Best Case Scenarios that Provide a Case-Load of Fun: Educating with Enhanced Case Studies!
Project Investigator(s): Zoe Soon, Senior Instructor, School of Health and Exercise Sciences Project Description I would like to develop a set of student resources which assist students in developing a more thorough understanding of the intricate and complex details of various diseases and disorders. It is well known that case studies assist with learning pathophysiology, […]
A Novel Use for High-Fidelity Human Patient Simulation (HPS): Does Integration of HPS into the Speech-Language Pathology Curriculum Facilitate Clinical Competencies?
Project Investigator(s): Stacey Skoretz, Assistant Professor, School of Audiology and Speech Sciences Project Description Health sciences curricula are moving toward competency-based assessments but how this is to be incorporated into speech-language pathology education has yet to be determined. High-fidelity patient simulation (HPS) has been utilized for medical training as it affords safe yet complex learning […]
What do First-Year Students Need? Assessing Students’ Transition to University Studies to Enhance the First-Year Experience in the Faculty of Land and Food Systems
Project Investigator(s): Candice Rideout, Instructor, Food, Nutrition and Health; Will Valley – Instructor, Faculty of Land and Food Systems; Christine Scaman, Associate Professor and Associate Dean Academic, Faculty of Land and Food Systems; Rickey Yada – Professor and Dean, Faculty of Land and Food Systems Project Description Preliminary data indicates students in the Faculty of […]
Teaching Historical Controversy: South Asian Case Studies
Project Investigator(s): Tara Mayer, Instructor, Department of History Project Description This project examines student responses to historical controversy. The literature about engaging with controversial issues in the classroom is inconclusive. Some studies suggest that it can be divisive and make both students and instructors ill at ease, while others regard it as key to teaching […]
Active Engagement with Feedback: Improving Assessment to Foster Learning
Project Investigator(s): Andrew Owen, Assistant Professor, Department of Political Science Project Description This project will develop and test strategies that promote active learning during student engagement with formative assessment feedback. I will draw on a review of existing literature and techniques to develop 2-3 specific feedback engagement techniques that will then be experimentally evaluated. Research […]
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 […]
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 […]
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) […]
On being strategic in selecting active learning techniques
Project Investigator(s): Jenny H Peterson, Instructor, Department of Political Science Project Description This study will present evidence and analysis of the specific impacts of different modes of active learning (e.g. simulations, role playing, peer teaching, reflective writing), on specific course learning objectives (e.g. improving basic comprehension of topic area, developing critical thinking skills, communicating complex […]
Measuring Student Aptitude for Knowledge Transfer Across Disciplinary Boundaries
Project Investigator(s): Chris Addison, Instructor, Department of Chemistry; James Charbonneau, Lecturer, Department of Physics and Astronomy Project Description This project involves developing an instrument that will allow us to quantify student ability to transfer knowledge across discipline boundaries, and to assess the ability of the Science One Program to promote this knowledge transfer. We will […]