Beyond Words: Fostering Students’ Engagement with Social Justice through an Unessay Assignment in Nursingg
Project Lead: Lydia Wytenbroek, Nursing Project description Social justice is central to nursing practice, but nursing curricula often fails to employ an antiracist and decolonizing pedagogy (Bell, 2021). Structural issues including the centrality of the biomedical model and a rigid curriculum constrained by regulatory and accreditation processes mean that nursing faculty find it hard to […]
Building Bridges: Architectural Pedagogies in the Geography Classroom
Project Lead: Desiree Valadares, Geography Project description This project considers the effectiveness of architectural pedagogies in allied spatial disciplines such as geography. Building on existing studies and writings on radical architectural pedagogies (Beatriz Colomina), design activism (Greig Crysler) and decolonizing architecture (DAAR’s Sandi Hilal and Alessandro Petti), this study will investigate how studio-based pedagogical models […]
Investigating interactions between grades and gender in the process of selecting engineering disciplines
Project Lead: Negar Mohaghegh Harandi, School of Biomedical Engineering Project co-leads: Agnes d’Entremont, Associate Professor of Teaching at Mech Eng. agnes.dentremont@mech.ubc.ca; Pete Ostafichuk, Professor of Teaching at Mechanical Eng. peter.ostafichuk@ubc.ca; Christoph Sielmann, Assistant Professor of Teaching at Mechanical Eng. christoph.sielmann@ubc.ca Project description Engineering programs overall have under representation of women, but variations exist between programs. […]
Application of AI in German writing assignments on the beginner level
Project Lead: Adelheid O’Brien, Central, Eastern, and Northern European Studies Project description The project will investigate the application of AI in German language acquisition on the beginner level with focus on developing and improving writing skills in the target language. The project’s goal is to find out how best students can benefit from integrating AI […]
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 […]