canadian Journal for the Scholarship of Teaching and Learning
Refereed Conference Presentations
Hofmann, A., Lewis, H., Webb, A., Maheux-Pelletier, G., Gansemer-Topf, A., Luu, J., Kensington-Miller, B. (2021). Brokering SoTL from the Boundaries: A Partnership of Hearts and Mind. ISSOTL Connect, February 2021, URL: shorturl.at/lsuvC
Frake-Mistak, M. & Maheux-Pelletier, G. (2019). Evolving Contexts of Educational Development: Learning to Appreciate our Community as We Navigate Change and Challenge. Society for Teaching and Learning in Higher Education Conference, Winnipeg.
Farrugia, L., Saleh, S., Popovic, C., Kim, A., Frake-Mistak, M., & Maheux-Pelletier, G. (2019). Turning the Tables: How Undergrads Can Help Support Faculty in SoTL. Symposium on Scholarship of Teaching and Learning, Banff.
Popovic, C., Kim, A., Maheux Pelletier, G., Frake Mistak, M., Saleh, S., Farrugia, L. (2019). Experiences of faculty engaged in the scholarship of teaching and learning. The Higher Education Conference, Amsterdam.
Maheux-Pelletier, G., & Endersby, L. (2019). Ditching the Laundry List: Moving Beyond an Experience-Centric Definition of Experiential Education. Half-Day Pre-Conference Workshop, Society for Teaching and Learning in Higher Education Conference, University of Manitoba, Winnipeg.
Endersby, L., & Maheux-Pelletier, G. (2019). Making Reflection “HIP” Again: Exploring an Expanded Model of Experiential Learning as a High Impact Practice. Half-Day Pre-Conference Workshop, Perspectives on Experiential Learning, University of Guelph.
Balazova, Z., Banwait, I., Piccoli, C., Wanduku Nnam Fri, E., Maheux-Pelletier, G., & Endersby, L. (2019). Experts in (Their) Experience: Student Consultants on Teaching at York. Educational Developers Caucus Online Conference.
Kim, A. S. N., Frake-Mistak, M., Maheux-Pelletier, G., & Popovic, C. (2018). Insights into how to best support SoTL researchers. The Society for Teaching and Learning in Higher Education Conference, Sherbrooke, Quebec.
Frake-Mistak, M., Kim, A., Maheux-Pelletier, G., & Popovic, C. (2018). Drawing interest in SoTL research: Where do we go from here? Educational Developer Caucus Conference, Victoria, B.C., February 2018.
Frake-Mistak, M., Popovic, C., and Maheux-Pelletier, G. (2015). Action learning set: How to cultivate a SoTL research community (2-hour workshop). Research on Teaching and Learning: Cultivating Communities, McMaster University.
Maheux-Pelletier, G., & Saranchuk, N. (2014). BL4ED: Uptake and outcomes at a research-intensive institution. International Society for the Scholarship for Teaching and Learning, Québec City.
Wust, V., & Maheux-Pelletier, G. (2011). “How Canadian are Canadian editions of American FSL textbooks?” Canadian Association of Applied Linguistics, University of Nouveau-Brunswick.
Maheux-Pelletier, G. (2010). “Multi-tasking in the classroom: Task, identities, and videotape.” 3rd International Conference on Conversation Analysis, Mannheim, Germany.
Maheux-Pelletier, G. (2009). “Repair to the rescue: Dealing with pedagogical tasks that trigger conflicting identities in classroom second language talk.” Third-Turn Continuation Workshop, University of Alberta [invited].
Maheux-Pelletier, G. (2009). “Et la conversation dans tout ça ? Contextual and interactional features of peer-reviewed activities in French as a second language.” Canadian Association of Applied Linguistics Conference, Carleton University.
Maheux-Pelletier, G. (2008). “A writing-intensive course in French.” Writing Across the Curriculum Workshop, University of Alberta [invited].
Frake-Mistak, M. & Maheux-Pelletier, G. (2019). Evolving Contexts of Educational Development: Learning to Appreciate our Community as We Navigate Change and Challenge. Society for Teaching and Learning in Higher Education Conference, Winnipeg.
Farrugia, L., Saleh, S., Popovic, C., Kim, A., Frake-Mistak, M., & Maheux-Pelletier, G. (2019). Turning the Tables: How Undergrads Can Help Support Faculty in SoTL. Symposium on Scholarship of Teaching and Learning, Banff.
Popovic, C., Kim, A., Maheux Pelletier, G., Frake Mistak, M., Saleh, S., Farrugia, L. (2019). Experiences of faculty engaged in the scholarship of teaching and learning. The Higher Education Conference, Amsterdam.
Maheux-Pelletier, G., & Endersby, L. (2019). Ditching the Laundry List: Moving Beyond an Experience-Centric Definition of Experiential Education. Half-Day Pre-Conference Workshop, Society for Teaching and Learning in Higher Education Conference, University of Manitoba, Winnipeg.
Endersby, L., & Maheux-Pelletier, G. (2019). Making Reflection “HIP” Again: Exploring an Expanded Model of Experiential Learning as a High Impact Practice. Half-Day Pre-Conference Workshop, Perspectives on Experiential Learning, University of Guelph.
Balazova, Z., Banwait, I., Piccoli, C., Wanduku Nnam Fri, E., Maheux-Pelletier, G., & Endersby, L. (2019). Experts in (Their) Experience: Student Consultants on Teaching at York. Educational Developers Caucus Online Conference.
Kim, A. S. N., Frake-Mistak, M., Maheux-Pelletier, G., & Popovic, C. (2018). Insights into how to best support SoTL researchers. The Society for Teaching and Learning in Higher Education Conference, Sherbrooke, Quebec.
Frake-Mistak, M., Kim, A., Maheux-Pelletier, G., & Popovic, C. (2018). Drawing interest in SoTL research: Where do we go from here? Educational Developer Caucus Conference, Victoria, B.C., February 2018.
Frake-Mistak, M., Popovic, C., and Maheux-Pelletier, G. (2015). Action learning set: How to cultivate a SoTL research community (2-hour workshop). Research on Teaching and Learning: Cultivating Communities, McMaster University.
Maheux-Pelletier, G., & Saranchuk, N. (2014). BL4ED: Uptake and outcomes at a research-intensive institution. International Society for the Scholarship for Teaching and Learning, Québec City.
Wust, V., & Maheux-Pelletier, G. (2011). “How Canadian are Canadian editions of American FSL textbooks?” Canadian Association of Applied Linguistics, University of Nouveau-Brunswick.
Maheux-Pelletier, G. (2010). “Multi-tasking in the classroom: Task, identities, and videotape.” 3rd International Conference on Conversation Analysis, Mannheim, Germany.
Maheux-Pelletier, G. (2009). “Repair to the rescue: Dealing with pedagogical tasks that trigger conflicting identities in classroom second language talk.” Third-Turn Continuation Workshop, University of Alberta [invited].
Maheux-Pelletier, G. (2009). “Et la conversation dans tout ça ? Contextual and interactional features of peer-reviewed activities in French as a second language.” Canadian Association of Applied Linguistics Conference, Carleton University.
Maheux-Pelletier, G. (2008). “A writing-intensive course in French.” Writing Across the Curriculum Workshop, University of Alberta [invited].
Public Scholarship
Steele, C., Dreher, S., Neil, N., & Maheux-Pelletier, G. (2019). Episode 3: A Discussion about Student Reading. TC Talks: A Podcast from the Teaching Commons.
Maheux-Pelletier, G. (2019). Carrying Forward with an Appreciative Mindset (Teaching Commons’ Blog, January 2019)
Maheux-Pelletier, G., & Endersby, L. (2017). Debunking the Myth of Learning through Experience with the Subway Emergency Exercise (Teaching Commons Blog, December 4, 2017)
Maheux-Pelletier, G. (2017). The Subway Emergency Exercise as Reflective Teaching and Learning (Teaching Commons Blog, September 25, 2017)
Maheux-Pelletier, G. (2017). A changing mindset sees new possibilities (YFile, February 23, 2017)
Maheux-Pelletier, G. (2016). The day vicarious readers met a vivacious teacher, or the pedagogy behind making them read (Teaching Commons Blog, February 8, 2016)
Maheux-Pelletier, G. (20150. Reflecting on Experiential Education (Teaching Commons Blog, October 12, 2015)
Maheux-Pelletier, G. (2019). Carrying Forward with an Appreciative Mindset (Teaching Commons’ Blog, January 2019)
Maheux-Pelletier, G., & Endersby, L. (2017). Debunking the Myth of Learning through Experience with the Subway Emergency Exercise (Teaching Commons Blog, December 4, 2017)
Maheux-Pelletier, G. (2017). The Subway Emergency Exercise as Reflective Teaching and Learning (Teaching Commons Blog, September 25, 2017)
Maheux-Pelletier, G. (2017). A changing mindset sees new possibilities (YFile, February 23, 2017)
Maheux-Pelletier, G. (2016). The day vicarious readers met a vivacious teacher, or the pedagogy behind making them read (Teaching Commons Blog, February 8, 2016)
Maheux-Pelletier, G. (20150. Reflecting on Experiential Education (Teaching Commons Blog, October 12, 2015)