From Pillar to Posts: An Evidence-Based Analysis of Differences and Complementarities between the Traditional Term Paper and Student Blogs
Project Investigator(s): Robert MA Crawford, Instructor, Department of Political Science Project Description A sampling of undergraduate course outlines today reflects increased experimentation with new genres of writing across academic fields. Yet the large term essay remains a largely unquestioned pillar of rigorous academic writing. This project will undertake comparative analysis of student blogs and a […]
Students as Emerging Artists in Society: Experiential Learning in Visual Arts
Project Investigator(s): Christine D’Onofrio, Instructor, Department of Art History, Visual Art and Theory Project Description The following research proposal aims to study experiential learning pedagogical models and their methods of execution in a Visual Arts Community Engaged Learning class, VISA 375 Artists in Society. Informed by personal teaching reflection and rigorously determined curriculum models undertaken […]
Peer assessing of language proficiency: student-based peer evaluation of oral interviews in real-life job hunting situation
Project Investigator(s): Misuzu Kazama, Lecturer, Department of Asian Studies; Bosung Kim, Educational Consultant: Learning Design, CTLT Project Description Compared to its wide use in higher education, peer assessment has received less attention in language education, in particular as a viable means to involve learners in the evaluation process of speaking skills. While this idea is […]
Flexible learning student engagement: a case study
Project Investigator(s): Phaedra Burke, Sessional lecturer, Sauder School of Business Project Description The intent of this research is to improve (or strengthen) student engagement in a Flexible Learning course by understanding student interest and motivation in learning. The project will involve quantitative data from questionnaires (students’ background, their interest and motivation), qualitative data from interviews, […]
“Paying Attention to Attention”: Exploring the Integration of Games in a Popular Culture Course to Enhance the Quality of the Student Learning Experience
Project Investigator(s): Janice Stewart, Senior Instructor, Institute of Gender, Race, Sexuality and Social Justice Project Description This project explores the integration of gaming as a pedagogical tool in a Popular Culture undergraduate course that is taught in the Institute for Gender, Race, Sexuality and Social Justice at the University of British Columbia. In “Paying Attention to […]
Instructor versus Student Perspectives of Cognitive Tasks in Chemistry Laboratories
Project Investigator(s): Robin Stoodley, Senior Instructor, Chemistry Project Description Do students and instructors share the same view of which cognitive tasks are present in chemistry laboratory experiments? Anecdotal evidence suggests they do not, but to what extent do they differ? Are there patterns to the differences? Why do they differ? The instructors’ views have already been […]
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 […]
An Examination of the Learning Motivation and Learning Satisfaction of Students Participating in PASS
Project Investigator(s): Christina Sylka, Head, David Lam Management Research Library, Kalenne Thors, Manager, Canaccord Learning Commons, Sauder School of Business, Sunah Cho, Faculty Liaison, Sauder-CTLT, Cassie Gilpin, Student Engagement & Academic Advisor, Sauder School of Business, Tim Huh, Professor, Operations and Logistics, Sauder School of Business, Jonathan Berkowitz, Full-time Lecturer, Operations and Logistics, Sauder School of […]
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 […]
Investigating Students’ Responses to Feedback on their Written Work
Project Investigator(s): Jaclyn Stewart, Senior Instructor, Chemistry; Gary Bull; Holly Munn; Stephen Ney; Jeanie Rhemtulla; Robin Stoodley Project Description This project will investigate students’ responses to feedback in multiple disciplines and across year levels. We seek to understand how feedback messages interact with student’s individual knowledge and cultural background to produce learning through the writing […]