|Large TLEF Projects||Project Title||Status||Principal Investigator||Projected # of Students Impacted||Funded Amount||Project Summary|
|APSC||Redesign of First Year Engineering||New||Peter Ostafichuk||885||$138,735||We wish to completely redefine first year engineering in Applied Science. Extensive stakeholder consultation has identified numerous opportunities to greatly improve student learning and student experience. Students in first year report feeling disconnected from engineering and not understanding what the engineering profession is about. Two new blended learning courses emphasizing engineering practice - with carefully though-out online, lecture, and laboratory components - are planned to replace three existing first year engineering courses. The blended learning approach will allow us to restructure the timing of activities for deeper, more impactful learning and better utilization of our teaching spaces. The curriculum revisions will extend to the non-engineering courses in physics, math, chemistry, and English by linking the foundational material from those courses into the engineering courses, and by bringing engineering context and practices into the non-engineering courses. We expect these changes will make first year learning experiences richer, longer-lasting, and more exciting.|
|ARTS||Curriculum Renewal in Arts: Language Teaching and Learning||New||Janet Giltrow||10000||$129,830||Shifting from the Language Requirement as the main driver of undergraduates' language-study choices, Arts aims to recognise people's diverse motives for language study, and to develop diverse formats - intensive/extensive; face-to-face/mediated; credit/non-credit; stand-alone/embedded - for language study. This application for one year of TLEF funding proposes to develop a strategic, conceptual, and practical platform on which to build future innovation in language learning and teaching. Rather than focus on a course, the project focuses on resources which are versatile for combination and migration. (1) From an inventory of such resources, both in-house and external, the project will build and introduce three pilot modules which are mobile across courses and formats, and will lay the groundwork for a rich language-learning environment accessible to self-directed learning. (2) Following the example of Italian for Opera, the project will pilot language learning embedded in professional/academic situations, namely, German and Danish for students in the new Bachelor of Media Studies. (3) Following suggestions by language instructors in Arts, the project also pilots models for "student involvement."|
|ARTS||Educational and Career Outcomes for UBC Arts Students: Towards a new Paradigm||New||Janet Giltrow||12000||$60,611||We seek to cluster a series of initiatives in Arts aimed at orienting theory and practice to practical experience in a systematic way throughout undergraduate curriculum in the Faculty of Arts to enhance student learning and help faculty build capacity for advising and assessment. Building on Faculty-wide Learning Outcomes activities underway, this project will support students in identifying, articulating, and defining the career outcomes associated with their curricular and experiential learning experiences through:
(1) adding a second phase to the Faculty of Arts Educational and Program Learning Outcomes Project that complements academic learning outcomes with career oriented outcomes;
(2) develop a study seminar for departmental advisors to build capacity among faculty and staff in the Faculty of Arts to support studentsÕ academic and career success;
(3) piloting an e-portfolio tool with the Environment and Sustainability Program and exploring feasibility of extending the eportfolio tool out to other programs in Arts.
|ARTS||Engage UBC||Returning||Susan Rowley||500||$65,603||The Museum of Anthropology at UBC (MOA) is a world-renowned institution dedicated to world arts and cultures. Currently, UBC instructors and students underutilize MOA as a teaching resource. The goal of Engage UBC is to enhance UBC student learning through the creation of online resources linked to MOA exhibitions. We propose using a case study approach based on the upcoming exhibition Òc__sna__m the city before the cityÓ focusing on a Musqueam village site occupied for over 4,000 years. An online toolkit for instructors will be developed utilizing the innovative knowledge mobilization approach of the Reciprocal Research Network. Working with course instructors, online resource modules built using the toolkit will be developed for student use in conjunction with exhibition visits. A multi-year grant, the outcome of Engage UBC will be an online toolkit fostering the ability of UBC instructors/museum staff to provide enriched, interactive resources for UBC students.|
|ARTS||Fostering Peer Learning & Assessment Skill||New||Peter Graf||1200||$120,021||This project will create and evaluate the tools/support-materials needed for including a pedagogically valid and reliable peer assessment component in PSYC 101&102. Peer assessment -- the assessment of student work by other students -- is a method for achieving several desirable outcomes, including increased student engagement in the learning process and enhanced proficiency in the broad range of skills required for the critical analysis and evaluation of the work of others. In addition, the amount and range of feedback about an assignment are increased when multiple peers assess a student's work. To achieve such benefits, we propose to (a) create a workshop for training peer-assessment skills, (b) investigate the effectiveness of this workshop in enhancing students' critical evaluation skills, and (c) examine whether training in peer assessment boosts students' perception and acceptance of the peer evaluation process and of the critical evaluative feedback provided by peers.|
|ARTS||Greek Epigraphic Squeezes: Developing a Digital Environment||Returning||Gwynaeth McIntyre||300||$15,000||The Department of Classical, Near Eastern and Religious Studies (CNERS) holds an extensive collection of approximately 1000 epigraphic squeezes, paper impressions of ancient Greek stone inscriptions. The collection is comparable to few in North America and is a valuable pedagogical source of material; however, the materials are not accessible in their current fragile physical state.
Over the last year, this CNERS student-driven project has collaborated with the UBC Library to begin to digitize the squeezes collection and this will be completed by April 2015. The next stage is to develop the descriptive content necessary to deliver a comprehensive online collection. The materials will be used to introduce approximately 300-330 upper-undergraduate (depending on course rotation) and graduate level students to the primary sources each year through classroom assignments in an online environment, and engage them in translation exercises that would give them an introduction to the Digital Humanities environment.
|ARTS||Multimodal approaches to the empowerment of pronunciation teaching and learning: Creating online interactive tutorial videos||Returning||Bryan Gick||2600||$148,530||Pronunciation is an integral part of communication directly affecting speakers' communicative competence and self-confidence. The goal of this project is to develop web-based biovisual tools (the eNunciate! site) to improve learners' pronunciation. In the project to date we have successfully created novel instructional videos incorporating ultrasound overlays (see interim report). In year 2 we will continue developing new technology to create 1) an interactive tongue visualizer enabling learners to see their own tongue shapes, and 2) a prosody visualizer interactively displaying learners' pitch signals. These tools will enable learners to compare their own productions with correct pronunciations in real time. The current project is a collaboration between the Departments of Linguistics and Asian Studies. We believe the best results for successful language learning will be obtained through collaboration across language programs, connecting with broad-based initiatives such as the "Language Learning Curricular Project" and with distance and blended courses beyond UBC.|
|ARTS||Writer's bloc: An Online, Real-time Communal Writing Platform for Enhancing Writing Pedagogies||Returning||Fred Cutler||300||$24,962||This project will develop Writer's Bloc, an online communal writing platform for enhancing writing-based pedagogies in the physical and digital classroom. Analogous to the "clicker" now common to science education, this online tool will be a platform for students to write responses and to enable immediate feedback or discussion of this writing.
Writer's Bloc is designed as an interactive web application with "views" for different users: for instructors, and for students. Upon signing in, students are presented with an instructor-provided "prompt" and a large input field. As students write, the web application analyzes and presents --in real-time -- commonalities in the group's response to each individual writer. This will show to students shared modes of thought between writers as they write. The instructor can view the responses individually or as a whole, represented through several linguistic representations, therefore enabling immediate feedback to students on commonalities and variation of responses.
|CHD||i-Ethics – Implementation of an Integrated Ethics Curriculum in the Health and Human Service Programs at UBC||New||Lesley Bainbridge||4200||$86,067||An integrated ethics (i-Ethics) curriculum is being developed to enable UBC's health and human service programs to prepare students for ethical practice within their professions and in inter-professional teams. The proposed project builds on the existing Flexible Learning TLEF grant "i-Ethics -- An Exemplar for Planning, Implementing and Evaluating an Integrated Curriculum in the Health and Human Service Programs at UBC." By the end of the 2014/2015 grant, we will have developed guiding principles, exit competencies, milestones, learning objectives, a curriculum model, an evaluation model, and piloted two learning activities. The proposed project (commencing April 2015) will (a) identify all specific learning activities that align with the curriculum model (b) develop learning resources (c) test an assessment approach (d) undertake a graduated implementation of the curriculum using proportional representation of students in six programs and (e) evaluate the graduated implementation.|
|FRST||Field forestry instructional assistance through mobile learning||New||Janette Bulkan||500||$55,540||An increasing number of students in the Faculty of Forestry are from urban backgrounds and about one-third are international students, with English as a second language. The reduction of training in areas such as road design, layout, and construction means that it is harder to develop those skills. We will create six sets of videos on specific forestry techniques and an interactive learning activity module for use in the classroom and on mobile devices. The components will allow a blended learning experience and enhance undergraduate teaching and learning. The rising size of classes means that all students will benefit from accessing these tools which will also make it easier for instructors to flip the classroom and dedicate more time to discussions. This is a two-year proposal involving undergraduate and graduate students at every stage. The videos will be accessible to users globally through the Cultivating Forest Stewardship (CFS) website, http://cfs.forestry.ubc.ca/|
|LFS||Food, Nutrition and Health (FNH) Nutrition Curriculum Renewal: Engaging Flexible Learning Strategies to Achieve and Assess Graduate Attributes||New||Candice Rideout||850||$10,000||This project will transform the learning experience of students in FNH nutrition majors. Through graduate attributes-driven curriculum renewal and establishment of a learning portfolio approach to support integration and reflection upon learning, our students will have richer learning experiences that better prepare them for the opportunities, challenges, and responsibilities they will encounter after graduation.|
|LFS||Scaffolding and Scaling up Integrated Experiential Learning Experiences in the Core Series, Land and Food Systems||Returning||Andrew Riseman||4187||$89,000||The Land, Food and Community (LFC) Core Series courses in the Faculty of Land and Food Systems are engaging in experiential pedagogies by integrating community-based experiential learning (CBEL), community-based action research (CBAR) initiatives and flexible learning (FL) strategies. We wish to further enhance student learning, including application of theoretical knowledge in hands-on activities. Our proposal has two objectives: to further incorporate FL strategies into the Core Series to enhance CBEL/CBAR initiatives, and to develop FL strategies to increase meaningful learning opportunities in the Core Series' lecture sessions. To meet these objectives, we will integrate experiences of previous FL initiatives in the Faculty, blend current FL strategies from online to face-to-face versions of courses, and create online repositories of resources for the Core Series. We will evaluate these initiatives by soliciting feedback from students, instructors and stakeholders, and test for achievement of Learning Outcomes across the progression of the Core Series.|
|LAW||Legal Research and Writing for the "Net Generation": Developing an Interactive Online Course||Returning||Sandra Lee Wilkins||185||$13,939||Legal Research and Writing is a mandatory 2-credit first year course. The goal is to work with CTLT to transform an existing face to face course Ð currently delivered in eight sections to approximately 185 students Ð into an online environment.
This course was first offered in 2012 in response to curriculum requirements set by the Federation of Law Societies. During 2013, elements of a Ôflipped classroomÕ approach were added. The goal will be to extend the work undertaken to date, with a view to moving fully online within two years.
The course would be beneficial to other members of UBC and the wider community, who are interested in developing these skills, and there is a possibility that the course may be adopted by other Canadian law schools and institutions that offer law-related programs.
|LIBR||Collaborative Piloting of Badge-Based Learning Pathways||Returning||Erin Fields||2000||$87,047||Year two of the Badge-Based Learning Pathways FL-TLEF project (BBLP2) transitions from pilot mode to broad implementation. Year one involved three pilot projects, one learning platform, and the cultivation of a badge-interested community across campus. The response from UBC and beyond has been exceptional.
In BBLP2 we propose to expand our technology-integration relationship with CTLT to develop versatile badge capacity across all prevalent UBC platforms (WordPress, Connect and edX) while growing the program of badge exemplars to encompass all significant UBC demographics (undergraduate, graduate, professional and continuing studies students, staff, faculty and residents) as well all faculties.
Our goal is to achieve critical mass for badge-based learning at UBC. We will accomplish this by harnessing the interest in hand, by systematically identifying, pursuing and supporting implementation opportunities across campus, and by leveraging UBCÕs leadership in badges to connect with similar initiatives globally to bring the best emerging ideas here.
|LIBR||Gold Rush in the Digital Age: Immersing UBC Students in Primary Sources in an Online Environment||Returning||Larissa Ringham||50||$20,900||UBC students benefit from the Library's digitized collections but they are currently delivered in a passive environment- students can view digital collections and cite them as primary sources in papers, but there is not currently a method for delivering a more immersive experience, such as is practiced in the Digital Humanities. Using a collection of letters from the B.C. Gold Rush era, this project proposes to expose UBC History students studying B.C. history to such an immersive experience by providing an online mechanism for the students to participate in the transcription, description and analysis of the letters. The project will utilize existing technology such as UBC Wiki and Blogs for these digital humanities exercises, but opens the doors for the Library to re-purpose the data and transcriptions the students produce, hence benefiting future course work across departments. The letters must first be digitized and uploaded to UBC Library's digital collections.|
|MED||Birth Place Toolkit for the Health Professions||New||Saraswathi Vedam||2000||$74,284||In partnership with the UBC College of Health Disciplines we will create an online educational toolkit that enables learners to acquire key professional competencies necessary to provide optimal perinatal care in a collaborative, multi-disciplinary environment. Modules will address competencies like communication, collaboration, conflict resolution, team functioning, leadership and patient-centred care; all requisite skills for care across the health professions. Currently, there are few university-based, pre-clinical opportunities to acquire the knowledge, skills, and attitudes needed to demonstrate these core competencies. Place of birth has been chosen as the exemplar since this contentious topic will generate dialogue around a central issue in which UBC students are known to hold strong and differing opinions (Stoll et al., 2009).The toolkit will be organized in a flipped classroom format, reserving time for students to develop and practice skills face-to-face. Modules and materials will be available for a self-directed learning process or incorporation into existing classes.|
|MED||Flexible Learning for gross anatomy||New||Claudia Krebs||1000||$37,187||We propose creating a comprehensive set of resources to support a flexible approach to learning the functional anatomy and neuroanatomy of the head and neck. This will comprise the creation of didactic video modules accompanied by interactive modules and the development of in class activities (lab manual) that focus on the application of this knowledge. The conceptual approach developed by faculty at UBC to teaching these topics is unique and these resources will be an integral part of a flexible learning approach in the new medical curriculum. Each video will integrate chalk talks with animations, state of the art imaging, and anatomical dissections, and will link basic concepts with functionally and clinically relevant basic anatomy. The interactive modules will include didactic and self-testing portions. The project will involve the participation of UBC faculty, staff from MedIT and from CPS, two graduate students, one medical student, and a professional film crew.|
|MED||West Coast Interprofessional Clinical Knowledge Evidence Disseminator (WICKED)||Returning||Alison Greig||920||$29,500||The project team is currently developing and testing web-based, interactive, simulated learning modules to teach students the steps of evidence-informed health care (EIHC). Five Virtual Patient cases are being developed to align with the five steps of evidence based practice:
1. Translation of uncertainty to an answerable question
2. Systematic retrieval of best evidence available
3. Critical appraisal of evidence for validity, clinical relevance, and applicability
4. Application of results in practice
5. Evaluation of performance
The rationale to support this project stems from the need for learners to adopt an evidence-informed approach to practice. EIHC is a minimum requirement for graduates from healthcare professional programs and clinicians need to be able to implement evidence-based policies and have a critical attitude to their own practice and to the evidence. The content and design of the cases developed through this project will allow integration into the curricula of all healthcare professionals.
|SCI||Introductory Statistics||New||Nancy Heckman||2200||$140,459||Introductory statistics is taught in departments across UBC. Typically, instructional resources and expertise are not shared across units resulting in duplication of efforts or underuse of valuable material. This project brings together instructors from Science, Arts, and the School of Population & Public Health to develop, adapt, and use instructional resources that address conceptually challenging topics in introductory statistics. The resources will be open, adaptable, consistent in look and feel, and grounded in existing research on learning and statistics. This project will also develop, test and document a model for cross-faculty partnership to support introductory statistics instruction. Finally, it will increase UBC's faculty-level capacity for identifying, evaluating, adapting and/or developing future statistics learning resources.|
|SCI||MOOC consumption: enhanced learning on campus using course material developed elsewhere.||New||Simon Bates||800||$45,566||We propose to redesign section(s) of Physics 100, using MOOC content and other OER materials developed elsewhere as the basis for the course content. We term this approach "an open flip", where the focus of instruction shifts from creating content to curating already available materials, and thus spending instructor time on design and delivery of classroom activities that are known to enhance student learning.|
|Small TLEF Projects||Project Title||Status||Principal Investigator||Projected # of Students Impacted||Funded Amount||Project Summary|
|APSC||Developing Geotechnical Laboratory Web-based Instructional Materials for Second- and Third-Year Civil Engineering Students - CIVL210 & CIVL311||New||Yahya Nazhat||500||$13,073||This application is to support the development of web-based instructional materials in geotechnical engineering undergraduate courses. The intent of these materials is to give students consistent instructions on safety and proper use of the instrumentation in the laboratory, thus allowing the students to conveniently review such instructions as often as necessary prior to laboratory sessions. This will enhance the student learning by dedicating lab time for actual hands-on elements and interaction with teaching assistants (TAs). Further to this flexibility, web-based instruction also eliminates instructional ambiguity by providing quality assurance. Initial TLEF funding will provide resources for developing the instructional materials for three or more laboratory experiments for 400+ second and third-year Engineering Students through CIVL210 and 311. These materials will be integrated with existing web-based laboratory instructional resources currently developed under the Flexible Learning Initiatives (FLI) support in Civil Engineering Department.|
|APSC||Enhancing Education of Computer Systems with Flipped Lectures and Interactive Laboratories||New||Tor Aamodt||320||$29,562||Today's computers are very complex. Students graduating from the Electrical and Computer Engineering Department require a strong understanding of computers to be effective in their careers. Learning the many interrelated concepts required is challenging. The first goal of this project is to develop a set of interactive online lectures and accompanying in-class exercises to be used for a flipped-lecture treatment of the computer design subject matter taught in second year in EECE 259, an introductory course covering the related topics of digital design and computer organization. The second goal is to sustain development of a new interactive laboratory sequence that provides students with hands on exposure to the same concepts. These goals are complementary in that the envisioned laboratory sequence would be closely coordinated with the flipped-lecture sequence. Students will be presented concepts online, work through them interactively in class, and then apply them in the lab.|
|APSC||Providing personalized course video viewing experiences through student and instructor viewing analysis||New||Sidney Fels||650||$49,992||Though students spend much time watching videos in flipped, distance, and other flexible learning environments, their focus and choices are not preserved for future reference. We propose to actively adapt the presentation of video using personal viewing histories (similar to a web history), thus creating interactive, personalized learning materials based on each studentÕs past actions. Our proposed tool, MyView, keeps records of which parts of the video each user watched and the order in which they rewatched, and uses this information to provide analytics for instructors (to identify problems or popular clips) and enhanced summative viewing for students, such as identifying frequently viewed clips, simple search for previously-viewed clips, easy playlist construction for personalized course content and saving important clips for easy access. This supports greater communication among students, simpler material collation for personal revision, identification of comprehension issues on individual and group bases and closer communication with the instructor.|
|APSC||Teaching Laboratory Data Management (TLDM) System||New||Peter Englezos||360||$31,274||Teaching Laboratory Data Management (TLDM) System
Project Summary: The TLDM system is an online Excel-based coaching tool that provides guidance, feedback, and instructional scaffolding for students as they grapple with long complex laboratory analysis and calculations. The TLDM system also provides, grading assistance to TAs and student performance statistics to instructors. This proposal focuses on generating simple Excel-based modules that flexibly scaffold student learning as they master the use of Excelª for accurate and detailed laboratory data analyses without the need of constant TA support. The TLDM system will also reduce the time required for grading by automatically generating marking keys unique to each student's raw data.
|ARTS||Blended Learning: Redesigning 1st and 2nd year language courses for French and Spanish||New||Robert A Miller||1800||$25,903||We propose to create a collection of content modules for French and Spanish courses that would replace the traditional textbooks presently in use. This project builds upon the experience of creating and deploying successful blended courses for French 122 and French 123 for the past 4 academic years (400 students/year). Our combined experience with flexible learning gives us the confidence that this model can be extended to a larger scale by creating a collection of reusable digital language-learning content materials. These materials are comprised of online course content and activities, online assessments and assignments mainly hosted on UBCÕs Learning Management System, Connect. Our proposed changes would impact seven courses (French 101-102-111-112-215, Spanish 206-207) where approximately 1800 students register yearly. The purpose of this initiative is to upgrade both teaching and learning by capitalizing on existing knowledge and language-teaching experience that would enable students and instructors to move to a more user-focused, self-directed approach to teaching and learning.|
|ARTS||Cultivating citizenship skills through teaching and learning in the humanities||New||Michael Griffin||560||$5,670||Policymakers and students both describe "citizenship skills" as desirable learning outcomes and graduate attributes in higher education (UBC 2009, Banks 2007, Sax 2004). This project aims to identify methods of teaching and learning within the humanities that are correlated with a positive increase in citizenship skills, using validated psychological measures of perspective-taking, empathy, interpersonal and intercultural fluency, and tolerance of ambiguity (outlined below). We aim to test the hypothesis that the rigorous and charitable study of literature and philosophy drawn from diverse cultural traditions positively influence traits perceived to be conducive to good citizenship (cf. Kidd & Castano 2013); if true, we aim to identify content and pedagogical perspectives and practices that are correlated with this influence, to modify the pilot courses (enrolling approximately 560 students) in year 2, and to disseminate these results within and beyond the university community.|
|ARTS||Designing Instructional Resources for Teaching and Learning through a Blended Business Spanish course||New||Samuel A. Navarro Ortega||25||$6,050||This project develops the coursepack and online component for the newly created SPAN 309 "Business Spanish of International Trade in the Hispanic World". Drawing on the theory of processing instruction and structuring input (VanPatten, 1990, 1994,1995, 2007), we design, implement and test five units that contain technical knowledge, vocabulary and grammar for the critical discussion of topics like trade organizations and major imports and exports at level B2 Spanish (CEFR). With its flexible learning structure, SPAN 309 enhances teaching and learning presenting online resources that complement the multimodal in-class approach.
Deliverables from this project remain available for all UBC instructors and our theoretical framework is amenable for developing more language instructional resources. Empirical evidence suggests that contents, which are the focus of processing instruction, are better used in connected discourse (VanPatten, 2007). This student-centered initiative aims to maximize the academic preparation of our students and indirectly securing their financial stability.
|ARTS||Flexible Online Delivery for ENGL 301 (Technical Writing)||New||Tiffany Potter||350||$21,153||ENGL 301 (Technical Communication) is required by several programs and taken by students from across UBC. Within the flexible learning mandate, the online version is an important resource for students in professional programs: many need the course but are not on campus full time. We seek to redevelop 301 so that it can offer students cross-disciplinary writing skills that are transferable beyond the university.
In operational terms, the redesign allows for an immediate doubling of the course cap from 20 students to 40 per section as a result of its innovative integrated assignment structure, with student writing teams for multiple-draft writing in which peer evaluations are themselves assessed as a measures of technical communication; this online platform will form the basis of future blended-delivery sections. Finally, we will also pilot using TAs in designated roles, potentially allowing section caps to be increased again to 60.
|ARTS||Human and Environmental Geography Experiential Learning Initiative||Returning||Siobhán McPhee||600||$16,200||The Learning Initiative, drawing on UBCÕs Place and Promise Plan of student lead activities providing firsthand research experience while engaging with communities and the environment in a sustainable way, aims to produce an innovative and student-driven experience with relevant curricula and learning tools for undergraduate Geography and UBC students. The two-course initiative (a BC based 3rd year and an international 4th year) allows students to engage locally and internationally providing them with a capstone experience whereby they learn by doing, a cornerstone of geographical research. The Initiative would engage and enrich, but not overlap, upon existing projects in Geography involved in a transformation of curriculum in new and innovative ways, and putting into practice learning occurring in class. The Initiative engages with colleagues across UBC in collaborative development of pedagogies, resources and curriculum on intercultural understanding, international engagement and sustainability (both environmental and social), and draws on UBC students for design and participation in the initiative.|
|ARTS||Introduction to Digital Arts into the Digital Realm||New||Christine D'Onofrio||480||$29,190||This project will extend the foundation Visual Arts course "Studio Three: Digital Media" into the digital realm. The thematic topics of the course, "how the machine influenced art-making," will be put into practice and students will directly experience how the electronic can influence learning and the transfer of knowledge. The expansion of the class to online components of specific skill-based and social learning will see the benefits of flexible learning and a blended, digital environment integrated into the current curriculum. Developing a Technical Demonstration Library with companion evaluation tools; technical learning would be re-directed to non-contact hours. The development of online communication and peer review forums would encourage habits of collegiality, fostering relationships between students; an important part of making art. The changes will allow for contact lab hours to be re-focused on the core conceptual learning of the class, and the complex philosophical and experiential learning vital to the visual arts.|
|ARTS||Latin American Studies 100: Redesigning a Core Area Studies Course||New||Jon Beasley-Murray||5000||$44,324||This project reconfigures Latin American Studies 100, the core first-year gateway to students' understanding of Latin America. Employing a blended learning approach incorporating technological resources (a web interface, blogs, video and audio lectures and podcasts) and flexible pedagogical processes (flipped classroom, student as producer, active learning), we will enrich student learning, increase capacity, attract new students to the major and minor, encourage interdisciplinary, interdepartmental, and inter-institutional collaboration, and open the course up beyond UBC.
Latin American Studies 100 is UBCÕs key contribution to undergraduate students' understanding of the greater part of the landmass and population of the continent on which we are situated: Central and South America plus Mexico and significant Latino presence in the United States. The course has historically recruited well, but is capped at 50 and is easily overlooked. This redesign is a first step to transforming and upgrading UBCÕs educational offerings regarding this vital world region.
|ARTS||Transformation of CENS 303A ("Representations of the Holocaust") into an online course||New||Bozena Karwowska||250||$39,497||One of the most pressing issues in Holocaust studies is the question how to educate students about Nazi crimes when there are no survivors left. Following the model of multidisciplinary inquiry, developed by UBC and the Auschwitz-Birkenau Museum, we propose to transform CENS 303A into an online course (for UBC and non-UBC students), in which the generational change is addressed in an innovative outcome-based teaching and learning environment. The idea stems from the international seminar Witnessing Auschwitz (May-June 2014) which generated an international interest in a model of Holocaust education that involves undergraduate research. UBC is currently the only North American university offering such a program and there is considerable interest in developing a long-term strategy to offer the seminar on a regular basis; therefore there is a significant interest, both at and outside of UBC, in the preparatory course CENS 303A, currently offered as a mixed mode course.|
|ARTS||Transforming Large Lectures Through Small Group Active Learning Sessions||New||Elizabeth Dunn||800||$8,495||As the largest department in the Faculty of Arts (in terms of undergraduate majors), the Department of Psychology relies heavily on traditional large-lecture courses, even for upper-level students. Thus, we are proposing to test the value of transforming our third-year lecture classes by replacing a subset of the lectures with Small Group Active Learning (SGAL) sessions. During these sessions, rather than attending lecture, students will meet in smaller groups led by a TA, where they will have the opportunity to harness and apply what theyÕre learningÑoften outside the classroom. In Year 1, we will test this program in our third-year Social Psychology course (Psyc 308). We will then use the data collected as part of the evaluation component to improve on this program and build a model that can be adopted in upper-level courses across our curriculum (e.g., Cognitive Psychology, Developmental Psychology).|
|ARTS||Transparency in social work: Having the hard conversations||New||Carolyn Oliver||145||$19,229||There is growing recognition of the importance of transparency in the Ôhelping professions'. The ability to clearly and compassionately speak difficult truths to clients and colleagues reduces moral distress, underpins strengths-based relationships and supports effective teamwork. Social work teaching about transparency tends to be didactic, involve complex case simulations, or happen opportunistically during practica. In collaboration with students, we will develop easily implementable experiential learning activities that exploit naturally occurring "difficult conversations" as opportunities to help students safely practice transparency.
This is a multi-year project, broadening from a small pilot and student evaluation in Year One to full implementation in SOWK 316 in Year Three. We hope to adapt the curriculum for social work graduates and associated disciplines and contribute findings to the Scholarship of Teaching and Learning. The project utilizes student peer evaluations as a learning activity, thereby supporting the development of faculty expertise in this technique.
|ARTS||Uncovering Indigenous Stories through Digital Tools at this "Place of Mind"||New||Mark Turin||500||$50,000||This TLEF project seeks to leverage and strengthen existing partnerships through pedagogical capacity support to better understand relationships between Indigenous and non-Indigenous peoples. It will enable access to three substantive digital learning resources, "Knowing the Land Beneath Our Feet", "Totem Park Residence Educational Film Series" and "Where Are We in the World?", by rolling out and implementing them as powerful and flexible learning tools across UBC classes, units, and orientation programs. We will provide thousands of UBC students lasting opportunities to interact - physically and virtually Ð with Indigenous presence across UBC and Vancouver by designing, integrating, and evaluating a) effective online presence and infrastructure to house each resource, b) instructor curriculum toolkits, and c) professional development workshops. This timely project will help foster ethical relationships across our institutional communities and networks on unceded Musqueam territory by building on existing momentum around curriculum enrichment in First Nations studies.|
|ARTS||Wising Up: Learning to Share Knowledge between Canada's Northern Communities and Southern Classrooms||New||Patricia Johnston||50||$25,000||The UBC Polar Club is a community of student researchers who promote cross-disciplinary dialogue around issues impacting the Arctic, Antarctic and subarctic regions. Now partnered with Green College on a 3-year ARCTIC-WISE consultation, the UBC Polar Club is working with UBC faculty to enrich student learning by developing educational course modules.
Based on What I Learned in Class Today, we propose a pilot project titled Wising Up to be conducted within the Faculty of Arts.
With support from the UBC Polar Club and Green College, two faculty members working with graduate assistants will create resources related to the sharing of knowledge between North and South. From these resources, two modules will be developed for use by UBC faculty interested in Arctic studies. These modules will be shared with colleges in the Yukon, Northwest Territories and Nunavut and made available to ARCTIC-WISE partners, the Vancouver Aquarium and Canadian Polar Commission.
|DENT||ENHANCING DENTAL STUDENT LEARNING THROUGH INTERACTIVE, ONLINE, COMPETENCY-BASED PROGRESS TEST SYSTEM's YEAR II||Returning||HsingChi von Bergmann||215||$44,032||UBC Dentistry emphasizes an inquiry-based pedagogical approach and follows a competency-based education (CBE) ideology. In all educational programs, a sound assessment system will help to achieve the program curricular philosophy. As a part of our curriculum renewal and the desire to achieve the CBE philosophy, with support from TLEF in 2014-2015, we designed a Progress Test System (PTS) that will be piloted in Spring 2015. A successful result from the pilot will advise a full implementation of PTS to augment our curriculum renewal project. Via an Interactive, online, four-year continuum of progress tests, students will be assessed on the expected competencies of a new graduate dentist. Our PTS emphasizes an interactive-web-based feedback tool where students will: complete progress tests, receive immediate formative feedback, engage in online discussion groups, and be directed to specific areas for improvement /remediation. Multiple means will be employed to evaluate intended outcomes of this project.|
|DENT||Using Live Video Enhanced with Motion Graphics to Help Improve Student Learning of Clinical Skills in Periodontics||New||Nancy Black||391||$35,909||We would like to create a series of multiple, 2-3 minute videos demonstrating the necessary clinical skills in periodontics (study of gums and supporting tooth structures). Such skills include assessing the clinical appearance of gum tissues and the proper manipulation of instruments used below the gumline. Students have reported limited visibility during clinical demonstrations and difficulty visualizing instruments that have ÒdisappearedÓ below the gumline. The intent of these videos is to enhance student learning of periodontal clinical skills by improving the quality and impact of clinical instruction. Filming with high power magnification and merging ÒliveÓ video footage with 3D animated motion graphics will be used to enhance students' visibility and visualization of the clinical skills and concepts. Questionnaires will be distributed to students and instructors before the making of the videos as well as after releasing and viewing of the videos to determine success of outcome objectives.|
|EDUC||Developing interactive and print resources for sustainability educators in innovative outdoor classroom pedagogies||New||Susan Gerofsky||500||$16,750||This application supports development of interactive online and print curricular resources for UBC Education students learning to teach in outdoor classrooms. A team of international UBC graduate students will develop an interactive website and book that introduce innovative approaches to hands-on multimodal, nature-based pedagogy for teaching mathematics, sciences, fine and applied arts, language arts, and other school subjects, using the rich cultural and ecological systems of school gardens and other outdoor classroom sites. Materials will be developed and piloted in the first years of this project, and published in 2016 to coincide with the Faculty of EducationÕs Year of Sustainability and Ecojustice Education. The website and book will provide long-term resources to benefit educators at UBC and globally, providing a forum for continuing discussion, collaboration and new approaches and ideas. They will help promote UBC's already strong reputation as a hub for research, teaching and leadership in sustainability education.|
|FRST||Blending the Foundations: Pilot testing a blended environment for Foundations of Conservation (CONS 200) through two new modules||New||Shannon Hagerman||250||$22,030||This proposed project is designed to enhance the learning experiences of the ~250 students who take CONS 200 each year. The proposed activities are informed by student feedback derived from two surveys (detailed below). The project objectives are threefold: 1) Develop materials for two new content modules designed for a blended learning environment (each module will span 6-8 lectures) 2) Pilot test a blend of flipped, active, experiential and flexible teaching and learning approaches and novel forms of assessment through these two newly created content modules and 3) Develop and implement a set of indicators for outcome-based evaluation of the project to inform the potential expansion of a blended environment for future offerings of the course, and provide insight into student attitudes towards blended approaches. Undergraduate and graduate students have been, and will continue to be involved at every stage of the project.|
|FRST||Observing the Earth from Space||New||Nicholas Coops||850||$44,995||The adventures of astronaut, Chris Hadfield, have inspired a new generation of "space wonderers"; interested and inspired by viewing the Earth from space, and what technological advances have come from humans in space. UBC courses cover some of these domains, including sensing the Earth from space, geo-positioning and locations services from space and mapping / citizen science activities. This TLEF proposes to develop online education resources including three key components (a content portal, interactive online labs and a blog / student portfolio) to support learning and the underlying theory, capitalizing on this current interest. The site will have direct use in a number of undergraduate courses: FRST 443 (Remote Sensing); CONS 340 (GIS) and CONS 452 (Landscape ecology). In addition the website will be used by a new course CONS127 "Observing the Earth from Space", a first year, all access, course (CONS 127) offered by Faculty of Forestry.|
|LFS||Bringing a Virtual Biology Specimen and Image Repository to Classes and Mobile Devices||New||Edmund Seow||284||$17,667||To create an online image repository and information database (i.e., plants, weeds, tissue and cell cultures, insects images, course videos, other learning materials) to foster a learner-centered teaching approach used in LFS APBI/BIOL courses. The diversity of media and visual material can be used to complement content, delivery mode, and increase the flexibility of learning environments. (i.e., anytime, anywhere). Classroom modifications (addition of a projector and digital microscopy) will allow for the ready creation of repository content as well as enhanced group learning opportunities by team exercises based on live projections (i.e., tissue and cell culture assays, specimen dissections, anatomical and morphological observations). The repository will allow students to contribute materials that can be reused for teaching and learning by current and future students and instructors and provide a forum for collective discussion in the classroom.
|LFS||New approaches to Dietetics Major clinical courses: Incorporation of innovative and effective pedagogies to enhance teaching and learning in a health professional training program||New||Karol Traviss||102||$31,642||This course redevelopment project aims to enhance the preparation of Dietetics students for safe and effective clinical practice roles in healthcare settings. It focuses on FNH 470/475 (Clinical Dietetics I/II), key program nutrition and disease courses. The project addresses identified challenges our students face in the programÕs practice education placements, with recall and application of clinical course foundational knowledge. This adversely impacts their learning and places a high teaching burden on supervising practitioners.
The project builds upon our past experience with utilizing innovative and effective pedagogies in the program, including flexible learning approaches. Year 1 will involve needs assessment and course redevelopment activities, while in year 2 redeveloped courses will be implemented and evaluated, and an ongoing clinical course professional advisory mechanism will be established.
The key anticipated outcome will be enhanced preparation of our students for practice education placements and future clinical practice roles in a regulated health profession.
|MED||Case-Based Learning (CBL) Tutor Training Program: Supporting MD Undergraduate Curriculum Renewal||Returning||Katherine Wisener||288||$32,880||The UBC Faculty of Medicine's MD Undergraduate Program is undergoing a curriculum renewal which involves foundational changes to the curriculum. One of these changes is a shift toward a Case-Based Learning (CBL) pedagogy which allows for an interactive, student centered exploration of realistic clinical cases which are facilitated by faculty, and away from a Problem-Based Learning (PBL) focus. After collecting evaluation data from existing students and tutors, engaging faculty development members across BC, completing two CBL pilot projects, and developing an online tutor training module, we have developed a framework for the CBL tutor training program that needs to be implemented across the four UBC distributed sites as we approach the renewed curriculum launch date, September 2015.
This program is built on past program evaluation and student projects to provide comprehensive educational curriculum that enhances teaching and learning, and is responsive to pedagogical needs, desired competencies and roles of tutors.
|MED||Developing an education module of integrative breast pathology for UBC medical students||New||Diana Ionescu||326||$38,560||Breast cancer diagnosis involves multidisciplinary knowledge and skills. Integrative approach of breast pathology, such as the diagnostic correlation of pathology and radiology, reflects a "real-world" clinical experience and an effective learning strategy. To promote integrative learning, we propose to develop an educational module of integrative breast pathology (IBP) in the UBC medical program. The IBP features both vertical and horizontal integration and aims to enhance students' learning of breast cancer diagnosis. Both subject matter experts and medical students will work together through the entire development process to ensure learners' perceptions are included. The success of the IBP module will be determined by the students' ability to interpret diagnostic correlations and the utility of molecular markers for treatment management.|
|MED||Global Health Curriculum Resource: An Online Resource for Flexible Learning in Global Health||New||Videsh Kapoor||1000||$44,319||This inter-disciplinary initiative will bring together faculty experts, community partners and students to develop a comprehensive and flexible online resource for global health education aimed at an audience of self-learners with vastly varied backgrounds. Existing global health materials and courses from numerous source institutions will be synthesized into a comprehensive and easy-to-use web-format curriculum. Identified gaps in material will be mitigated by developing new materials. Content will be updated annually to ensure reliability, consistency and relevance of the resource. Evaluation by learners and by faculty will inform improvements in scope and quality of the resource. It is anticipated that this resource will be used by faculty who will select materials from the resource that are focused on specific learning objectives and can form the backbone for a credit course or additional materials for any global health course.|
|MED||Medical Genetics for UBC: Creating Online Learning for Uni-, Multi-, and Interprofessional Competencies||New||Linlea Armstrong||1700||$50,000||Curriculum renewal within the MD Undergraduate Program is calling for genetics programming that is longitudinal, integrated, contextualized, and reflective of the interprofessional nature of genetics in practice. Our challenge is to create an exciting, sustainable program for delivery to students distributed across our province. We have brought together a team of faculty and students from ten programs at UBC committed to develop online virtual patient experiences that will contribute to excellent genetic learning for students in all participating programs. Each virtual patient will have a basic storyline and core content designed to teach and assess broadly applicable genetics competencies, which are relevant to students from all participating programs. Program specific add-ons will support uniprofessional educational needs. The modules will have active learning components such as discussion boards, shared video annotations, group-developed wikis and more to support interactions and learning between students from different educational programs.|
|MED||Perceptions of the Medical School Learning Environment in a Distributed Education Program: Identifying the Key Elements of Positive Learning Environments||New||Shayna Rusticus||1200||$16,525||UBC's distributed medical education program and its implementation of Academic Learning Communities at the Vancouver site create a unique opportunity to explore how different program sites and learning communities within one institution can potentially lead to different learning experiences and environments. Further, in a time of ongoing Curriculum Renewal in which integration, flexibility and continuity of learning are emphasized, student perceptions of the quality of the learning environment are critical and can be used to enhance student learning experiences and support innovation in teaching across program sites and learning communities. We propose to work directly with students to gain their perspective on what is important in the learning environment and how this environment can support or hinder their learning. Their feedback, in combination with relevant theory, will be used to develop a learning environment tool that can be used to regularly assess and monitor the quality of the learning environment.|
|MED||Skin Cancer Awareness Network - a public health education initiative for UBC students||New||Michael Klein||50||$2,600||Skin Cancer Awareness Network (SCAN) aims to involve UBC students in community health projects. The goal of our outreach program is to ameliorate the Health Advocacy competency of medical and undergraduate students, and by doing so improve the public awareness of sun safety and skin health. We will engage medical students and undergraduate students in organizing and delivering workshops in schools, community centres, and at public events. A SCAN website and newsletter will be developed to augment the reach of our program. Further, SCAN also aims to enhance medical undergraduate dermatology education by developing an e-book that can be used as an educational reference for students. Lastly, our longitudinal goal is to involve medical students in lobbying efforts to strengthen government regulation of UV-based tanning technologies.|
|MED||Student-run rehabilitation clinic in the specialized UBC Multiple Sclerosis clinic: A pilot project Ð Year 2||Returning||Susan Forwell||48||$40,782||This project's aim is to establish a world-class student-directed clinical learning experience that departs from traditional methods of clinical education, and includes application of skills and attitudes in the real-world, provides interprofessional engagement and mentoring, offers program development experience, and enables collaborative practice. In November 2014, in partnership with Vancouver Coastal Health (VCH), the UBC Department of Occupational Science and Occupational Therapy (OSOT) launched the first Master of Occupational Therapy (MOT) student-run clinic in the highly specialized MS clinic. The culture of this nimble interprofessional learning experience, after building a solid foundation in Year 1, will be to establish the interprofessional aspect of the student-run clinic in Year 2 with Master of Physical Therapy (MPT) students participating. The outcomes for this project are measured by assessing the learning experience (particularly interprofessional education) and potential for future expansion to students of other disciplines, to satellite MS clinics and to other neurological clinics.|
|MED||The Use of Google Glass in Pediatric Surgical Education||New||Neil Chadha||75||$6,200||Personal portable technologies have had impressive advancements in recent years. Google has recently introduced Glass, a device that is worn like conventional glasses, but that combines a computerized central processing unit, hands-free ability, high definition camera, microphone, bone-conduction transducer and wireless capabilities.1
This project aims to formally study and validate the use of Google Glass as a tool for surgical education.
The study will compare 2 procedures using both Google Glass and direct visualization in the operating room. Medical students and surgical residents will be randomized and one group will watch the pre-recorded Google Glass video first and then move on to observing the same procedure in the operating room, while the other group will complete the visualization in the reverse order.
Both groups will then complete a survey evaluating different aspects of the Google Glass videos in comparison to direct observation in the operating room.
|MED||Using Antimicrobials Judiciously in an Age of Drug Resistance: Teaching Principles of Antimicrobial Stewardship to the next generation of Health Care Providers||New||Ashley Roberts||700||$13,000||Antibiotics are one of the main classes of medications used in healthcare. With increasing antimicrobial resistance and dwindling antibiotic options, future healthcare practitioners need to learn how to use antibiotics judiciously. Antimicrobial stewardship is the promotion of responsible practice around antimicrobial use. The goal is to ensure that healthcare providers use appropriate antimicrobial agents with the correct dose, route, and duration. These measures have been shown to improve patient outcomes, reduce antibiotic resistance, and decrease healthcare costs.
Our project proposes a two-tier curriculum aimed at teaching students in the health disciplines the basic principles of antimicrobial stewardship. The first tier is targeted at all undergraduate medical, pharmacy and nursing students and consists of 5 online modules and a student-run website. The second tier is an advanced curriculum for students with more interest, including online research training and student-driven research projects about antimicrobial stewardship questions, with one-on-one faculty mentorship.
|SCI||Integrating Analytical and Physical Chemistry: A Modern Approach to Chemical Analysis||New||Jose Rodriguez Nunez||320||$16,107||Over 300 students take Analytical Chemistry (CHEM 211) every year. We propose to use the requested TLEF funding to hire two undergraduate students per year to assist in modernizing the CHEM 211 laboratories. Under the supervision of Departmental faculty, the students will develop and implement new experiments which integrate the fields of physical and analytical Chemistry. Over the next two years, we propose to create at least two new expository experiments and two new guided-inquiry experiments. Expository experiments are expected to improve students' practical laboratory skills. Guided-inquiry experiments are expected to develop scientific inquiry aptitudes. We believe that this approach will improve a student's research ability and employability upon graduation.
Project success will be measured by:
1) Monitoring student attitudes towards Analytical and Physical Chemistry,
2) Monitoring students' technique grades in 2nd and 3rd year laboratories,
3) Monitoring student performance in 3rd year physical and analytical Chemistry lecture courses.
|SCI||Roleplaying to Enhance Student Decision-making Skills in the Online Components of Blended Flipped Science Course ATSC 113||New||Roland Stull||1200||$47,095||In the UBC calendar is recently-approved course ATSC 113 Applied Meteorology (Weather for Sailing, Flying, and Snow Sports). With CTLT help, we will develop common online components to be used in both blended [classroom + online] and purely online sections of ATSC 113. The initial offering in Fall 2015 will be online only, with both sections offered in subsequent terms.
We will use online narrative to create weekly scenarios of deteriorating weather conditions. Each student plays a different role (skipper, passenger, regulator, weather briefer) in their group and is given different information (sailboat characteristics, distractors, warning issuance, atmospheric behavior). Group members succeed by working together to determine the right questions to ask. This flipped (inquiry-based learning) motivates their access of online resources outside of class. Each group posts online a summary of their decision with justifications. Peer critiques are posted on approved social-media, with instructor intervention to promote expert thinking.
|SCI||Structured Quantitative Inquiry Labs: Developing Critical Thinking in First Year Physics Labs||New||Doug Bonn||1500||$25,700||A new technique for developing students' scientific reasoning has achieved remarkable learning gains in the PHYS 107/109 laboratory, including striking evidence of transfer to later courses. This project aims to deliver this learning environment to the much larger group of students taking other first year physics courses. The pedagogy involves a relatively straightforward framework in which students make quantitative comparisons of various kinds; reflect on those comparisons; plan to improve their experiments; then execute those plans. While the structure of these iterative cycles is simple, implementing this approach requires a deep understanding of how the technique works and evolves over a term, which makes it a challenge for transferring it to new Instructors and novice Teaching Assistants. The project will build a sustainable delivery of this new method, anchored in detailed documentation and training programs.|
|SCI||Writing Across the Curriculum (WAC) in UBC Science||New||Jaclyn Stewart||1475||$49,920||Approximately half of post-secondary institutions in North America have Writing Across the Curriculum (WAC) programs in place. These programs support the teaching and learning of writing outside of composition classrooms, with an emphasis on writing to learn and teaching students to write within specific disciplines.
A WAC program in the Faculty of Science will support faculty who are already integrating writing into their courses, as well as encourage faculty who are not currently including writing to use it as a learning tool. The program will build connections between faculty members and TAs in various departments through the program components.
The program will be a collaboration between the Faculty of Science and Writing Centre, with continued coordination of the program through the Writing Centre. The core components of the program will be workshop development and facilitation, resource development, TA training, and one-on-one consultations where needed.
|VPA||The Terry Project on CiTR Ð An interdisciplinary radio program and podcast exploring important global issues through a unique mix of storytelling, discussion, and debate (Formerly ÒThe Terry Project PodcastÓ).||Returning||David Ng||700||$39,770||This is a proposal to continue production on The Terry Project on CiTR.
By funding The Terry Project on CiTR for the past 2 years, UBC has become a leader in educational podcasting. Many universities broadcast unedited lectures and interviews with researchers. The Terry Project on CiTR is different. It is a fully produced news magazine show that mixes interviews, reporting, sound design and music into an entertaining narrative. Each episode profiles research produced at the University of British Columbia. Our programming extends into daily blog posts, a monthly discussion series and content for an interdisciplinary course, ASIC200.
If funded we will continue to create entertaining content with a broad appeal on and off campus. In doing so we will continue to work to connect UBCÕs fragmented community (with particular emphasis on commuter students), foster interdisciplinary dialogue on campus and serve as a valuable outreach tool for UBC.
|VPS||Enhanced Career Services and Resources for Graduate Students||Returning||Carol Naylor (for Kim Kiloh)||3000||$87,400||Approximately 60% of Canadian PhD graduates do not establish academic careers. , Demand for graduate degrees in the Canadian labour market has increased over the past two decades, from 600,000 jobs in 1990 to over 1.3 million jobs in 2009. Graduate education must continue to prepare students for academic careers, yet also support students in the non-academic careers so many will pursue. This proposal, to continue the development of career services for graduate students, will focus on four key initiatives: (1) discipline- and industry-specific learning resources, delivered in-person and online; (2) mentorship opportunities; (3) experiential learning and entrepreneurship opportunities; and (4) further developing the Summer Career Symposium for Graduate Students. These initiatives will support graduate students to effectively prepare for life after graduation, fully contribute their immense value to their communities, places of work, and our society.|
|VPS||Identifying the influence of teaching practices on undergraduate studentsÕ mental health and wellbeing in the Faculties of Arts and Science||New||Michael Lee||19000||$26,988||Based on students' perspectives, we will identify teaching practices (e.g., teaching environment, pedagogy, grading, etc.) that positively influence undergraduate students' mental health and wellbeing in the Faculties of Arts and Science at UBC. Examining the Undergraduate Experiences Survey data in February 2015, we will ascertain practices and instructors that students identify as fostering their mental health and wellbeing. We will then conduct focus groups to explore student experiences with these practices and instructors, and interview identified instructors to learn about their teaching practices. Finally, in collaboration with CTLT, we will develop a set of guidelines and encourage faculty and Teaching Assistants to integrate the findings into their teaching practice; findings will be broadly disseminated to the teaching community at UBC. This two-year pilot project can serve as a model for future investigations and development of best practices to support student wellbeing across all faculties and levels at the university.|
|VPS||Peer Wellness Coaching Program||Returning||Cheryl Washburn||480||$49,903||In its third year, the Peer Wellness Coaching program will continue to support students needing individualized assistance in developing and/or strengthening self-management skills. These skills include: stress management, wellness balance, resilience building and a range of other foundational self-management skills. This program targets students wanting or needing assistance in skill development but who are not in need of professional mental health services. In 2015-16, the program will be comprehensively evaluated and improved in the following areas: peer coach training, online platform, and program delivery. Further integration with other peer coaching programs will continue, with the goal of developing a robust training curriculum that can support the training of other peer programs, and student-led initiatives and organizations. As well, the recruitment and training of graduate peer wellness coaches will be pursued, offering wellness coaching for graduate students in 2015. Finally, collaboration with campus partners will ensure the sustainability of this program.|