Fifteenth International Conference on Interdisciplinary Social Sciences

Abstract

This paper describes the development of an institutional learning, teaching, and research framework. The process allowed Royal Roads University’s (RRU) community members to discuss their progressive and leading-edge practices that promote transformational educational experiences across online and physical spaces. RRU is a Canadian public university in Victoria, British Columbia. Its learning, teaching and research framework, called the Learning, Teaching and Research Model (LTRM) (http://ctet.royalroads.ca/learning-teaching-research-model ), was created through an inclusive, participatory action research project. We conducted an extensive consultation process with faculty, staff, students, alumni, school advisory councils, and senior leaders. Several data collection methods were used, including surveys, interviews, and focus groups. An open data approach allowed community members to access, review, and comment on de-identified data. This added transparency to the project and facilitated iterative meaning–making. Key themes from the data were identified in three broad categories of practice: applied and authentic, caring and community-based, and transformational. A central element of the LTRM is the interdisciplinary and transdisciplinary nature of learning, teaching, and research that, together, create the unique learning environment, culture, and practice at Royal Roads University. The LTRM has fostered ongoing engagement, creativity, dialogue and debate among our wider community. We seek to continue the conversation about what we do, why we do it and how it contributes to living our shared values. Participants attending this session will be able to identify the value associated with institutional-level adoption of a model that is built on the foundations of inclusivity and consultation.