Exploring the linguistic features of multiple choice questions: Evening the Playing Field for English as an Additional Language Students
Project Investigator(s): Mark Lam, Lecturer, Department of Psychology; Katherine Lyon, Instructor, Department of Sociology; Brett Todd, Lecturer, Vantage College Academic English Program; Jennifer Lightfoot, Instructor, Vantage College Academic English Program Project Description Multiple-choice questions (MCQs) are a commonly used assessment tool in post-secondary institutions and are often lexically dense and grammatically complex (containing highly packed […]
Reducing language-related extraneous cognitive load for non-native English-speaking students in the Faculty of Forestry
Project Investigator(s): Patrick Culbert, Instructor, Forest and Conservation Sciences; Jeff Howarth, Assistant Professor, Department of Geography, Middlebury College Project Description International students comprise 35% of the undergraduate student body in the Faculty of Forestry, and language issues are a serious barrier to learning for non-native English speakers. Using a Cognitive Load Theory framework, we will […]
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 […]
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 […]
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 […]
Taking up Metalanguage: Effectiveness of Students’ Think-Aloud vs. ComPAIR Feedback during Peer Review
Project Investigator(s): Katja Thieme, Instructor, English, Vantage, Laila Ferreira, Firas Moosvi Project Description We investigate the use of ComPAIR as a platform for peer review among students in ASRW writing studies classes and compare feedback quality on ComPAIR with in-class methods of peer review. Writing studies instruction in ASRW has so far relied on the think-aloud […]
Documenting the Impact of Course-Embedded Community Engaged Learning on First-Year International Students’ University Transitions
Project Investigator(s): Katherine Lyon, Instructor, Vantage College / Sociology, Kerry Greer, Senior Instructor, Sociology. Simon Lilliot, Instructor, Psychology / Vantage, Daniel Riccardi, Lecturer, Academic English Program / Vantage, Jennifer Lightfoot, Lecturer, Academic English Program / Vantage Project Description Anecdotal evidence from a pilot-year investigation suggests that course-embedded community engaged learning (CEL) opportunities provide unique benefits […]