Project Investigator(s): Sandra Brown, Instructor, Applied Biology
Project Description
Currently three upper level soil science courses in the Applied Biology program are taught using distinct instructional approaches: direct instruction, problem based learning and experiential learning. This project aims to evaluate the complementarity of these courses as a package from both instructor and student perspectives, to answer the research question: Does this package of upper level soil science courses work together effectively to support student learning? We will utilize a series of focus group discussions and surveys to assess engagement with course material, interactions with instructors, interactions between students, and the enhancement of learning.
Impact on teaching and learning at UBC
Research on teaching and learning often focuses on comparing between approaches or relating approaches to student learning “styles”. However, limited work has been undertaken on how combinations of courses using different teaching approaches may work together. Understanding the complementarity of teaching approaches within the Applied Biology program has the potential to inform other small, resource poor programs on effective delivery options. The results from this study contribute to the Scholarship of Teaching and Learning (SoTL) by providing a case of how different teaching strategies in different courses may work together for the development of students’ professional competency.
Achieved Outcomes
Students dominantly enrolled in the theory course first, but students found value in both taking 401 prior to 402 and vice versa (application prior to theory). Students noted the relevance of the interdisciplinary nature of the courses over sub-discipline specific content, particularly in relation to their employment.