EMPHASize: developing, implementing and evaluating online curriculum modules for health professional programs
Principal Investigator: Sally Stewart, Associate Professor of Teaching, School of Health and Exercise Sciences/Nursing Co-investigators: Dr. Maya Libben, Associate Professor, Psychology; Jamie Piercy, Assistant Professor of Teaching, Psychology Project description The EMPHASize Project; developing, implementing and evaluating online curriculum modules for health professions’ programs to fill a knowledge gap in psychological and physiological implications of […]
Connecting the Development of Interdisciplinary Skills and Perspectives on Power, Privilege, and Positionality in Sustainability Education
Principal Investigator: Natalie Forssman, Assistant Professor of Teaching, Community, Culture and Global Studies Project description The new Bachelor of Sustainability (B.Sust.) degree at UBC Okanagan endeavours to equip students with skills to work effectively across disciplines to confront sustainability challenges. This study will connect and track the development interdisciplinary skills alongside perspectives on power, privilege, […]
A curricular evaluation of the Foundations for Inclusive and Respectful Engagement (FIRE) modules
Principal Investigator: Rishma Chooniedass, Assistant Professor of Teaching, Health and Social Development Project description The Foundations for Inclusive and Respectful Engagement (FIRE) project was developed to provide low-barrier and fundamental-level equity, diversity, and inclusion (EDI) e-learning modules that can be implemented in undergraduate courses across disciplines. Pilot testing found the modules to be applicable and […]
Social Justice Storytelling and Reparative Histories of Photography: An Experiment in Place-Based and Community-Engaged Learning
Principal Investigator: Jillian Lerner, Assistant Professor of Teaching, Art History, Visual Art and Theory Project description Generating pedagogical engagements with historical photographs, this project aims to foster cultural humility and relational accountability. It investigates place-based and community-engaged approaches to teaching and learning, in activities that center social justice storytelling and reparative histories of photography. Each […]
Student perspectives on engagement in a distributed learning program
Principal Investigator: Elly Park, Assistant Professor of Teaching, Occupational science and occupational therapy Project description Distributed learning (also called multi-campus learning) has rapidly grown in the past decade. As such, the efficacy of traditional teaching methods and the impact on student learning needs to be investigated. In particular, the department of Occupational Science and Occupational […]
Does a skills inventory, as a formative assessment process, enhance occupational therapy (OT) students’ clinical skill acquisition, confidence and reflexive learning?
Principal Investigator: Jay MacDonald, Assistant Professor of Teaching, Occupational Science and Occupational Therapy Project description Clinical skills courses in the Department of Occupational Science and Occupational Therapy (OSOT) aim to equip OT students with the basic skills required for entry to clinical practice. The current ‘gold standard’ for practical skills evaluation in clinical programs is […]
Evaluating Cultural Safety Training in Pharmacy Practice Educators
Principal Investigator: Kayla Fang, Lecturer, Office of Experiential Education Co-investigator: Neelam Dhaliwal, Lecturer, Office of Experiential Education Project description The Faculty of Pharmaceutical Sciences (PharmSci) trains students to be pharmacists. Throughout their pharmacy degree, students complete 44 weeks of practicum, during which time they are directly supervised by practicing pharmacists, also known as practice educators. […]
Written reflective practice for developing professional identity and learner confidence
Principal Investigator: Marcia L. Choi, Assistant Professor of Teaching, School of Audiology and Speech Sciences Project description This project aims to critically assess the effectiveness of Written Reflective Practice (WRP) to support personal milestones for the senior Speech-Language Pathology (SLP) student; the onset of professional identity (when they feel less like ‘imposters’ and more like […]
Metacognition and Student Decision Making
Principal Investigator: Jonathan Graves, Assistant Professor of Teaching, Vancouver School of Economics Project description This project studies the role of metacognitive skill in student decision-making regarding study and learning activity. Research has demonstrated that metacognitive skill is an important predictor of student achievement and learning success. However, the existing literature struggles to draw a distinction […]
Don’t Fear It, Embrace It: ChatGPT in an Upper-Level Chemistry Communication Course
Principal Investigator: Chris Addison, Associate Professor of Teaching, Chemistry Project description This project will have three components: (1) The applicants will develop a set of classroom materials that offer “training” module in the use of ChatGPT (coupled with an existing unit on academic integrity). (2) Incorporation of ChatGPT into a major writing assignment, where students […]