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 […]
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 […]
Barriers to attending office hours among Biology students – Perceived and Actual
Project Investigator(s): Pam Kalas, Senior Instructor, Department of Zoology and Botany; Sunita Chowrira, Professor of Teaching, Department of Botany Project Description In large university courses, office hours represent unique opportunities for students to receive individualized support from instructors. So much learning is thought to take place during office hours interactions that publishing companies have developed educational […]
Exploring CLAS Implementation in Physics Teacher Education
Project Investigator(s): Marina Milner-Bolotin, Associate Professor, Department of Curriculum and Pedagogy; Gerald Tembrevilla, PhD student, Department of Curriculum and Pedagogy Project Description For the last three years, we have used extensively Collaborative Learning Annotation System (CLAS) developed at UBC in physics teacher education. While we have collected ample data, we haven’t had an opportunity to […]
The Role of Metacognition in Developing Transdisciplinary Skills in First Year Engineering Students
Project Investigator(s): Susan Nesbit, Professor of Teaching, Civil Engineering, Naoko Ellis, Pete Ostafichuk, Tanya Tan Project Description This study investigates the influence of metacognition lessons, developed for the first year engineering program, on levels of students’ transdisciplinary skills. We propose the use of a pre-post survey, as well as course performance evaluations to measure student levels […]