Narratives of affect and academic writing: Exploring student attitudes to writing in the Faculty of Arts
Project Investigator(s): Jaclyn Rea, Senior Instructor, Arts Studies in Research and Writing; Kate Power, Instructor, Arts Studies in Research and Writing Project Description This project develops and tests a mechanism for exploring student attitudes towards academic writing, with a view to adding an affective dimension to evidence-based curriculum revision and professional development within Faculty of […]
The differential learning effects of paper vs. digital textbooks
Project Investigator(s): Catherine Rawn, Professor of Teaching, Department of Psychology; Stefan Bourrier, PhD student, Department of Psychology Project Description The intent of this project is to investigate whether cognitive, learning, and memory effects are different for students who use traditional paper textbooks versus comparable digital formats. Research Questions Do digital textbooks, compared to their paper […]
The use of video-recorded answer keys in pharmacy practice education
Project Investigator(s): Charles Park, Lecturer, Faculty of Pharmaceutical Sciences Project Description Using video-recorded answer keys for feedback is a novel idea in the pharmacy practice education setting at UBC. This project will look at the use of the video-recorded answer key and if the students find the video answer keys more useful than traditional paper-based […]
Blended Practice in large first year courses: Student experiences
Project Investigator(s): Siobhán McPhee, Senior Instructor, Department of Geography Project Description Blended Practice is argued to empower students providing a strong basis for active learning, task-based learning and engaged learning. This project analyses the experience for first year students of using a blended practice approach to their learning through online case studies and by doing […]
Using a Concept Inventory for Early Identification of “At Risk” Students in Genetics
Project Investigator(s): Jennifer Klenz, Senior Instructor, Botany; Pam Kalas, Instructor, Zoology & Botany Project Description We want to implement the entire (validated) meiosis concept inventory in the second year genetics course (BIOL234) as a pre/post-test, conducting a rigorous statistical analysis of the results to determine whether pre-test scores, or answers to specific questions, are predictive […]
Quantitative Arts: Scientists by Nurture
Project Investigator(s): Silvia Bartolic, Instructor, Sociology Project Description Many students in the Faculty of Arts in departments such as Sociology fear quantitative methods and try to avoid courses that require any level of math ability reporting that methods courses are boring, leading to poor attendance and low achievement. The goals of this project are to […]
Exploring International Students’ Perceptions and Use of Peer Review in a First-Year Science Communications Course
Project Investigator(s): Ashley Welsh, Faculty Liaison (Science); Joanne Fox, Principal, Vantage College Project Description This research aims to investigate how international first-year students’ engagement with peer review activities in a first year science communications course influences their perception of peer review and their own approaches to writing. Analysis of a survey instrument, student coursework, classroom […]
Two Stage Review as an Approach to Improving Student Application of Concepts
Project Investigator(s): Tara Ivanochko, Instructor, Department of Earth, Ocean and Atmospheric Sciences; Sara Harris, Instructor, Department of Earth, Ocean and Atmospheric Sciences; Phil Austin, Instructor, Department of Earth, Ocean and Atmospheric Sciences Project Description EOSC 340: Global Climate Change is a math- and physics-intensive course open to science and engineering students at UBC. This project […]
Improving Teamwork Skills in Geological Engineering
Project Investigator(s): Susan Hollingshead, Instructor, Department of Earth, Ocean and Atmospheric Sciences Project Description The purpose of this project is to research ways to improve student learning outcomes related to teamwork skills in a six-credit, group-project-based, capstone course for fourth-year undergraduate geological engineering students. This research will use pre-post self-assessments of teamwork skills as well […]
Negotiating Change: Determining the readiness of second-year students for self-directed learning
Project Investigator(s): Gail Hammond, Lecturer, Food, Nutrition and Health (LFS); Alice Cassidy, Course co-ordinator, Food, Nutrition and Health (LFS) Project Description This project is unique in being a multi-level needs assessment that investigates the experiences, understanding and perceptions of self-directed learning (SDL) held by current students registered in two large introductory nutrition classes (same course) […]