Project Investigator(s): Robyn Pitman, Lecturer, Sociology
Project Description
This project explores student engagement and student perceived benefits of a non-conventional method of assessment in a 3rd year family studies course called Relationship Development. Students complete the Relationship “Hack” Infographic assignment. An infographic is a visual representation of information. Students create their assignment for the public, not an academic audience. Students identify a relationship belief that they want to explore. Relationship beliefs largely go unquestioned and may or may not be true. An example of a relationship belief is “some people believe that you can’t be friends with their ex.”
Research Questions
The first research question is to explore if student engagement is related to the methods of assessment used in a course. For instance, are students more invested in their own learning if the assignment is more appealing to them on a personal level when compared to conventional methods of assessment (i.e., research papers). The second research question is to explore the student perspective on the perceived benefits of non-conventional methods of assessment. Although instructors see the benefits of an assignment, the student perspective may support, challenge, or highlight others benefits not known to the instructor. For example, a benefit of the infographic assignment requires students to learn to write for the public, not an academic audience. The instructor views this as a valuable skill for employment outside the university but they student may or may not agree with this potential benefit.
Impact on teaching and learning at UBC
This project contributes to the importance of tailoring methods of assessment to developing skill sets that are valuable to employers and how instructors can implement these types of assignments in their courses. The process of the relationship hack infographic assignment mirrors skills sets that are valuable in the work force such as giving and receiving feedback, peer collaboration, verbal and written communication skills, making information accessible to the public, sharing information in creative and accessible ways (i.e., infographics), as well as engaging in the development of evidence- based practices (i.e., hacks). For example, the peer review process and infographic fair allow students to see how their peers incorporated their feedback into the infographic from the working drafts they initially reviewed to the revised versions presented at the fair. To support this skill development, I take the time to explain the importance of feedback, how to give constructive feedback and practice it in class, and any worries students have about giving feedback (e.g., hurting someone’s feelings). This experience reflects the mentorship and collaboration that occurs in workplaces when organizations apply for government funding, conduct and write clinical assessments, or create executive summaries. It stresses to students that materials are not created alone, but in collaboration with others, which is an important skill set to bring to the workforce.