The ISoTL team highlights faculty and staff’s commitment to engaging in evidence-based practices, evaluation, and knowledge-sharing. The following list includes a diverse selection of publications from SoTL practitioners at UBC.
We invite you to share your SoTL contributions with us via the Publication Submission Form.
|Author(s)||Title||Publication Venue||Year of Publication||Faculty & Department||Keywords|
|Addison, Chris; Charbonneau, James; Bett, Nolan; Chen, Deborah; Moghtader, Bruce; Roberson, Nathan||Using self-reflection activities to aid students' progress through university learning||Western Conference on Science Education||2019||Science | Chemistry||First Year Experience, Interdisciplinary Thinking, Reflective Writing|
|Banack, Hartley||An Analysis of Curriculum and Pedagogy Through a Consideration of Outdoor Learning Perceptions and Practices in UBC Education Courses – Initial Patterns [...]
This presentation shares initial findings from a research project exploring teacher education perceptions of outdoor learning and times spent outdoors through a required methodology course and a long practicum experience. This project takes a critical inquiry/ social justice stance around the marginalization of outdoors, requesting legitimatacy and necessity by highlight the benefits of time spent outdoors and outdoor learning around 1) health/wellbeing, 2) more-than-human wellbeing, and 3) experiential learning that profoundly sticks. Ultimately, it aims to change and inform educational praxis to both emphasize and include more time spent outdoors and outdoor learning. Moreover, the project invites educators to consider more profoundly their decisions around "where" learning experiences occur.
|Physical and Health Education National Conference; Montreal, QC||2019||Education | Curriculum & Pedagogy||Experiential Learning, Reflective Writing, Surveys, Teacher Education|
|Bartolic, Silvia||Quantitative Arts: Improving Student Attitudes Towards Quantitative Research Methods [...]
Many students in the Faculty of Arts in departments often fear quantitative methods and try to avoid courses that require any level of math. Students also report that methods courses are boring, leading to poor attendance and low achievement (Onwuegbuzie, 2010). We believe hands on time with data and data analysis software through labs and individual research projects will increase student learning (Wei, 2005). Further, a fundamental notion of inquiry guided learning in Sociology suggests that students should think and act like Sociologists (Atkinson & Hunt, 2008). This presentation tests in practice the idea that experiential learning and practice increase learning (Tishkovskaya & Lancaster, 2012). We believe this approach will engage students in learning quantitative techniques and will alleviate their fears in these courses.
|Lily Conference - Anaheim: Teaching for Active and Engaged Learning; Anaheim, CA||2019||Arts | Sociology||Active Learning, Attitudes and Motivation, Focus Groups, Multimedia, Surveys|
|Briseño-Garzón, Adriana; Han, Andrea; Birol, Gulnur||Longitudinal Changes in Teaching Practices and Perceptions of Educational Leadership Stream Faculty at a Large Canadian Research-Intensive Institution.||Canadian Society for the Study of Higher Education Conference||2019||VP Academic | Centre for Teaching, Learning and Technology||Teaching Practices, Institutional Survey|
|Charbonneau, James; Addison, Christopher; Roberson, Nathan; Dubois, Patrick; Moosvi, Firas||Measuring interdisciplinary thinking in first year science students [...]|
One of the key goals of any interdisciplinary program is to break down the siloed thinking that confines ideas to specific disciplines. While there is increasing interest in interdisciplinary science programs, there is a lack of documented research in interdisciplinary teaching and learning. Preliminary data from a large-scale evaluation of interdisciplinary thinking using two instruments, an attitude survey (N = 1600) and a card sort (N = 150) in the three options for first-year science at UBC: Choose Your Timetable, Coordinated Science, and Science One. We will introduce a theoretical framework for evaluating interdisciplinarity, then show how attitudes towards interdisciplinarity and how the way students categorize textbook questions from disciplines change (or don't) after one year of instruction.
|Western Conference on Science Education||2019||Science | Physics & Astronomy||Course/Content-Specific Knowledge, First Year Experience, Focus Group, Interdisciplinary Thinking, Student Engagement|
|Chowrira, Sunita. G.; Smith, Karen M; Dubois, Patrick J.; Roll, Ido||DIY productive failure: boosting performance in a large undergraduate biology course [...]|
Students in first-year university courses often focus on mimicking application of taught procedures and fail to gain adequate conceptual understanding. One potential approach to support meaningful learning is Productive Failure (PF). In PF, the conventional instruction process is reversed so that learners attempt to solve challenging problems ahead of receiving explicit instruction. While students often fail to produce satisfactory solutions (hence “Failure”), these attempts help learners encode key features and learn better from subsequent instruction (hence “Productive”). Effectiveness of PF was shown mainly in the context of statistical and intuitive concepts, and lessons that are designed and taught by learning scientists. We describe a quasi-experiment that evaluates the impact of PF in a large-enrollment introductory university-level biology course...
|npj Science of Learning||2019||Science | Botany||First Year Experience|
|James, Suzanne||Plagiarism Revisited: A Culture- and Genre-Sensitive Approach to Academic “Dishonesty” [...]|
For instructors in North American universities and colleges, dealing with plagiarism has become frustratingly common. Value-laden terms such as “integrity,” “honesty,” “theft” and “respect” frequently appear in institutional statements and policies. Yet many of us have encountered students who seem “honestly” confused by our expectations and assumptions about plagiarism. Approaching plagiarism from a cultural perspective is one means of avoiding appeals to a supposedly shared moral code of academic integrity. A more nuanced and sensitive approach to plagiarism involves deconstructing our assumptions about the practice and finding less moralistic ways to familiarize our students with western expectations of academic accountability, with notions of originality, and with claims about what constitutes common knowledge.
|College English Association Conference: Vision/Revision; New Orleans, LA||2019||Arts | English Language & Literatures||Actions and Behaviours, First Year Experience, Lifelong Learning Skills|
|Jarus, Tal||Against the odds: Experiences of Canadian Medical Learners with Disabilities [...]|
Medical learners have unique accommodations needs given their diverse and ever-changing learning environments, direct contact with patient-care, and systemic stigma. Policy analysis showed great variance in the policies available for medical learners across the country. Only 5 out of the 14 programs have formal disability offices within the medical school, while others have more ad-hoc approaches. Data from the interviews corroborated this gap in services. Participants identified barriers related to 1) bureaucracy, 2) navigating the system, 3) power dynamics, and 4) perceptions of disability in medicine. The main recommendations are to 1) change attitudes and focused engagement and recruitment of students with disabilities, 2) streamline the delivery of services, and 3) develop capacity among educators and administrators.
|Canadian Conference on Medical Education; Niagara Falls, ON||2019||Medicine | Occupational Science & Occupational Therapy||Interviews, Program Structure, Student Diversity and Inclusivity;|
|Kazama, Misuzu; Kim, Bosung; Moghtader, Bruce||Integrating peer feedback to support foreign language learners’ oral proficiency [...]|
In 2016 and 2017 Winter term II, we integrated peer feedback into a job interview assignment in a second-year Beginning Japanese course. Students posted their job interview practice video onto the Collaborative Learning Annotation System (CLAS), and provided feedback onto the timeline of a video of their peers using the annotation feature in CLAS. The preliminary data analysis support that students can benefit from formative peer feedback on oral proficiency. Our presentation will focus on various strategies used to prepare foreign language contexts (L2) students for the peer feedback activity, the technology used for the implementation, and student perception towards the use of peer feedback on the preparation of a speaking test.
|Canadian Network for Innovation in Education; Vancouver, BC||2019||Arts | Asian Studies||Peer Review and Peer Feedback|
|Klegeris, Andis; Dubois, Patrick J.; Code, Warren J.; Bradshaw, Heather D.||Non-linear improvement in generic problem-solving skills of university students: a longitudinal study [...] |
Problem solving has been characterized as one of the “employability skills” due to the high demand for such abilities in a modern workplace. Most universities do not monitor progress of the generic problem-solving skills (PSS) of their students due to a lack of available assessment tools. We used previously reported 15-minute tests to measure the generic PSS of students over the first three years of university. We observed a non-linear increase in PSS test scores with a significant growth during the first three months of Year 1, a similar increase over the next 21 months, then no change during the first three months of Year 3. Moreover, the plateau we observe in the third year indicates that proactive steps by universities and individual instructors are required to advance this important skill set in upper-year students.
|Higher Education Research & Development||2019||Science | Biology||Active Learning, Lifelong Learning Skills, Knowledge Test|
|Krbavac, Marie; Rosado, Josefina; Kim, Bosung||Creating Impactful Online Learning Environments: Incorporating UDL, Accessibility and Wellbeing Principles into Your Online Courses and Materials||Canadian Society for the Study of Higher Education||2019||VP Academic | Centre for Teaching, Learning and Technology||Student Diversity and Inclusion; Student Wellbeing|
|Krzic, Maja||Augmented Reality Brings the Role of Topography in Soil Formation to Life [...]|
In most post-secondary introductory soil science courses, students learn about the broadest soil classification categories (or soil orders). Since topics of soil formation and classification are of direct importance for land use and management, it is essential that our future land managers have a solid understanding of soil formation factors. To enhance students’ learning on this important topic in the introductory soil science course at the University of British Columbia (UBC), Vancouver, Canada we are developing the Soil TopARgraphy app. With AR, different soil orders are shown within one real-life terrain across different parts of topography. The objective of this project is to develop a phone app to allow students to learn about the effects of topography on formation of different soil types through an immersive and visual AR terrain.
|Canadian Network for Innovation in Education; Vancouver BC||2019||Forestry; Land & Food Systems | Forest & Conservation Sciences; Applied Biology||Active Learning; Experiential Learning; Multimedia; Student Engagement;|
|Lavalle, Suzie||Pedagogy and evaluation of experiential learning [...]|
Experiential learning in ecology is a cornerstone for building competencies and skills, but requires special consideration by instructors. In this workshop we will discuss and design learning objectives and evaluation techniques across the spectrum of experiential learning in the natural sciences. Through a series of examples and audience participation, examine best practices for experiential learning in a variety of contexts. Participants should be prepared to discuss their experiences and questions with others.
|Ecological Society of America Annual General Meeting; Louisville, KY||2019||Forestry } Forest & Conversation Sciences||Assessment, Experiential Learning|
|McPhee, Siobhán||Critical Geographies of Education: Why bother with Educational Technologies? [...]
The growing deployment of emerging educational technologies among higher education institutions, and within geography departments, raises many questions. When used in teaching and learning, digital technologies are a powerful pedagogical framing for engaging students in place, across near and distant spaces, and through time - key concepts in geographical education. Teachers, students, technology and the learning environment are in effect supporting pillars and players to facilitate active learning, which will enable and empower the learner. When attempting to incorporate educational technologies into the geography classroom the use needs to be more directed, working towards a particular pedagogical goal as technology for the sake of technology may act as a confounding agent towards student learning.
|Annual American Geographers Conference; Washington, DC||2019||Arts | Geography||Multimedia; Student Diversity and Inclusivity; Student Engagement|
|Roberts, Rose; Mooney, Julie; Otero, Liz; Lew, Janey||Indigenization and Internationalization in Higher Education in Canada: Synergies, Distinctions, and Local Institutional Contexts [...] |
Indigenization and internationalization initiatives at Canadian postsecondary institutions occur in parallel and may sometimes be complementary. At the University of Saskatchewan and UBC, these educational and organizational projects share some common ground, while maintaining unique and important distinctions. Moreover, as educational and organization developers, our experience with them is that they are expressed, operationalized, and practiced in regionally and locally specific ways that are determined by institutional and Indigenous community-based factors.
|Learning at Intercultural Intersections Conference; Kamloops, BC||2019||Indigenous Engagement and Education (USask) & Indigenous Initiatives (UBC)||Indigenous Initiatives|
|Roll, Ido; O’Brien, Heather||The many flavours of productive engagement||Learning Analytics Summer Institute, Vancouver, BC.||2019||VP Academic | Centre for Teaching, Learning and Technology||Learning Analytics|
|Sens, Allen; Yedlin, Matthew; Myers, Jason||Reflections from the “Flipped” Frontline: Enhancing Student Learning in an Interdisciplinary Course
on Nuclear Weapons and Arms Control [...] |
Our paper contributes to the growing literature on the effectiveness of the flipped classroom as a means of enhancing the student learning experience and achieving course learning outcomes, with a special emphasis on the effectiveness of the flipped classroom in an interdisciplinary course setting. Our paper describes how our course employs a fully flipped pedagogy, with learning materials based online and class time devoted to learning activities conducted in permanent student groups. To assess the student experience in the course, we conducted surveys of the students enrolled in our course and examined course analytics and metrics. Our experience suggests the flipped model is largely successful in enhancing the student experience in an interdisciplinary course setting.
|CPSA Annual Conference||2019||Arts | Political Science||Assessment; Blended Learning; Learning Analytics; Surveys; Interdisciplinary Thinking|
|Stewart, Jaclyn||Validity and Reliability of a Concept Test to Measure Students’ Abilities to Qualitatively Rank Acid and Base Strength [...] |
Many organic chemistry learners have difficulty ranking the relative strengths of acids and bases using conceptual understanding. Identifying misconceptions during learning can help educators improve curriculum and instruction, and help students guide their studying. Previous studies have recognized several mental models, or problem-solving approaches, that contribute to acid-base misconceptions; however, these models are insufficient at pinpointing the specific sources of knowledge gaps underlying the students’ mistakes. To this end, we developed a 15-item, multi-tiered and adaptive multiple-choice concept test using misconceptions we identified with think-aloud protocols. The test identifies how students compare pairs of acids and drills down to uncover their specific ways of thinking about core concepts.
|ACS National Meeting & Exposition; Orlando, FL||2019||Science | Chemistry||Assessment, Course/Content Specific Knowledge, Knowledge Test, Student Engagement|
|Tembrevilla, Gerald; Milner-Bolotin, Maria|| Engaging physics teacher-candidates in the production of science demonstration videos [...] |
This paper describes how future physics teachers' involvement in annual Family Math and Science Day—a public outreach event at the University of British Columbia, Canada—has a potential to transform them as physics demonstration experts and amateur video producers. These science demonstration videos serve as teaching and learning resources not only for their own coursework, practicum, and post-graduation, but also as a useful resource for their peers and other educators. The production of demonstration videos was framed around studies that support physics and general science teacher-candidates' engagement in hands-on science, science communication, and deliberate use of technology to promote active learning.
|Physics Education||2019||VP Academic | Centre for Teaching, Learning and Technology||Experiential Learning, Open Pedagogies, Peer Feedback and Peer Review.|
|Verwoord, Roselynn||What does it mean to teach? An arts-based exploration with pre-service teachers [...]|
Please see full abstract on page 474. Context/Relationship to Literature: Teacher education is a “significant site of adult learning” (Butterwick, 2014). Teacher education can be a place where neo-liberal ideas about learning and how to be in the world are perpetuated. Alternatively, it can also be a place where an existential view of learning is explored – a view that embraces possibility and has the potential to facilitate children to ‘come into the world.’ My research explores pre-service teachers’ beliefs about what it means to teach and draws on Hannah Arendt’s concept of natality, which can be defined as “the capacity for new beginnings” (Bernauer, 1987, p. viii) and the ‘coming of children’ which is connected to birth (beginning)...
|Canadian Association for Study of Adult Education Conference||2019||Education | Educational Studies||Teacher Education|
|Vigna, John||Toward a Digital Pedagogy in the Creative Writing Workshop [...]
Digitizing the creative writing classroom offers an untapped pedagogical opportunity to help writers at all levels flourish. What if we blended them both into one course? I’ll discuss the highs and lows of redesigning a bricks and mortar class to a blended workshop format. We’ll consider how to integrate the best in creative writing pedagogy and innovative learning technology for interactive blended learning. And how we can help students cultivate foundational tools in craft, technique, and critical analysis while challenging them toward deeper understanding and more thoughtful application of the concepts learned through more face-to-face engagement in person.
|European Association of Creative Writing Programmes; Barcelona, Spain||2019||Arts | Creative Writing||Multimedia, Program Structure, Student Engagement|
|Webb, Andrea S; Welsh, Ashley J||Phenomenology as a methodology for Scholarship of Teaching and Learning research [...]|
The Scholarship of Teaching and Learning (SoTL) is a rich forum where scholars from different fields and philosophical orientations find space to share their research on teaching and learning in higher education. Within this paper, we will share our individual and collective experiences of why we perceive phenomenology as a methodology well-suited for a broad range of SoTL purposes. Phenomenology is a research approach that focuses on describing the common meaning of the lived experience of several individuals about a particular phenomenon. We will discuss how phenomenology informed our own SoTL research projects, exploring the experiences of faculty and undergraduates in higher education. We will highlight the challenges and affordances that emerged from our use of this methodology. Phenomenology has motivated us to tell our stories...
|Teaching & Learning Inquiry||2019||Education | Curriculum & Pedagogy||Interviews, Methodologies, Research|
|Zeng, Michelle, Shrestha, Anil; Chen, Hailan; Wang, Guangyu; Crowley, Chris||Forestry education in action: Team-based approach delivering collaborative learning for large online repurposed OER courses [...]|
Global challenges such as climate change, forest degradation and illegal logging are having a major environmental, economic, and social impact around the world. Global access to relevant open education resources is extremely important to address these challenges and improve sustainable forest management practices. Under this context, since 2014 the University of British Columbia (UBC) Faculty of Forestry has led a multinational, multi-university collaborative forestry online program to develop a series of self-directed online courses in sustainable forest management (SFM) for global learners as open educational resources (OER). As the only SFM online program of its kind, it provides world-class forestry education resources created and supported by leading professors and experts from internationally recognized universities...
|World Conference on Online Learning||2019||Forestry | Executive Office of the Asia Pacific Forestry Education Coordination Mechanism||Active Learning, Multimedia, Online Learning, Program Structure, Team-Based Learning|
|Addison, Chris; Moosvi, Firas; Roberson, Nathan; Charbonneau, James.||InlerLAS||Conference at the Interface of Discipline-Based Education Research in STEM and Psychological Sciences; St. Louis, USA||2018||Science | Chemistry||Assessment. First Year Experience, Learning Analytics|
|Briseño-Garzón, Adriana; Han, Andrea; Birol, Gulnur||Researching Institutional Change: A Longitudinal Study on Faculty Teaching Practices||International Society for the Scholarship of Teaching and Learning Annual Conference; Bergen, Norway,||2018||VP Academic | Centre for Teaching, Learning and Technology||Teaching Practices, Institutional Survey|
|Carey, K., Grain, Kari; Dubois, Patrick; Roberson, Nathan; Moosvi, Firas; Moghtader, Bruce; Semenec, Paulina; Varao-Sousa, Trish; Ho, Simon; Nguyen Kn, Trihn; Roll, Ido; Briseño-Garzón, Adriana||Graduate Students as SoTL Specialists: Facilitating Faculty-Student Collaborations in a Large University.||International Society for the Scholarship of Teaching and Learning Annual Conference; Bergen, Norway||2018||VP Academic | Centre for Teaching, Learning and Technology||Faculty-Student Collaborations, Students-as-Partners|
|Crowley, Chris; Chen, Hailan; Cervera, M. G||A team-based collaboration used for the development of transnational online distance education courses.||International Journal of E-Learning & Distance Education||2018||VP Academic | Centre for Teaching, Learning and Technology||Open Pedagogy|
|Krzic, Maja; Yates, Thomas T.; Basiliko, Nathan; Pare, Maxime C.; Diochon, Amanda; Swallowf, Mathew||Introductory soil courses: a frontier of soil science education in Canada [...]|
As the focus of soil science education in Canada and elsewhere has shifted towards non-soil science majors, it is important to understand if and how this has affected the scope of introductory soil science courses. The objectives of this study were to inventory Canadian post-secondary units that offer introductory soil science courses and to document attributes of instructors, students, and teaching approaches in these courses. We surveyed 58% of the instructors of introductory soil science courses across Canada. Several follow-up studies are needed to evaluate teaching methods used in the upper level soil science courses, student’s perceptions of teaching in soil science, and instructors’ knowledge of resources available for online and/or blended learning.
|Canadian Journal of Soil Science||2018||Forestry; Land & Food Systems | Forest & Conservation Sciences; Applied Biology||Course/Content Specific Knowledge, Program Structure, Surveys|
|Smith, K., Li, D., Birol, G., Welsh, A., Hambler, P., & Jung, D.||Piloting an academic scholars program to foster student engagement and sense of belonging in a first year science course||International Conference on Educational Sciences, Antalya, Turkey.||2018||Science | Microbiology & Immunology||First Year Experience, Student Diversity and Inclusion, Student Wellbeing|
|Webb, Andrea; Welsh, Ashley||"This might be uncomfortable": Learning to support SoTL scholars||International Society for the Scholarship of Teaching and Learning Annual Conference; Bergen, Norway||2018||Education | Curriculum & Pedagogy||Scholarship of Teaching and Learning|
|Lightfoot, J., Riccardi, D., Lam, M., Lyon, K., Roberson, N.||Exploring Linguistic Complexity in Multiple Choice Questions: Evening the Playing Field for EAL Students.||American Association for Applied Linguistics (AAAL) Annual Conference; Chicago, USA||2018||Vantage College | AEP||Assessment, First Year Experience, Open Pedagogies, Student Diversity and Inclusion|
|Addison, Christopher; Charbonneau, James; Dubois, Patrick||A Novel Card Sort Activity to Measure Interdisciplinary Thinking [...] |
There is a distinct lack of research in areas of interdisciplinary learning, making the evaluation of interdisciplinary learning difficult. Card sorting has previously been used to distinguish expert and novice thinking in physics, biology and chemistry. We have extended this work to develop a novel card sorting tool that measures interdisciplinary thinking based on the manner in which problem cards are sorted. Our card sorting tool has now been offered to students (n > 500) in a general first-year science experience and in our interdisciplinary program. Based on the results, participating in an interdisciplinary science program showed a statistically significant greater ability to identify the underlying interdisciplinary linkages between these problems, suggesting enhanced interdisciplinary cognition relative to those in a general first-year science.
|ISSOTL||2017||Science | Chemistry||Course/Content-Specific Knowledge, First Year Experience, Focus Group, Interdisciplinary Thinking|
|Potter, Tiffany; Englund, Letitia; Charbonneau, James; MacLean, Mark T.; Newell, Jonathan; Roll, Ido||
ComPAIR: A New Online Tool Using Adaptive Comparative Judgement to Support Learning with Peer Feedback [...]
Peer feedback is a useful strategy in teaching and learning, but its effectiveness particularly in introductory courses can be limited by the relative newness of students to both the body of knowledge upon which they are being asked to provide feedback and the skill set involved in providing good feedback. Students perceived this novel comparative approach increased their facility with course content, their ability assess their own work, and their capacity to provide feedback on the work of others in a collaborative learning environment.
|Teaching & Learning Inquiry||2017||Arts | English Language & Literatures||First Year Experience, Interviews, Peer Review, Student Engagement, Surveys|
|Holmes, Natasha; Wieman, Carl E.; Bonn, Douglas D.||Teaching critical thinking [...]|
Understanding and thinking critically about scientific evidence is a crucial skill in the modern world. We present a simple learning framework that employs cycles of decisions about making and acting on quantitative comparisons between datasets or data and models. his structure led to significant and sustained improvement in students’ critical thinking behaviors, compared with a control group, with effects far beyond that of statistical significance.
|Proceedings of the National Academy of Sciences||2015||Science | Physics & Astronomy||Active Learning, Program Structure, Actions and Behaviours, Course/Content Specific Knowledge, Lifelong Learning Skills, Observations|
|Stang, Jared B.; Roll, Ido||Interactions between teaching assistants and students boost engagement in physics labs. [...]|
Through in-class observations of teaching assistants (TAs) and students in the lab sections of a large introductory physics course, we study which TA behaviors can be used to predict student engagement and, in turn, how this engagement relates to learning. We find that the frequency of TA–student interactions, especially those initiated by the TAs, is a positive and significant predictor of student engagement. Interestingly, the length of interactions is not significantly correlated with student engagement. In addition, we find that student engagement was a better predictor of post-test performance than pre-test scores. These results shed light on the manner in which students learn how to conduct inquiry and suggest that, by proactively engaging students, TAs may have a positive effect on student engagement, and therefore learning, in the lab.
|Physics Review Special Topics Physics Education Research||2014||Science | Physics & Astronomy||Actions and Behaviours, Lab-Based Study, Observations, Student Engagement,|
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