Summer 2016 awarded projects

Promoting the use of evidence-based teaching strategies via paired teaching

Jared Stang and Linda Strubbe
Physics and Astronomy, Faculty of Science
Paired teaching is a way to help faculty learn active learning strategies: a newer instructor teaches a course together with an instructor experienced in these strategies. We aim to evaluate the efficacy of this mentorship-based program and provide concrete recommendations for departments interested in supporting instructors in adopting evidence-based teaching techniques.

Narratives of affect and academic writing: Exploring student attitudes to writing in the Faculty of Arts

Jaclyn Rea and Kate Power
Arts Studies in Research and Writing (ASRW)
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 Arts first-year writing programs. The results of this research will help writing instructors better recognize and respond to barriers to student engagement and learning.

Quantitative Arts: Scientists by Nurture

Silvia Bartolic
Sociology, Faculty of Arts
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 evaluate a flipped-classroom based approach to teaching research methods curriculum specifically evaluating students’ ability to conduct their own quantitative research projects successfully and to demonstrate to faculty peers the learning benefits of incorporating new instructional techniques such as problem-based learning and the flipped classroom.

Blended Practice in large first year courses: Student experiences

Siobhán McPhee
Geography, Faculty of Arts, and Vantage College
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 a field trip assignment using an app for their mobile devices.

The use of video-recorded answer keys in pharmacy practice education

Charles Park
Pharmaceutical Sciences
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 answer keys when studying for exams.

Does Flexible Learning in Neuroanatomy have longterm impacts on neurophobia?

Claudia Krebs
Department of Cellular and Physiological Sciences, Faculty of Medicine
Flexible Learning in neuroanatomy has resulted in better perception of neuroscience related clinical topics in students going through their undergraduate program – but is this a lasting effect? This project will survey senior medical students, recent graduates and their preceptors to look at the lasting effects of an educational intervention during the neuroanatomy labs in the undergraduate program on neurophobia.

The differential learning effects of paper vs. digital textbooks

Catherine Rawn and Stefan Bourrier
Psychology, Faculty of Arts
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.

Using a concept inventory for early identification of ‘at risk’ students in genetics

Jennifer Klenz and Pam Kalas
Botany, Faculty of Science

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 of students’ performance later in the course. We are particularly interested in potentially identifying, within the first week of classes, students who will struggle in the course, so that remedial activities and support could be pre-emptively deployed.

Measuring Change: Improving Methods to Evaluate Case Analysis Assignment Reports in Dental Hygiene Program

Batoul Shariati and Afsaneh Sharif
Oral Health Sciences, Faculty of Dentistry
This project is aimed to assess the changes made on the course content and delivery methods along with developing appropriate assessment tool for evaluating students’ assignment reports in an on-line Oral Epidemiology course offered to UBC dental hygiene students. We proposed an action research model to examine the effect of the reconstruction.

Reflection by Design: Using Peer Annotation of Video to Enhance Student Learning

Eric Meyers and Fred Cutler
SLAIS, Faculty of Arts
This design-based inquiry will investigate the viewing and annotation patterns of students engaging with video-based learning objects using the Collaborative Learning Annotation System or CLAS. Drawing on the analytics from the CLAS system, supplemented with questionnaire responses from student users, this project will explore the potential of video-supported reflection to improve student learning outcomes, as well as develop best practices for mediating peer annotation in flexible learning environments.