|Large TLEF Projects||Project Title||Status||Principal Investigator||Projected # of Students Impacted||Funded Amount||Project Summary|
|APSC||From passively watching to actively learning: Videx, a robust video player that supports learning from personalized video||New||Sidney Fels||2000||$123,978||Students who look at their older textbooks can tell that they are theirs. Their learning history is engraved into the highlights, notes and page folds. In contrast, video players merely support a linear maladaptive viewing experience more suited to music videos than educational content. We bring our research on interactive video and evidence-based pedagogies to support active engagement and learning with personalized video content at UBC. Our video interface, Videx, leverages textbook-like affordances for video. Videx supports learning with bookmarking, highlighting, ToC, annotation and indexing. Videx also supports crowdsourcing by aggregating information across learners, offering students and instructors formative feedback. Finally, Videx supports revisiting older videos through advanced search capabilities and by saving personal viewing history. Overall, this project will identify video needs of students and instructors, and evaluate solution approaches from pedagogical, usability, and technological perspectives, towards more strategic, effective, and active learning from video. See https://vimeo.com/142594921 for a demo of one prototype.|
|APSC||Redesign of First Year Engineering||Returning||Peter Ostafichuk||885||$110,665||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 - have been rolled out 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.|
|APSC||The School of Nursing hybrid model of undergraduate curriculum delivery: a seamless approach for preparing our future nurses||New||Maura MacPhee||240||$104,264||Our School of Nursing (SoN) is currently revising curriculum for our accelerated (20 month) undergraduate program. We plan to have new course descriptions and learning objectives in place for Senate review by September 2016. In tandem, we are developing a flexible curriculum delivery model to better meet student learning needs. The purpose of this TLEF project is to develop, implement and evaluate a seamless curriculum delivery model for our undergraduate program. Our proposed model will have four linked components: online learning, in-class active learning (e.g. case-based), skills lab simulations and community-based experiential learning. Health care is evolving rapidly due to shifting population needs, globalization and technology. Flexible curriculum delivery will enable us to keep pace with health care trends and better prepare future nurses Other project objectives are: faculty development (to ensure sustainability of the flexible delivery model post- funding); and enhanced community engagement through purposeful academic-health authority collaborations.|
|ARTS||Educational and Career Outcomes for UBC Arts Students: Towards a new Paradigm||Returning||Sunaina Assanand||12000||$61,518||We are applying for funding for Year 2 to build on and expand the project's reach. The project seeks to systematically orient theory to practice across undergraduate curriculum in the Faculty of Arts to enhance student learning and develop advising and assessment capacity among faculty and staff.
In Year 2 of the project, we will:
(1) Further develop and expand the use of eportfolio tools in three Geography courses, and pilot eportfolio tools in two Classical, Near Eastern and Religious Studies courses, a Visual Arts course, and an introductory First Nations Studies course, with an eye to growing and sustaining the tool widely in the Faculty of Arts.
(2) Continue to develop and offer in May 2016 a study seminar for faculty and staff who serve as departmental advisors, enabling them to develop capacity to have life path conversations with students and support students' career success from a disciplinary perspective.
(3) Develop a new generative, inquiry-based assessment framework for the initiatives proposed in this TLEF application.
|ARTS||Engage UBC||Returning||Susan Rowley||500||$41,957||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. One goal of Engage UBC is to enhance UBC student learning through the creation of online resources linked to MOA. The second goal is to increase UBC student understanding of complex Indigenous issues. We are using a case study approach based on three exhibitions at MOA focussed in this area. An online toolkit (RRN Publisher) is being developed utilizing the innovative knowledge mobilization approach of the Reciprocal Research Network (RRN). Working with course instructors and students, online resource modules built using the toolkit are being developed for use in conjunction with exhibition visits. A multi-year grant, the outcome of Engage UBC is an online toolkit fostering the ability of UBC instructors/museum staff to provide enriched, interactive learning experiences for UBC students.|
|ARTS||Greek Epigraphic Squeezes: Developing a Digital Environment||Returning||Kevin Fisher||300||$28,875||The Department of Classical, Near Eastern and Religious Studies (CNERS) holds a collection of approximately 700 epigraphic squeezes (paper impressions of ancient Greek stone inscriptions). The collection is comparable to few in North America and is a valuable pedagogical resource which, until now, has not been accessible due to their fragile physical state. The Department has recently acquired access to collections of ancient Mediterranean and Near Eastern artifacts, which also have tremendous pedagogical potential—if they can be made accessible to instructors and students.
This student-driven project has been collaborating with the UBC Library to digitize these materials and develop the descriptive content necessary to deliver comprehensive online collections. These materials are now being integrated into classroom learning in an online environment, with the potential to reach approximately 300 undergraduate and graduate students—engaging them in assignments that provide a valuable hands-on introduction to Digital Humanities research.
|EDUC||Enhancing Teacher Candidates' Digital Competencies||New||Natasha Boskic||600||$84,315||The purpose of this project is to create an integrated and sustainable way to support teacher candidates and faculty members in selecting, evaluating, and implementing digital media technologies in their practice. This will be accomplished by a mentoring system accompanied with pedagogical scaffolding that provides comprehensive online resources. It aims to redesign the assignments and student engagement to provide opportunities for teacher candidates to "demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations" (ISTE Standards, 2008).
The focus will be on digital media and tools that support the following activities in:
1) LLED360, Classroom Discourses and Teaching English Language Learners – language acquisition;
2) EDCP357, Secondary Physics Methods course – student classroom engagement and simulations, and;
3) EPSE317, Development and Exceptionality in the Regular Classroom – communication with students with exceptionalities 600 students in the Teacher Education program take at least one of these three courses.
|FRST||Field forestry instructional assistance through mobile learning||Returning||Janette Bulkan||500||$38,536||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||Scaffolding and Scaling up Integrated Experiential Learning Experiences in the Core Series, Land and Food Systems||Returning||Andrew Riseman||4187||$61,000||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. After two years' implementation of the TLEF project, we wish to review and reflect upon previous experiences and create a framework for sustained impact on student learning in the Faculty of Land and Food Systems and wider student populations. Our proposal has two main objectives: to analyze and synthesize the first two years' project outcomes at theoretical and practical levels and to develop and disseminate a framework that further incorporates FL strategies into the LFC series to enhance CBEL/CBAR and meaningful learning opportunities. We will present project outcomes and findings in academic articles, book chapters, conference presentations, and communication to students, instructors, and stakeholders.|
|MED||Shared Decision Making: A toolkit for the health professions on collaborative leadership||Returning||Saraswathi Vedam||2000||$69,280||In partnership with students and faculty from health professional programs that comprise UBC Integrated Health, we are creating a flexible online educational toolkit which will enable learners to acquire core competencies that are essential for practice in a multi-disciplinary environment. Modules will provide learning activities related to interprofessional communication, collaboration, team functioning, conflict resolution leadership and patient-centred care. University-based, pre-clinical opportunities to acquire knowledge, skills, and attitudes in these areas are scarce.
Place of birth has been chosen as the exemplar since this contentious topic will generate dialogue around an issue about which UBC students are known to hold strong and differing opinions (Stoll et al., 2009). The blended learning format will reserve time for students to develop and practice skills face-to-face. To facilitate uptake by learners from diverse programs, modules and materials will be accessible both via existing UBC courses and through a self-directed learning process.
|MED||West Coast Interprofessional Clinical Knowledge Evidence Disseminator (WICKED)||Returning||Alison Greig||920||$33,656||This project stems from the need for health professional learners to adopt an effective evidence-informed approach to practice, which is a minimum requirement for graduates from healthcare professional programs and an essential skill for effective clinical practice.
In 2014-15, the project team developed five web-based, interactive modules to teach students the steps of evidence-informed health care (EIHC). The modules align with the five steps of evidence based practice.
In 2015-16, the project team initiated a comprehensive evaluation that aims to: determine the short-term impact of the EIHC modules on student learning, and (2) evaluate the implementation of the modules into the Health Professional programs. Evaluation of the modules is essential to inform the future plans for 2016-17, which include: (1) expand the implementation of the modules to other UBC Health Professional programs and clinical practice contexts; (2) evaluate longer-term impacts; (3) enhance / improve the modules; and (4) transition the project to a sustainable, cost-recovery model.
|PHAR||Developing the formative assessment program of the new undergraduate entry-to-practice PharmD curriculum||New||George Stefanov Pachev||448||$77,652||This two-year project aims to develop the formative assessment program for Years 2 and 3 of Pharmaceutical Sciences' new undergraduate entry-to-practice PharmD curriculum. Replacing the existing BSc (Pharm) program, the PharmD curriculum employs contemporary learning-centred and competency-based education principles, and team-taught integrated modules based on disease-states and/or body systems in place of traditional discipline-based courses.
Embedded throughout the PharmD curriculum and designed using blended learning models, the formative assessment program will provide strategic support and direction for student learning through frequent opportunities to apply knowledge in authentic contexts, multiple chances to practice and self-assess, and immediate feedback. Within a typical week, regular formative assessments will support different educational objectives as content knowledge unfolds and as skill development requires.
Building on Year 1 successes, we anticipate this formative assessment program, comprising approximately 150 additional assessment instruments, will continue to enhance student achievements through on-going, flexible learning opportunities, and support for self-directed learning.
|SCI||Blended learning to enhance student learning experience in a large undergraduate Biology laboratory course||New||Pamela Kalas||1500||$97,922||The Biology 140 blended learning project will enhance the learning experience of a large number of students in first year biology, many of whom are taking a biology lab course for the first time. Students struggle with essential transferrable skills such as a sound understanding of the fundamental elements of scientific enquiry, and the ability to communicate clearly and logically. Also, undergraduate students are unaware of world-leading research conducted on campus. To this end, the proposed project will capitalize on blended learning to 1) develop and incorporate appropriate scaffolding resources and opportunities to practice and connect the fundamental elements of scientific inquiry/investigation and communication and 2) raise student motivation and perceptions of the relevance of their lab activities by making explicit connections to current research at UBC. The project will result in broadly applicable instructional resources, and success will be characterized by measuring student learning and motivation.|
|SCI||Development of cost effective strategies for teaching, learning and assessing scientific reasoning abilities in large face-to-face and distance education general science courses||New||Sara Harris||2200||$111,786||We propose to improve students' abilities to apply scientific knowledge, data and reasoning to personal and societal decisions, a primary educational goal for a scientifically literate society. In EOSC114, The Catastrophic Earth - taught annually to over 2000 face to face (f2f) and distance education (DE) students - we will re-configure existing content within a natural hazards risk-assessment framework and build corresponding learning activities and assessments for both the f2f and DE settings. Learning activities will explicitly address student motivation and will include practice with scientific thinking, opportunities for student choice, and a real or virtual field experience. Students will work creatively and collaboratively towards making contributions every term to a permanent collection of course resources. Assessments of thinking skills, attitudes and knowledge will be developed to support learning and evaluate students' learning gains. We will also characterize the efficiency, sustainability and transferability of these teaching, learning and assessment strategies.|
|SCI||Introductory Statistics||Returning||Nancy Heckman||2200||$106,694||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. Year 1 of the project focused on building our resource development teams and facilitating cross-team partnerships; identifying key conceptual difficulties and instructional challenges associated with the project's Topic #1: Sampling Distribution of the Mean; beginning the development of instructional resources and plans for beta testing; and systematically building a tool to support the curation and use of the project's resources. Year 2 expands resource development, implementation and evaluation, while introducing the STATSpace digital content management system. This project is also developing, testing and will document a model for cross-faculty partnership to support introductory statistics instruction.|
|SCI||MOOC consumption: enhanced learning on campus using course material developed elsewhere||Returning||Simon Bates||1000||$15,564||We propose to redesign section(s) of Physics 100 (existing course), and Physics 117 (new for 2015/16) using MOOC content, OER and publisher 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.
Such an approach has begun to be piloted elsewhere (e.g. Stanford describes this approach as a 'distributed flipped class'), yet so far with only limited evaluation of student learning using this very different instructional approach (see this recent report http://www.sr.ithaka.org/research-publications/Interactive-Online-Learning-on-Campus).
This project is well aligned with the goals of flexible learning and the TLEF criteria, with an explicit focus on student learning and operating effectiveness (specifically, can we measure enhanced (or at least comparable) student learning using an instructional approach that is no more, if not less, resource intensive to deliver it).
|Small TLEF Projects||Project Title||Status||Principal Investigator||Projected # of Students Impacted||Funded Amount||Project Summary|
|APSC||Flipping Sustainability and Environmental Stewardship in Engineering||New||Susan Nesbit||175||$24,955||This application proposes the development of weekly on-line material, including weekly videos and assignments, for two undergraduate courses offered by the department of civil engineering.
The first course, entitled "Civil Engineering II" (CIVL 202), is a core 2nd year course in the civil engineering professional program. The second course, entitled "Environmental Stewardship and Engineering" (CIVL 498A), is an engineering technical elective available to all engineering students.
Both CIVL courses will be modified to align their weekly learning activities with those currently used in the UBC engineering first year program. These learning activities include an on-line video tutorial and an on-line assignment, an in-class team-test then in-class team activities, and a weekly in-class tutorial.
The in-class activities and in-class tutorials are being developed by the CIVL 202 and CIVL 498A course instructor. TLEF support will enable the deployment of weekly video tutorials and assignments in both these courses.
|APSC||The Design Charrette: Engaging interdisciplinary student groups in solving real-world problems||New||Cynthia Girling||150||$35,067||At most universities it is very challenging to create learning contexts for students in diverse disciplines to collaboratively solve real-world problems in the classroom. This project will design and deliver a new course, to teach the design charrette method of problem-solving to broadly interdisciplinary students. Students from architecture, landscape architecture, planning, engineering, forestry, business, computer science, ecology and geography will work with the UBC SEEDS program to solve a real campus planning and design problem. In the design charrette a diverse group of people develop a holistic, integrated growth or development proposition in a very short time-frame. Students will learn the charrette method; understand their disciplinary role in solving complex urban problems; learn UBC's plans, strategies and indicators of sustainable development; employ and critique UBC-developed collaboration tools; learn about forward-looking and iterative design thinking; learn to communicate disciplinary knowledge to people of non-expert backgrounds.|
|ARTS||Asian Canadian Multimedia Production: Developing Curriculum Materials for Ethical Practices of Community Engagement||New||Christopher Lee||300||$24,450||This project seeks to develop and integrate media production and ethical community engagement into the Asian Canadian and Asian Migration Studies Program. Specifically, this project aims to establish a three-fold curriculum infrastructure with teaching and learning resources focusing on 1) critical understandings of Asian Canadian visual culture, 2) ethics of community engagement, and 3) creating an online portal to archive student projects and make them available for educational use at the University as well as to the general public, including the program's community partners. In doing so, the project seeks to facilitate a flexible learning environment where ethical practices of community-oriented media production can be widely implemented across different courses in order to enable students to take initiative in promoting intercultural understanding and knowledge co-creation within and beyond the classroom. It is anticipated that the materials produced by this project can be adapted for use beyond ACAM in other classes in the Faculty of Arts and elsewhere in the University.|
|ARTS||Blended Learning: Redesigning 1st and 2nd year language courses for French and Spanish (request for continued funding)||Returning||Robert Miller||1805||$19,025||By the end of April 2016, we will have created most of the content modules for French 101, 102, 111, 112 and 215 and all of the content modules for Spanish 206 and 207. These materials are comprised of online course content, activities, assessments and assignments hosted on UBC's Learning Management System, Connect. Of the seven language courses included in this project, two are deployed (French 215 and Spanish 206), one will be deployed in January 2016 (Spanish 207), and the remaining courses are scheduled for deployment in September 2016 and January 2017. The purpose of this initiative is to upgrade both teaching and learning by capitalizing on existing knowledge and language-teaching experience. The second phase will ensure that all the modules are completed, enhanced in terms of presentation, reviewed, tested and perfected in conjunction with the deployment of the various courses.|
|ARTS||Cultivating citizenship skills through teaching and learning in the humanities||Returning||Michael Griffin||560||$9,038||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 other's values (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 citizenship skills by creating pilot courses on several hundred students in year one, adapting and expanding in year two, and to disseminating these results within and beyond the university community.|
|ARTS||Developing a UBC-Aboriginal Timeline with Musqueam content - Time and Place at UBC: Our Histories and Relations||New||Daniel Justice||1000||$49,827||A centrepiece of an online educational resource, Time and Place at UBC: Our Histories and Relations (http://timeandplace.ubc.ca/), is a timeline, which presents major historical events of UBC and its relationship with Aboriginal peoples against the backdrop of the broader society in BC and Canada. Despite that UBC's main campus is located on the traditional, ancestral, and unceded territory of the Musqueam people, representations of the Musqueam Nation on the timeline are neither enough nor visible. In collaboration with the Musqueam Treaty, Lands and Resources Department, this TLEF project creates a new timeline row that presents the history of the Musqueam Nation, including the community's relationship with UBC. By elucidating the local Indigenous history and ongoing connections, the timeline will better support UBC community members in developing a historical understanding of their presence on this land today in a concrete, rather than abstract, manner.|
|ARTS||Developing Teaching and Learning Videos for addressing challenging classroom situations||New||Allen Sens||9000||$49,314||Combined, the Political Science, Geography and Sociology departments enroll over 9000 students in courses each year. Based on surveys to be conducted with faculty and graduate TAs in these departments, this project will identify the most prevalent teaching and learning challenges which occur in lecture, seminar and tutorials in order to develop 4-5 instructional videos aimed at addressing the most challenging of these situations. Each video will be 5-6 minutes in length and will be dedicated to a particular situation and methods to prevent, manage and resolve the situation. These videos will then be screened at departmental TA Training events and shared with faculty members. Finally, at the end of this pilot period we will conduct focus groups with faculty and TAs to evaluate the impact of the project on their teaching and assess the utility of extending the project to include a wider range of topics and teaching situations.|
|ARTS||History Lab: Creating a Digital and Collaborative Approach to Teaching and Research||New||Heidi Evans||175||$19,525||This Small TLEF will support the creation of a new type of course at UBC, called the History Lab. The History Lab allows students to work on a digital history project with faculty members. It brings the experimental and collaborative spirit of a lab to humanities research. The Lab has two main objectives. First, it exposes students to the messy process of research. It removes the walls between teaching and scholarship. Second, it enables students to acquire digital research skills. I co-created a History Lab at my previous institution, Harvard University, with great success. This TLEF will enable me to bring those experiences to UBC and to create scalable approaches to digital humanities. By putting students in the driving seat, the course turns conventional ideas about instruction on their head. We have all heard of the flipped classroom. This is a flipped curriculum.|
|ARTS||Human and Environmental Geography Experiential Learning Initiative||Returning||Siobhán McPhee||600||$4,176||The Learning Initiative, drawing on UBC's 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 - Online Peer Critique||Returning||Christine D'Onofrio||480||$14,049||Bringing Visual Arts 110 — Introduction to Digital Media into the Digital Realm, this project will embrace the premise of its digital curriculum focus by activating the content in a blended digital learning environment. The first phase of the project started in 2015/2016 developed a multi-faceted Technical Demonstration Library of curriculum based learning modules covering visual arts software, acting as the main tool towards developing VISA 110 into a blended learning environment. This upcoming year I plan to develop and facilitate the second phase of the project with an online "Peer Critique System" extending the role of blended learning towards engaging students in online communication. The peer critique system will be a dedicated and purposeful forum for peer review and critique of art works, aiding in the facilitation of community based habits of generative collegiality. Fostering and developing relationships between students is an important part of developing a creative art-making practice.|
|ARTS||Quantitative Arts: Scientists by Nurture||New||Silvia Bartolic||800||$26,492||Students in the Faculty of Arts in departments such as Sociology often question the need for research methods and statistics courses as requirements for their degree. Many students fear quantitative methods and try to avoid courses that require any level of math ability. In conjunction with this fear, students also report that methods courses are boring, leading to poor attendance and low achievement in these courses. Thus, the goals of this project are to 1) develop a flipped-classroom based approach to teaching research methods curriculum with the goal of improving student attitudes towards research methods, 2) enhance students' ability to conduct their own quantitative research projects successfully, 3) demonstrate to faculty peers the benefits of moving beyond lecturing and incorporating new instructional techniques such as problem-based learning and flipping the classroom and 4) evaluate whether program outcomes set by the department for undergraduate student graduates are achieved.|
|ARTS||Sustainability Case Studies: A Model for Interdisciplinary Learning and Showcasing of Student Work||New||Daniel Munro||500||$14,954||This project brings together faculty and students from across departments and Faculties to co-create an interdisciplinary, open educational resource on sustainability and environmental ethics. The structure and open nature of this resource will allow faculty and students to contribute to and provide commentary on a collection of case studies through the lens of their respective academic disciplines. It will break down silos by encouraging professors and students to draw from additional disciplinary perspectives to those in their courses. We will hold a "sprint" to start the resource, but students and faculty will continue to add to it later. Graduate RAs will work with professors to incorporate the resource into their courses and evaluate its success, with emphasis on leveraging the resource's openness to create new, student-generated cases as well as disciplinary, research-based commentary on cases. With new contributions from students and faculty, the resource will evolve and expand over time.|
|ARTS||Transformation of CENS 303A ("Representations of the Holocaust") into an online course||Returning||Bozena Karwowska||300||$10,503||Having completed the preliminary transformation of CENS 303A (developed by UBC and the Auschwitz-Birkenau Museum) into an online course following the model of multidisciplinary inquiry, we would like to expand our efforts in order to address the unprecedented level of student interest, while respecting the sensitive nature of the topic. The large class size asks for additional tools and teaching methods: incorporation of more undergraduate research, tools for small group interaction and projects, and additional participatory activities and material.
The feedback of the first full online course (Term 2, 2015/2016) will provide the necessary guidance.
Given that UBC is currently the only North American university offering such a program, developed in partnership with the Auschwitz- Birkenau State Museum, and further enriched by a new agreement with the Jewish Historical Institute, there is considerable international interest in the course. Therefore, we are planning to extend the course to non-UBC students.
|ARTS||Transforming Large Lectures Through Small Group Active Learning Sessions||Returning||Elizabeth Dunn||800||$16,230||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 they're learning—often outside the classroom. Currently, in Year 1 (2015-2016), we are conducting an initial test of this program in our third-year Social Psychology course (PSYC 308). In Year 2 (2016-2017), we will use the data collected as part of the evaluation component to (a) optimize this model in PSYC 308, (b) extend this model to another course, Brain Dysfunction and Recovery (PSYC 301) and (c) build a model that can be adopted in upper-level courses across our curriculum.|
|ARTS||Visual Literacy in the Blended Classroom: A New Tool for Collaborative Learning||New||Tara Mayer||3000||$5,211||This project seeks to (1) establish the technical foundations for the introduction of a new digital tool for visual learning at UBC, and (2) undertake its trial run in two undergraduate History courses to test the system and gather experiences of different ways of integrating it into the curriculum. The edX Image Annotation Tool allows instructors to create a database of course-specific, high-definition images (deeply zoomable to details), which instructors and enrolled learners can then engage with through commentaries, tags, and media-rich annotations of specific sections of the image. By actively creating new layers of information and interpretation about the image, students and teachers can debate visual materials in a deeper, more interactive, and recordable form that is currently unavailable within the existing online learning system (Connect) or in-class presentation software. Depending on specific learning objectives, these interactions can be instructor-led, in teams (either online or in-class), or autonomous.|
|ARTS||Writing in the Faculty of Arts: Understanding student learning and knowledge transfer in Arts Studies in Research and Writing (ASRW)||New||Katherine Power||2200||$7,975||ASRW teaches nearly 2,000 students each year, introducing them to scholarly contexts and genres using an innovative approach to academic writing. Our flagship course, WRDS 150, represents the "road most travelled" by students fulfilling the Faculty of Arts writing requirement. Our 2014 External Reviewers praised it highly, but recommended systematically assessing what students learn and take with them into their other courses.
In this study, we will work with students and faculty partners to identify academic writing expectations in social sciences (psychology, economics) and humanities (history, philosophy), as well as the ways in which WRDS 150 prepares students to meet these expectations.
This evidence will enhance teaching and learning within WRDS 150, allowing us to refocus curricula more fully to support students' acquisition and transfer of genre knowledge and writing practices, and tailor professional development to equip ASRW faculty to prepare students more thoroughly for writing in the disciplines.
|COMM||Inspiring entrepreneurship in the classroom using a prediction market approach||Returning||John Ries||800||$8,500||Fostering entrepreneurship is a major UBC initiative expressed in the slogan "Inspiring entrepreneurial thinking to innovative ventures". We contribute to this initiative by developing a prediction market software platform for evaluating and forecasting the success of students' entrepreneurial start-up ideas. This pedagogical tool develops critical thinking, analytical decision making, and skills through experiential learning. Student learning is enhanced through their participation as (1) start-up founders, (2) corporate development officers and (3) investors. Students trade "shares" of entrepreneurial projects in an online fully customizable "stock market". The project also provides accompanying teaching materials for instructors and an information website with results and historical data.|
|DENT||Enhancing dental student learning through an interactive, online, competency-based progress test system||Returning||HsingChi von Bergmann||215||$43,170||As a part of our curriculum renewal and a strong desire to achieve the competency-based-education philosophy, and with support from TLEF in the past two years, we began to build a Progress-Test-System (PTS) that was implemented in September 2015. In the twice-a-year, four-year continuum of progress surveys/tests, students are assessed on the expected competencies of a new graduate dentist. The pilot has been conducted, and now we intend to augment the PTS' feedback system via building an interactive, web-based platform that can build a more sustainable assessment system. The third year project will focus on building an interactive-web-based feedback tool where students will: receive timely, 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.|
|EDUC||Developing interactive and print resources for sustainability educators in innovative outdoor classroom pedagogies||Returning||Susan Gerofsky||500||$16,750||This application supports the development of interactive online and print curricular resources for UBC Education students interested in environmental education and in 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 have been developed and piloted in the first year of this project, and will be published in 2016 to coincide with the Faculty of Education's proposed 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.|
|EDUC||Making a big difference with very little: Creating a community resource for hands-on math and science activities on a "shoestring budget"||New||Marina Milner-Bolotin||600||$47,004||Since 2010 we have hosted five annual Family Math and Science Days where UBC Teacher-Candidates engage the general public in hands-on inquiry activities. This year we attracted 400+ guests and 60+ Teacher-Candidates! We aim at empowering Teacher-Candidates in math and science education by providing them with rich inquiry-focused teaching experiences. Over the five years hundreds of low-cost, safe, and 'green' hands-on math and science activities have been created. However, due to budget limitations, we have not had the means to document them. This project will fund the creation of a database of these activities in order to share them with all Teacher-Candidates in the Faculty. It will be useful for Teacher-Candidates' coursework, during the practicum and after graduation. The Database will be populated by Teacher-Candidates (while supervised by faculty) and will continue to grow beyond this grant. It will support and further another successful TLEF-funded project that we recently completed.|
|FRST||Blending the Foundations: Pilot testing a blended environment for Foundations of Conservation (CONS 200) through two newmodules||Returning||Shannon Hagerman||250||$1,475||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.
|LFS||Digging In: An Educational Tool Promoting Science Citizenship for the Introduction to Soil Science Course||New||Maja Krzic||410||$48,014||To know how to identify soil parent materials on which soils are formed, students need to learn how to perform specific field observations. Our past teaching experience has shown that this is difficult task for 1st and 2nd year students, especially for soils located in urban settings. The Digging In educational tool, including a campus-based lab activity, a citizen science-focused mobile app, and an open access web-based resource, will provide the means for students in APBI 200 – Introduction to Soil Science to "dig in" to the soils of Vancouver. This tool will be a valuable platform for enriching students' learning experiences through participation in novel information-gathering activities and engagement with community partners, soil scientists, and each other. Digging In, through its mobile app, will also draw upon the Soil Map of Vancouver (www.vancouversoils.ca), developed with a past TLEF grant, allowing students to contribute to improvements of the map's accuracy.|
|LFS||Expanding the Living Laboratory: Enhancing experiential learning in sustainability using UBC food system assets||New||Hannah Wittman||1500||$40,357||Expanding the Living Laboratory aims to optimize teaching and learning resources for sustainability and food systems education and make them more accessible across the university. The project will create flexible learning tools utilizing UBC's food system assets across the food chain (e.g. UBC Farm, rooftop gardens, dining halls, organic waste facilities) to contribute to experiential learning opportunities related to sustainability. The project will first conduct a thematic analysis of the learning objectives of 60 courses from 12 faculties that utilized UBC Farm in 2014 for class visits and experiential learning activities. This analysis will inform the creation of new and enhanced flexible and self-guided learning tools related to sustainability and food systems, which will enhance capacity by supporting common thematic learning outcomes related to sustainability theory and practice identified by stakeholders from the Arts, Applied Sciences, Land and Food Systems, Education, and Sauder Business.|
|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||Returning||Karol Traviss||108||$18,291||This is year 2 of a FNH 470/475 redevelopment project aimed at enhancing preparation of Dietetics Major students for practice education placements and future professional roles in health care. The project addresses identified challenges our students face in the program's practice education placements with foundational knowledge recall, clinical reasoning, and confidence. This adversely impacts their learning and places a high teaching burden on supervising practitioners.
Building on year 1 (focus: comprehensive needs assessment, course redesign), in year 2 we will: (1) collaborate with the course instructor to ensure that redeveloped courses are implemented in accordance with directions established in year 1; (2) evaluate redeveloped courses; (3) establish an ongoing professional advisory mechanism; and (4) compile course redesign documentation for sharing with other instructors.
The key anticipated outcome of the project will be enhanced preparation of dietetics students for safe and effective nutrition care roles in dietetics, a regulated health profession.
|LFS||The new era of FNH teaching lab - Transforming lengthy lab procedure write-ups into informative online instructive video clips||New||Christine Scaman||90||$22,000||The lab courses (FNH 325/326/425) integrate the theories taught in FNH 300/301/302/309. We will develop instructive video clips that outline important experimental procedures as well as equipment standard operating procedures. Students will use the materials to familiarize themselves with lab procedures/instrument operations at their own pace prior to the lab sessions, and videos will be available for review as needed. Pre-lab quizzes (already used to test student preparation for the lab) will incorporate additional questions to provide an assessment on whether students have grasped the experimental procedures properly and provide answers immediately for guidance. The videos and quizzes together will serve to deepen student understanding of the concepts and procedures, and allow more time to be spent in the lab doing the experimental work, discussing difficult concepts and results. Teaching assistants can use the videos for training if they are not familiar with some of the techniques or equipment.|
|LIBR||Secondary Market Research Tutorial - Getting To Know Your Industry||New||Aleha McCauley||1650||$49,625||Secondary research is integral to successful venture design, business planning and marketing strategy, but is seen by many as a time- consuming and challenging process. Learning about one's industry involves gathering general data about market trends, in addition to information about the external environment, competition and consumer behaviour. Understanding the difference between well-established and emerging or disruptive industries is an important first step to the research process. Doing secondary market research is now part of many marketing, as well as cross-listed entrepreneurial courses and programs. UBC librarians have been supporting students to learn how to identify and use credible open access and proprietary secondary sources through in-class demonstrations. This project will convert content that has traditionally been delivered in-person to an online, modular format. We will engage students to develop a fresh student-centred perspective to this new series of animated "explainer" videos that will be repurposed across courses, disciplines and target audiences.|
|MED||Improving professional writing, reflection and feedback skills using a tool that allows students to learn from their peers' work and allows for prompt peer feedback||New||Amanda Bradley||184||$9,836||The Bachelor of Medical Lab Science and Master of Physical Therapy Programs are aiming to enhance students' writing skills, evaluation skills and abilities to give and receive constructive feedback.
The most appropriate tool to allow students to view and evaluate the work of their peers will be selected. One tool under consideration is "Calibrated Peer Review". The targeted writing assignments include professional correspondence, scientific communication and reflective writing submissions. Clear exemplars of high, medium and poor quality assignments as well as appropriate rubrics will be developed for student use in the peer review process. This pilot will be ready for roll-out starting in Sept 2016 in one BMLSc course and in three MPT Program courses (in years 1 and 2). All students in both Programs will benefit from this work, and it is expected that this model can be translated into other UBC Health Professional programs.
|MED||Improving the Assessment of Evidence Informed Health Care Competence: A Five Step Approach||New||Alison Greig||920||$21,540||Recently, considerable attention has been placed on the importance of improving the teaching of evidence informed health care (EIHC) skills across all professions at undergraduate and postgraduate levels. Beginning in 2014-15, the West coast Interprofessional Clinical Knowledge Evidence Disseminator (WICKED) team developed, and is currently evaluating, five interactive online modules to teach EIHC to UBC health professional students. This process identified a gap in reliable and valid tools for assessing EIHC competence. This project aims to develop a set of tools that will meaningfully assess student competence in EIHC across all five steps of the EIHC model, and will be designed so that each step can be assessed individually or as a complete set. A set of tools that can fully and validly assess students' competence in EIHC can enhance student learning and assist instructors to better prepare and train students to be effective EIHC practitioners in future clinical practice.|
|MED||Medical Undergraduate Research Forum: Promoting Scholarship Development in Medical Students through Experiential Learning||New||Dawn Cooper||600||$6,880||Development of innovation, creativity, and critical thought in medical students is instrumental to their growth as scholars, lifelong learners, and leaders in the healthcare community. UBC Faculty of Medicine (FoM) recognizes the value of this by emphasizing self-directed scholarly activities in their renewed medical curriculum. The Medical Undergraduate Research Forum (MURF) aims to build on these foundational changes and further the development of essential scholarly aptitudes through complementary experiential learning opportunities including oral and poster presentations, networking sessions, and facilitation of critical peer feedback. Preceding and during MURF, we will deliver workshops that teach conference preparation and presentation skills and interactive online modules to help with content delivery. Given that UBC medical students train across distributed sites all across Canada, we plan to mitigate geographical barriers to participation by integrating online technologies for "virtual poster sessions". Through these initiatives, MURF will substantially complement and enhance the new medical undergraduate curriculum.|
|MED||Radiology App for Undergraduate Students||New||Kathryn Darras||1200||$36,319||The medical undergraduate school curriculum has a longitudinal radiology curriculum that spans the four years of medical training. During the pre-clerkship years (i.e. years 1&2), students learn to recognize normal radiographic anatomy and during the clerkship years (i.e. years 3&4), students learn to identify the patterns of disease. This proposal is for a free Undergraduate Radiology iOS, android and windows mobile app that allows students to review radiology images and to quiz themselves in preparation for their exams and for clinical practice. The app will be organized by year of medical school and designed to meet the learning objectives of the renewed medical undergraduate curriculum. To date, there has been no published data regarding the use of a radiology app at the undergraduate level.|
|MED||The Development of Online Oncology Modules, an Oncology App and Virtual Patients to Support Interdisciplinary Oncology Education.||Returning||Paris-Ann Gfeller-Ingledew||2000||$7,704||There is an internationally recognized deficit in oncology education for medical students. Traditionally the oncology teaching at UBC has mirrored this international experience. Teaching has been fragmented and many graduating medical students lack oncology experiences. With the renewal of the UBC Medical Program, there have been unique opportunities to re-vision the teaching and delivery of oncology education. Capitalizing on the renewal opportunities, over the past seven years we have worked to develop novel online teaching resources to support oncology education for undergraduate medical students. The resultant project is a unique, robust peer-reviewed online learning resource that supports over a thousand learners each year at UBC. This project aims to continue and complete the development of the online resource and explore emerging opportunities to expand this resource to other UBC health disciplines allowing a variety of UBC learners to gain appreciation for the interdisciplinary and integrated nature of cancer care.|
|MED||UBC Health Integrated Interprofessional Clinical Placement Curriculum Model (i-IPCPC) for Health and Human Service Professions||New||Christie Newton||3500||$38,274||Interprofessional (IP) collaboration is required to work effectively in today's healthcare system. In order to practice interprofessionally, healthcare providers need to be trained interprofessionally. Incompatible curricular alignment, timetabling and space limit interprofessional education (IPE) opportunities on campus. However, students from different professions are often together during clinical placements, where up to 40-60% of their curriculum takes place. Health professional (HP) programs therefore rely on clinical placements for IPE. With thousands of placements across BC, there is little understanding of the quality or comparability of the IPE experience.
The UBC Health Practice Education Committee will work together with stakeholders to identify key elements for a successful interprofessional collaborative practice learning experience for HP students and provide a model for a common IP clinical placement curriculum that will ensure all HP learners, regardless of location, timing or length of clinical placement, receive the IPE necessary to work collaboratively in practice.
|MED||Walk 'n Talk for Your Life: An online eLearning module course providing interprofessional groups of students the capacity to plan and implement a community-based health intervention for older adults||New||Charlotte Jones||95||$25,600||An interprofessional team of students and faculty will develop and pilot test an online course entitled Walk 'n Talk for your Life. Formatted as a web-based implementation toolkit, this course will provide a cross disciplinary platform engaging students, faculty, and community agencies in acquiring the knowledge and skills necessary to plan, implement and evaluate a community-based health education, exercise and socialization intervention for seniors. The series of eLearning modules will include informative videos, quizzes, a discussion board and interactive components detailing how to effectively implement the intervention.
Working within a cross-disciplinary team to develop and pilot the course, students will gain and hone their ability to communicate and collaborate while broadening their capacity for critical thinking and problem solving. The course will benefit any students required to do a community-based project by helping them to better understand interprofessional teamwork and how to be good communicators and health advocates.
|SCI||Animated worked examples in online homework||New||Georg Rieger||900||$14,232||The completion of weekly homework sets is common practice in most undergraduate physics courses, especially in first year courses. The homework sets give students the necessary practice with the newly learned content and skills. In large courses, the homework is usually delivered online with automated grading that provides immediate feedback after submission.
A recent paper by Gladding et al.* suggests a new approach that has the potential to significantly enhance student learning from online homework. After submission, students can view the full solution to the problem questions in form of animated worked examples before moving on to the next level (or trying a different problem set at the same level).
We believe that this strategy would work well for the online homework of our Physics 100 course and propose adding animated worked examples to the difficult problems in the homework sets. The edX platform used in Physics 100 is well suited to implement this strategy.
* PRST - PER 11, 010114 (2015)
|SCI||Building Biodiversity: A Campus Resource for Teaching, Learning and Doing||New||Santokh Singh||1270||$29,854||The purpose of this project is to collaboratively identify, develop and create a web resource to share research findings across various academic disciplines and embed them in biodiversity stewardship on campus. Through 11 UBC project courses, 1230 UBC undergraduate students and 40 graduate students in the first two years will populate a web resource with campus-specific biodiversity research. Together, these discipline specific projects will establish a baseline overview of campus biodiversity. The web resource will encourage whole-systems thinking. It will be created using open-source tools and make visual knowledge of biodiversity on campus (i.e. land use, species mapping, green building construction, etc) broadly accessible. Additionally, the project will provide a unique learning opportunity for UBC students to conduct cross-disciplinary research that informs resource management, neighbourhood planning, plant, food and forest systems, community education and engagement. Following the first year, both process and resource will be reassessed to inform course project development, its uses within curriculum, and potential planning decisions on campus.|
|SCI||Communicating Across the Curriculum in UBC Science||New||Jaclyn Stewart||1475||$49,870||A Communicating Across the Curriculum (CxC) program will go beyond supporting instructors and teaching assistants using academic writing assignments in their science courses by also supporting non-traditional communication assignments, such as blogging, producing podcasts and videos, and writing press releases. It will also expand to include support for implementing oral presentations or oral exams in classes. CxC is a natural progression of both our current Writing Across the Curriculum (WAC) program and the resources developed and made available through Science Writing Resources for Learning (ScWRL), which are already being used in SCIE 113, SCIE 300, BIOL 140, and other courses. This project will support faculty, teaching assistants, and students. For faculty and TAs we will offer resources and training on designing, implementing, assessing, and evaluating non-traditional communication assignments and oral communication. For students, we will compile technical and strategic support for communication tools as well as support for oral communication.|
|SCI||Development of an electronic Chemistry Integrated Resource Package for CHEM 123||New||Kayli Johnson||1900||$39,116||This proposal outlines the development of an electronic Chemistry Integrated Resource Package (e-ChIRP) to significantly improve teaching and learning in CHEM 123: Physical and Organic Chemistry. Our department has previously created a print-based ChIRP for CHEM 121 (TLEF funded 2008-2010), which was well-received and significantly enhanced student learning. For most students, CHEM 123 is the first introduction to organic chemistry. Students often struggle to visualize molecules in 3D, which is essential to success in organic chemistry. An e-ChIRP would allow us to integrate interactive videos directly into the course text to help students gain an intuitive sense of the 3D shapes and interactions of molecules. The creation of an e-ChIRP for CHEM 123 will help develop students' 3D visualization skills, emphasize the concepts behind the equations in physical chemistry, improve long-term retention of course concepts, support active learning pedagogies, and improve attitudes towards chemistry. With over 1900 students registered in CHEM 123 each year, this improvement will greatly benefit UBC students across many departments.|
|SCI||Evaluating a new, reduced-face-time, first-year computer science class for non-majors||New||Meghan Allen||800||$26,731||Student feedback on our first-year Computer Science courses has led us to propose a new, reduced-face-time, first-year Computer Science course for non-majors. This course will be complementary to our other first-year Computer Science courses and will provide an avenue for non-majors to learn how to systematically design well-structured and well-tested programs. A TLEF grant will allow us to significantly expand our course evaluation plan and engage students and teaching assistants in a series of four half-day workshops aimed at providing concrete, actionable suggestions to continue improving the course. We hope that expanding our first-year Computer Science offerings will broaden participation in our courses and provide avenues for every interested student at UBC to take a Computer Science course that meets their needs.|
|SCI||Integrating Analytical and Physical Chemistry: A Modern Approach to Chemical Analysis||Returning||Jose Rodriguez Nunez||320||$16,271||Yearly, over 300 students take Analytical Chemistry (CHEM-211). We propose to use the requested TLEF funds to hire two undergraduate students to assist in modernizing the CHEM-211 laboratories. Under the supervision of Departmental faculty, the students will develop new experiments which integrate the fields of Physical and Analytical Chemistry. Last summer we successfully developed and implemented two guided-inquiry experiments thanks to the support of TLEF. Over the next year, we propose to develop one new expository experiment, one new guided-inquiry experiment, and tools to provide uniform and comprehensive feedback for students. 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, and
3) Monitoring student performance in 3rd year physical and analytical Chemistry lecture courses.
|SCI||Natural Language Processing-informed learning analytics for tracking and measuring aspects of argumentation||New||Noureddine Elouazizi||800||$49,984||We propose to develop Natural Language Processing (NLP)-informed Learning Analytics methods to track and measure students' argumentation in writing intensive courses and in ways that make it easy for faculty, students and scholars to use.
We identified the need to develop these learning analytics methods based on the evaluation of the pedagogical practices for teaching and assessing the abilities of students to argue and reason like a scientist in the context of SCIE113 course. (see: Birol et al., 2013; Elouazizi et al. 2015).
The anticipated outcome of this project is a functional prototype tool and documented NLP methods to be used in SCIE113 and potentially in other courses at the Faculty of Science and UBC. We have the expertise to employ the well-established Natural Language Processing methods in novel ways to serve the pedagogy underlying the learning and the teaching of argumentation skills in the context of science education.
|SCI||Project M.I.L.E - Microbiology & Immunology Laboratory Experience: A Comprehensive Web-Based Resource for Microbiology Laboratories||New||Shervin Mortazavi||350||$9,089||This project aims to develop a web-based instructional resource for undergraduates in microbiology laboratories. An easy to navigate interface will guide students to a variety of topics, such as scientific writing, safety information, proper lab etiquette, as well as individual experimental techniques. Each topic will consist of videos and visual/text-based guides specifically produced for the project. This unified design will streamline laboratory information and make for a more cohesive and intuitive learning experience where students can conveniently access and review instructions and materials as often as desired. The project relies on the two fundamental design strategies of Students as Producers and Peer Learning. The collaboration of students on the project design and content production teams will ensure the site to be more practical and relevant to the needs of the students in Microbiology and Immunology. Initial funding will help to establish the modules, design the sitemap, develop the website architecture as well produce a preliminary set of videos.|
|SCI||Stop-motion Animations as Learning Objects for Flexible Learning in Biology and Psychology Courses||New||Sunita G. Chowrira||2200||$21,834||We propose to assess the use of stop-motion animations as 'Learning Objects' in supporting the existing 'Learning Path' model of the Flexible Learning Initiative in Biology (BioFlex) project. The learning path is based on the principle tenet that the activity of learning occurs not just in the classroom, but also continues outside the classroom and beyond the termination of a course. Accordingly, the primary objectives of this project are to create and investigate the effectiveness of narrated stop-motion animations as Learning Objects for flexible learning in introductory biology (i.e. BIOL 112, 200, and 201) and behavioural neuroscience (i.e. PSYC 304) courses. Specifically, we will produce ten stop-motion animations that deal with biological topics that students struggle with and/or are difficult to teach using traditional instructional methods.|
|SCI||Structured Quantitative Inquiry Labs: Developing Critical Thinking in First Year Physics Labs||Returning||Douglas Andrew Bonn||1500||$16,500||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.|
|VPA||Cultivating success for English as an Additional Language Students: a Library Flexible Learning Partnership||New||Sandra Zappa-Hollman||300||$29,059||UBC Library provides learning support for students across campus in all faculties and departments. Library services and programs that directly support student learning and success include, but are not limited to, online and in-class instruction and tutorials to develop library and information literacy skills, research support, and workshops. UBC Vantage College students can access these services in the same way that any and all students can. However, library services are not always customized or targeted to the specific learning needs of international, multilingual students.
For our pilot project, a co-op student from SLAIS, the iSchool at UBC, supervised by a librarian at UBC Library, and in collaboration with the faculty and students at Vantage College, will develop online and classroom-based instructional resources to support Vantage College student success specifically, and all international, multilingual students at UBC more broadly, to take advantage of a suite of resources and services offered by UBC Library.
|VPS||Identifying the influence of teaching practices on undergraduate students' mental health and wellbeing in the Faculties of Arts and Science||Returning||Michael Lee||19000||$23,012||The goal of this project is to identify teaching practices that promote students' mental health (year 1), and translate these findings into recommendations that will be disseminated widely (year 2). In year 1, we analyzed data from the Undergraduate Experiences Survey, and are conducting student focus groups and instructor interviews to learn about teaching practices that support well-being in the Faculties of Arts and Science at UBC. In year 2, we will collaborate with CTLT to develop recommendations for teaching practices that promote student wellbeing. The recommendations will be disseminated to the teaching community at UBC through reports and publications; presentations delivered to UBC departments, at CTLT Institutes, and academic conferences; and by integrating recommendations into existing CTLT professional development curricula. 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.|