Trish Varao-Sousa
Enhancing Students’ Engagement with Group Writing Project by Optimizing Division of Labour
Project Investigator(s): Xiaowen Xu, Instructor, Department of Asian Studies; Bosung Kim, Learning Designer, CTLT Project Description One common complaint about group projects is that students feel that their group members are not contributing equally, and such feelings may have negative impacts. Thus, the success of the group projects is dependent on a fair division of […]
The TEACHERS Project: Training and Engaging Academics in their Classrooms to positively impact Health, Education and Resiliency in our Students
Project Investigator(s): Sally Stewart, Associate Professor of Teaching, School of Health and Exercise Sciences; Jannik Eikenaar, Assistant Professor of Teaching, School of Engineering Project Description This project investigates the impact of supporting faculty members in adopting course-based interventions to improve student well-being. It follows our phase-one pilot that showed overwhelming positive results, consistent with current […]
The lived experience of new teachers’ navigation across the landscape of practice in nursing education: A interpretive phenomenological study
Project Investigator(s): Cheryl A. Segaric, Assistant Professor of Teaching, School of Nursing Project Description Using the interpretive phenomenology methodology, this pilot study will examine nurses’ experience in the role of novice clinical teacher. The context is accelerated undergraduate nursing education at UBC and, in light of a critical shortage of nurse educators, a call to […]
Embedded psychological skills training to improve student learning outcomes, self-regulation, and psychological well-being
Project Investigator(s): Carolyn McEwan, Instructor, School of Kinesiology Project Description The purpose of this project is to explore how a psychological skills program (including goal setting and attainment strategies, attention focusing, emotion regulation techniques, and self-reflection) embedded in the written assignment structure of an undergraduate core course could improve students’ understanding of course content, academic […]
Learning motivation in chemistry: The interplay between value, self-efficacy and learning environment
Project Investigator(s): Jeanette Leeuwner, Science Education Specialist, Department of Chemistry Project Description Motivation impacts the direction, determination and quality of students’ actions during their learning process. ‘How Learning Works’ presents a theoretical framework of 3 elements that impact motivation: self-efficacy, value and the learning environment. The framework includes student behaviors that result from the interactions […]
Modulating student progression from guided- to open-inquiry to enhance self-regulated learning in a first-year biomedical engineering laboratory
Project Investigator(s): Gabrielle Lam, Instructor, School of Biomedical Engineering Project Description Inquiry-based learning is a constructivist, student-centered approach that can be used to engage students in the scientific process of discovery. However, its implementation in a first-year engineering laboratory course presents unique challenges, because students have had little prior exposure to unstructured learning, and are […]
Creating An Inclusive Learning Environment in Classrooms with International Students through “Embodied Inter-referencing” Practices
Project Investigator(s): Ayaka Yoshimizu, Instructor, Department of Asian Studies Project Description Advancing reconciliation in classrooms and creating an inclusive learning environment is extremely important at UBC, which continues to occupy the unceded Indigenous land and has a diverse student body. However, doing this with international students is challenging as they come from different geo-politico-historical contexts […]
Evaluating the Impact of Experiential Learning on Land and Food Systems Education – A Longitudinal Study
Project Investigator(s): Will Valley, Senior Instructor, Food and Community (Land & Food Systems); Stephanie Lim, Department of Educational Studies Project Description Since 2005, Land and Food Systems undergraduate students must take two required courses (LFS250, 350) that offer our academically diverse students a common, interdisciplinary, integrative, and progressively more complex experiential learning foundation. LFS250 students […]
Improving the scientific writing of students: An examination of tutorial activities
Project Investigator(s): Maryam Moussavi, Sessional Instructor, Department of Zoology Project Description The project goal is to better assist students’ creation of logical arguments for their scientific writing. Worksheets and activities are being developed to assist with the initial set-up for the current scaffolded assignment, based on previous student feedback. I aim to evaluate the efficacy […]
Reflective essays for affective domain learning in science field courses
Project Investigator(s): Suzie Lavallee, Senior Instructor, Forestry and Conservation Sciences Project Description This study will examine the dimensions of affective domain learning in a capstone field course for a program (Natural Resources Conservation – Science and Management major) in UBC Faculty of Forestry. Assessments of attitudes, beliefs, professionalism, and ethics will be provided over a […]