Project Investigator(s): Kristen Walker, Instructor, Faculty of Land and Food Systems
Project Description
University discussion-based courses often involve a participation component, including participation evaluation. However, many issues arise in how best to objectively and effectively assess participation. Students often perceive the evaluation process of participation as subjective and dependent on the relationship between the instructor and student. The lack of clarity on participation criteria and scoring can cause unease and anxiety for students taking courses that place high evaluative emphasis on participation. The goal of the research proposed here is to assess whether the introduction of a participatory participation model may help to overcome the perceived subjectivity and unease/anxiety surrounding participation scores.
Research Questions
Can participatory participation help to overcome the perceived subjectivity and unease/anxiety surrounding the assignment of participation values in discussion based courses? How are student-learning styles and perceptions of participation connected in upper level discussion based Applied Animal Biology courses? Theoretical significance: Ultimately, a participation model would aim to decrease the unease and/or anxiety experienced around participation scores imposed in discussion based classes. The understanding of student perception and the link to learning styles will allow instructors greater insight when designing and implementing course materials.
Impact on teaching and learning at UBC
There exists within UBC and the AABI program many approaches to the concept of participation; ranging from what criteria makes up participation to how objective evaluation of participation scores can be made. The participation model developed in the research proposed here would have application to many other courses with the AABI program, the Faculty of Land and Food Systems, as well as at the university level at UBC and beyond. The knowledge gained from the project would be used to inform teaching practices and would help learners reflect on their personal learning styles and conduct within the classroom.