Beyond positionality and consent: Active learning strategies for increasing awareness of colonial entanglements of academic research in a qualitative methods course
Project Lead: Ulrike Luehe, School of Public Policy and Global Affairs Project description This project is concerned with how we raise students’ awareness of the ethical implications of research, beyond the currently available standard tools of institutional review boards, consent, and positionality statements. This requires them to understand the ways academic research is complicit in […]
Teaching with Emotional Pedagogies for a Non-Neural Classroom
Project Lead: Dr. Alifa Bandali, Institute for Social Justice (GRSJ) Project description In light of escalating global politics and the residuals of the Covid-19 pandemic, students are increasingly in need of more opportunities to discuss how they are living and feeling the world around them in the classroom. Faculty are not always equipped to provide […]
Pharmacy Student Perceptions on the Instruction of Patient Presentation and Communication of Clinical Information Skills Using a Novel and Individualized Online Case-Based Patient Presentation and Therapeutic Discussion Format Between a Pharmacy Student and Pharmacist Instructor.
Project Lead: Aileen Mira, Integration Activities (Skills Lab) within the Entry-to-Practice PharmD Program Co-leads: Colleen Brady, Associate Professor of Teaching (FoPS) & Solomon Chow, Lecturer and Pharmacist (FoPS) Project description This project aims to better understand student perspectives of using a novel and individualized online case-based discussion between a pharmacy student and pharmacist instructor in […]
Uses of Storying to Deepen Teacher Candidates’ Relationalities: A Narrative Inquiry
Project Lead: Peter M Nelson, Curriculum and Pedagogy Project description Lived experience is continuous, temporal, and social, and we make sense of our experiences as narratives’ stories told and retold, revised and recomposed, upon streams of continuous experience. Using narrative inquiry methods to investigate lived experiences, this project will explore the use of storying practices […]
Integrated approach to enhance metacognitive engagement in 1st year chemistry courses at UBC Okanagan
Project Lead: Summer Xia Li, Chemistry, UBCO Project description Metacognition is a persons’ knowledge about the cognitive processes necessary for understanding and learning. Students with strong cognitive skills know how to learn, can self regulate the learning process, and become self reflective, life long learners. Unfortunately, most students come to universities tend to lack these […]
Optimizing the learning environment in a distributed physical therapy program, the influence of learning contracts and social responsibility on classroom atmosphere
Project Lead: Natalie Grant, Physical Therapy Project description The UBC Master of Physical Therapy program is now a “distributed program” and operates at four geographically separate sites. Using the “hub and spoke” model of distribution, on any given day a different site may operate as the “hub” with the lead instructor teaching in-person to those […]
Engaging the Multi-sensory Past in the Classroom for Multi-sensory Futures
Project Lead: Sara Ann Knutson, History/ Medieval Studies Project Description This project generates pedagogical engagements with the global past by activating multi-sensory learning. In particular, it assesses the transformative potential of engaging with a diversity of sensory information on students’ ability to (1) access more inclusive (including anti-colonial and anti-racist) perspectives from the non-Euro-western past; […]
Nassim Adhami
Lecturer and Undergraduate Electives Co-coordinator, School of Nursing nadhami [at] mail.ubc.ca
Peter Arthur
Professor of Teaching, School of Education peter.arthur [at] ubc.ca
Siobhán Wittig McPhee
Associate Professor of Teaching, Geography siobhan.mcphee [at] geog.ubc.ca