Enhancing Students’ Engagement with Group Writing Project by Optimizing Division of Labour
Project Investigator(s): Xiaowen Xu, Instructor, Department of Asian Studies; Bosung Kim, Learning Designer, CTLT Project Description One common complaint about group projects is that students feel that their group members are not contributing equally, and such feelings may have negative impacts. Thus, the success of the group projects is dependent on a fair division of […]
The TEACHERS Project: Training and Engaging Academics in their Classrooms to positively impact Health, Education and Resiliency in our Students
Project Investigator(s): Sally Stewart, Associate Professor of Teaching, School of Health and Exercise Sciences; Jannik Eikenaar, Assistant Professor of Teaching, School of Engineering Project Description This project investigates the impact of supporting faculty members in adopting course-based interventions to improve student well-being. It follows our phase-one pilot that showed overwhelming positive results, consistent with current […]
The lived experience of new teachers’ navigation across the landscape of practice in nursing education: A interpretive phenomenological study
Project Investigator(s): Cheryl A. Segaric, Assistant Professor of Teaching, School of Nursing Project Description Using the interpretive phenomenology methodology, this pilot study will examine nurses’ experience in the role of novice clinical teacher. The context is accelerated undergraduate nursing education at UBC and, in light of a critical shortage of nurse educators, a call to […]
Embedded psychological skills training to improve student learning outcomes, self-regulation, and psychological well-being
Project Investigator(s): Carolyn McEwan, Instructor, School of Kinesiology Project Description The purpose of this project is to explore how a psychological skills program (including goal setting and attainment strategies, attention focusing, emotion regulation techniques, and self-reflection) embedded in the written assignment structure of an undergraduate core course could improve students’ understanding of course content, academic […]
Learning motivation in chemistry: The interplay between value, self-efficacy and learning environment
Project Investigator(s): Jeanette Leeuwner, Science Education Specialist, Department of Chemistry Project Description Motivation impacts the direction, determination and quality of students’ actions during their learning process. ‘How Learning Works’ presents a theoretical framework of 3 elements that impact motivation: self-efficacy, value and the learning environment. The framework includes student behaviors that result from the interactions […]
Modulating student progression from guided- to open-inquiry to enhance self-regulated learning in a first-year biomedical engineering laboratory
Project Investigator(s): Gabrielle Lam, Instructor, School of Biomedical Engineering Project Description Inquiry-based learning is a constructivist, student-centered approach that can be used to engage students in the scientific process of discovery. However, its implementation in a first-year engineering laboratory course presents unique challenges, because students have had little prior exposure to unstructured learning, and are […]