Disciplinary coherences: Building dialectics through paired interview methods
Project Investigator(s): Christine D’Onofrio, Associate Professor of Teaching, Department of Art History, Visual Art and Theory, Faculty of Arts; and Pants Rayner, Curriculum Consultant, CTLT Project Description The Bachelor of Media Studies is a multidisciplinary program where diverse methods and perspectives meet around media topics. Two years ago, students reported a lack of connection between […]
Impact of Indigenous-focused module in a second-year technical communication course on engineering students’ intercultural understanding as it relates to Indigenous People
Project Investigator(s): Alon Eisenstein, Assistant Professor of Teaching, School of Engineering, Applied Science Project Description The School of Engineering’s Indigenous Engagement Plan calls for Indigenization of the curriculum. In response, an Indigenous-focused project was developed to prepare students for early, deep and meaningful consultation with Indigenous communities and has been introduced to the second-year course […]
Evaluating Presence for Building Trust and Equity in Multi-campus Courses
Project Investigator(s): Christoph Sielmann, Assistant Professor of Teaching & Casey Keulen, Department of Mechanical Engineering, Applied Sciences Project Description As additional multi-campus courses (i.e. one course instructor with cohorts at multiple locations) are offered at UBC and other institutions, there is a growing need to quickly evaluate and contrast the student experience at each location […]
The healthy skeptic! Building expert-like strategies for critically evaluating claims in primary research papers in undergraduate life sciences
Project Investigator(s): Marcia Graves, Assistant Professor of Teaching, Department of Microbiology and Immunology, Faculty of Science Project Description Laboratory courses are ideal instructional settings for students to practice reading and interpreting data from primary literature. For 5 years, we have been collecting data in an upper level lab course to evaluate the impact of course […]
Instructor Perceptions and Reported Practices Around Informal Peer Collaboration on Homework Among Engineering Students
Project Investigator(s): Agnes d’Entremont, Associate Professor of Teaching & Loay Al-Salehi, PhD Candidate, Mechanical Engineering, Applied Science Project Description Although core engineering science courses typically do not focus on team and group work, many students complete their homework, and/or study for exams, in groups (“Informal peer collaboration”). Limited research has concluded that low levels of […]
Queering the School of Social Work and beyond
Project Investigator(s): Antoine Coulombe, Assistant Professor of Teaching; Hannah Kia, Assistant Professor, School of Social Work, Faculty of Arts Project Description This project will explore how the School of Social Work (SSW) prepares students to work with lesbian, gay, bisexual, transgender, Queer, Two-Spirit, and other gender and sexual minority groups (LGBTQ/2S+). We will conduct a […]
Mapping our Communities: Shifting towards Place-Based Pedagogies in the Primary Years Cohort
Project Investigator(s): Iris Berger, Assistant Professor of Teaching; Melanie Wong, Assistant Professor of Teaching and Heather Androsoff, Faculty Advisor; Language and Literacy Education, Faculty of Education Project Description Place-based learning is foundational for the study of all subjects as it provokes students to immerse themselves in and respond to the local community, its cultures, heritage, […]
Thinking and writing like a scientist: Affirmation of student identities through functional approaches to academic literacies for emergent multilinguals
Project Investigator(s): Won Kim, Lecturer, Academic English Program, Vantage College Project Description In this classroom-based research project, I aim to explore whether and how identities of international students using English as an additional language in a first year coordinated program in science might be empowered as critical, competent, and confident writers in two related required […]
The Impact of Team-Based Learning (TBL) on Student Writing
Project Investigator(s): Rebecca Carruthers Den Hoed, Assistant Professor of Teaching, School of Journalism, Writing and Media, Faculty of Arts Project Description I proposed to measure the impact of team-based learning (TBL) on student writing in an undergraduate academic writing course (WRDS 150B) offered at UBC. My goal is improve our understanding of the role TBL […]
Conventional vs Digital Field Education in the Biogeosciences: Comparing Student Perceptions and Performance
Project Investigator(s): Nina Hewitt, Assistant Professor of Teaching, Department of Geography, Faculty of Arts Project Description The COVID-19 pandemic forced teaching and learning everywhere online, disrupting field-based methods that have long been fundamental to science education. This move accentuated the need to compare the effectiveness of conventional and digitally facilitated field education. Before the pandemic, […]