Deconstructing cutting edge biomedical research
Project Investigator: Sally Osborne, Associate Professor of Teaching, Department of Cellular and Physiological Studies Project description We are introducing a new course for second year students in the Faculty of Science at UBC in order to expose students early to the scientific process, demystify and humanize science, provide exposure to accomplished research faculty within the […]
Evaluating the impact of humanities coursework on students’ practical reasoning and theory of mind: A preliminary study in Philosophy
Project Investigator: Michael Griffin, Associate Professor, Department of Philosophy Project description How can we measure the effects of undergraduate study in the humanities on students’ critical thinking, self-esteem, and capacity to empathize with others – qualities often associated with the mission of the university to “educate global citizens”? Can (and should) qualities like these be […]
Examining the success of VANT140 tutorials in supporting international students’ English development
Project Investigator: Sandra Zappa-Hollman, Associate Professor, Language and Literacy Education Project description This project aims to investigate to what extent the content-and-language enriched tutorials (CLET) known as “VANT 140” offered through the UBC Vantage College International Program achieve the intended goals of helping non-native English speaking students to further develop their academic English proficiency, better […]
Flexible assessment in large undergraduate classes: A way to enhance student motivation and learning?
Project Investigator: Candice Rideout, Associate Professor of Teaching, Department of Food, Nutrition and Health Project description This study will examine students’ perceived academic control, motivation, engagement, and academic achievement when 1) they are able to choose how their final grade will be calculated and 2) when they are not able to alter their assessment. Using […]
Tracking a dose-response curve for peer feedback on writing in a writing-intensive, year-long course for first-year students
Project Investigator: Christina Hendricks, Professor of Teaching, Philosophy Project description There is a good deal of SoTL research showing that engaging in peer feedback can help improve student writing (e.g., Topping, 1998; Paulus, 1999; Cho & Schunn, 2007; Cho & MacArthur, 2010; Crossman & Kite, 2012). There are, however, some gaps in the literature. First, […]