2017 / 2018

Large TLEF ProjectsProject TitleStatusPrincipal InvestigatorProjected # of Students ImpactedFunded AmountProject Summary
APSCFrom passively watching to actively learning: ViDeX, a robust video player that supports learning from personalized videoReturningSidney Fels2000$110,010Students 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 is identifying 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.
APSCImplementing an eHealth curriculum in health and human services programs at UBCNewLeanne Currie2062$149,890This project will develop, deliver, and evaluate an Integrated eHealth Curriculum for use across the health and human services programs at UBC. The project addresses national mandates for pre-licensure competencies in health informatics (nursing, medicine, pharmacy) and responds to BC-wide initiatives where electronic health records are being integrated into workplaces. The project also involves library sciences and biomedical engineering students - truly making this an interprofessional program. Under the umbrella of ‘UBC Health,’ and building on methods used in the Inegrated Ethics (iEthics) curriculum, the first integrated curriculum created through UBC Health, this curricula supports learning that is unique to each profession, seeks economies of scale for foundational knowledge common to all programs by leveraging technology, and creates relevant opportunities for interprofessional learning. The Integrated eHealth Curriculum will be a required component of health professional programs at UBC, and will allow programs to replace existing content with common learning, enhance teaching and learning by integrating interprofessional concepts into uni-disciplinary teaching, and formally deliver interprofessional learning.
APSCIntegrated Design Learning through Making and Building @ SALA: Bringing design-making and building infrastructure (tools and expertise) directly to students in the classroom studio and in the fieldNewBlair Satterfield650$46,150An interdependence of ‘excellent designing’ and ‘excellent making’ has been a core value of SALA’s pedagogy since the 1960s. However, contemporary ‘making’ practices and technologies (3-d printing, laser cutting, robotic milling etc.) have radically shifted and SALA’s integration of these technologies into our curricula has been piecemeal and limited. Demand far exceeds supply and the education and experience we offer students lags behind their, and their future employers’, expectations. SALA is highly motivated to do better. This TLEF project proposes a three-year systemic redesign of our fabrication-related curricula, infrastructure, training and teaching. Year 1 engages faculty and students in re-design of curricula and infrastructure. Year 2 pilots and evaluates new courses and infrastructure approaches. Year 3 refines, expands and rolls out a new curriculum. By 2020, every student, at every level of every SALA program will have access to meaningful, coordinated design fabrication experiences, training and infrastructure.
ARTSEducational and Career Outcomes for UBC Arts Students: Towards a New ParadigmReturningSunaina Assanand12000$80,000We seek to expand the project's reach and create resources to sustain the initiatives after TLEF finishes. Year 3 outcomes: 1. Integrate eportfolio strategy programmatically by working with the Bachelor of Media Studies, the Arts Co-op Program, and the Masters of Library and Information Studies, and explore opportunity to integrate with Psychology undergraduate program; 2. Make enhancements to Word Press that contribute to the ability to scale provisioning and support eportfolios more broadly within Arts; 3. Develop online tools and training for students who wish to pursue eportfolios outside of courses, and embed in existing programs of CSI&C; 4. Develop online tools and training for faculty who wish to use eportfolios in their classes, and embed in existing activities of Arts ISIT; 5. Continue to offer workshops to faculty and staff in Arts to build capacity for career conversations, and embed workshops in existing CTLT programs for wider dissemination across the University; and 6. In partnership with CTLT, host an eportfolio symposium, likely in May 2018, to align with Celebrate Learning Week.
ARTSOur Cheating Hearts? Changing the Conversation through Academic Integrity Curriculum in First- Year Arts ProgramsNewLaurie McNeill2700$63,002Conversations about contemporary problems in higher education often focus on detecting or policing academic misconduct. In keeping with recent scholarship on teaching and learning (Blum 2009; Nelms 2015), we wish to reframe these conversations to focus instead on a pedagogy of academic integrity, a fundamental value of the scholarly community. Our encounters with and research on students’ experience suggest that not only do many of them not understand academic integrity or why it matters, but they also feel tremendous anxiety about the consequences of their lack of understanding and seek more support. This TLEF builds on a current pilot undertaken by the Dean of Arts’ office and Arts First-Year Programs (FYP) that has implemented new curricula in 16 FYP and 8 Vantage College sections. We will develop, implement and assess a host of academic resources, including new curricular and co-curricular materials, to support ethical research, writing, and learning practices and develop a community of practice to bring faculty and staff together across the UBC campus.
EDUCIndigenous Studies in KinesiologyNewDarren Warburton250$100,200This project seeks to create, implement, and systematically evaluate a blended learning module in Indigenous studies in Kinesiology. Our curriculum will represent the wide-ranging disciplines of Kinesiology including behavioural medicine, sociology, physical activity promotion, and exercise medicine. This project will contribute to the enhancement of teaching and learning within the School of Kinesiology providing measurable and sustainable benefits. This curriculum will introduce students to principles of Indigenous understandings of health and well-being and will provide comprehensive insight into the complex social, cultural, historical, and economic factors that shape healthy living within Aboriginal communities. This multi-disciplinary curriculum will enhance our ability to strengthen intercultural discussion, enhancing the sense of inclusion of Aboriginal peoples. Importantly, the extensive participation of Indigenous leaders (e.g., elders and knowledge keepers) and scholars at UBC in collaboration with leaders across Canada will facilitate the creation of a curriculum that respects the experience, knowledge, and values of Indigenous peoples. This advanced evidence-based learning program will enhance the transformative learning experience of students.
LAWThunder in Our Voices: Inquiry Based LearningNewGordon Christie5000$31,000From 1975 to 1977, Law Professor Michael Jackson served as Special Counsel to Justice Thomas Berger during the Mackenzie Valley Pipeline Inquiry. Over the last few years Professor Jackson has worked with Dr. Gordon Christie to organize three "interactive challenges" - non-fiction games based on key issues and actual testimony from the Inquiry.
In each challenge, students are asked to compare the evidence given by scientists and social scientists - many of them from UBC - with the testimony of Dene and Inuvialuit from 30 villages in the north. Then students are asked to "put themselves in Judge Berger's chair" and to find the solution that is best for Canada. These interactive challenges encourage lateral thinking and debate. The best solutions uncover unexpected linkages between the evidence presented at the Formal and Community hearings of the Inquiry. To make the challenges more interesting, some of the links have been disguised to provide a game-like intensity to the classroom experience.
MEDBirth Place Toolkit for the Health Professions: Dialogue and Shared DecisionsReturningSaraswathi Vedam2000$70,252Students and faculty across health professional programs at UBC are creating Dialogue and Decisions: Advancing Person-Centred Health Care, a flexible toolkit to teach core competencies for health professionals working in multi-disciplinary environments. Online modules and synchronous simulation sessions provide learning experiences on effective provider-patient and interprofessional communication, teamwork, conflict resolution, leadership and patient-centred care. To facilitate uptake by learners from diverse programs, modules and materials are accessible via the existing UBC course delivery system. This project is significant because it offers university- based, pre-clinical opportunities to acquire knowledge, skills, and attitudes that support effective interprofessional collaboration and respectful care. To generate dialogue around an issue about which UBC students are known to hold strong and differing opinions (Stoll et al., 2009), place of birth has been chosen as the exemplar. The format offers flexibility, convenience of self-directed learning and opportunities for in-depth engagement with other health professionals through synchronous/in-person activities.
MEDUBC Anatomy: an open access online repository of modular anatomy content for integration across curriculaNewClaudia Krebs4594$132,695Anatomy education is relevant to UBC students across faculties. In this project, faculty and students from across UBC will collaborate to create a comprehensive set of resources to support anatomy education in all programs. As curricula move towards a more integrated and competency based approach, these resources will allow for flexible, applied, and active learning approaches in the classroom, combining online and classroom teaching. The modular design of our shared resources will allow for their use across programs and will allow for adaptation into integrated curricula. Co-production of these resources with students and faculty across disciplines will make the approach to anatomy education at UBC interdisciplinary and interprofessional from the ground up.
PHARDeveloping the formative assessment program of the new entry-to-practice PharmD curriculumReturningGeorge Stefanov Pachev224$75,652The second year of this 2-year project will develop the formative assessment program for Year 3 of Pharmaceutical Sciences’ new undergraduate entry-to-practice PharmD curriculum. Replacing the existing BSc(Pharm) program, the PharmD curriculum employs contemporary learning-centered 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. Weekly formative assessments will support different educational objectives as content knowledge unfolds and as skill development requires.
Building on experiences from two years implementation, we anticipate the formative assessment program for Year 3, comprising weekly formative assessments (approximately 20), will continue to enhance student achievements through on-going, flexible learning opportunities, and support for self-directed learning.
SCIBlended learning to enhance an undergraduate Biology laboratory courseReturningPamela Kalas1500$94,577The 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.
SCIData-Enabled Pedagogies and Technology for Teaching and Learning Critical-Thinking and Decision Making SkillsNewWalter Algar3000$104,032Critical-thinking, decision-making, and processing skills (CTDMP skills) are essential in STEM fields; however, few courses offer opportunities for students to practice these skills and receive feedback. We have developed a pedagogical method and a prototype online tool, code-named "Alchemy", that addresses this gap. A pilot study was enthusiastically-received by students and demonstrated strong potential for teaching/learning gains. We propose to further develop and evaluate the Alchemy concept through (1) enhancement of the online tool for greater versatility and capability in teaching/learning; (2) new pedagogical content development; and (3) new learning analytics capabilities to support data-enabled pedagogies that guide teaching/learning through metrics of class and individual student performance and attitudes. Each objective will produce pedagogical and technological outputs for dissemination at UBC, and will benefit students through improved CTDMP skills, enhanced appreciation for the complexity of real-world problems, improved discipline-specific skills, and transferable problem-solving skills for future employment. This project will not only enhance undergraduate education at UBC, but also add to the science of teaching/learning.
SCIDevelopment of cost effective strategies for teaching, learning and assessing scientific reasoning abiliites in large face-to-face and distance education general science coursesReturningSara Harris2200$65,202We 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.
SCIExperiential Data science for Undergraduate Cross-Disciplinary Education (EDUCE)NewSteven Hallam200$81,833EDUCE seeks to develop a uniform experiential learning framework that is cross-disciplinary and collaborative to equip undergraduate students in the life sciences with basic competency and literacy in data science as it pertains to microbiome sequence information. To achieve this, EDUCE will develop and implement a mechanism to augment undergraduate training in the Department of Microbiology & Immunology (MICB) with basic analyses and statistical principles and microbiome data processing and interpretation – skills that transcend any one course in the department. In phase one, EDUCE will integrate new data science modules into existing third and fourth year courses and offer experiential learning activities including open office hours, social problem solving activities and workshops. Through this combination of integrated course modules and experiential learning activities EDUCE will provide persistent benefits to undergraduate students to better prepare them to address complex social, environmental, and technological challenges in an increasingly collaborative and data-driven workforce.
VPSIncreasing student capacity for academic success, deeper learning and wellbeingNewPatty Hambler3700$79,964Research suggests that educational strategies that increase academic tenacity can positively impact student wellbeing, leading to deeper learning and improved academic success. This project will focus on promoting academic tenacity - specifically, social belonging, growth mindset, goal setting, and self-regulation. This project will promote students’ ability to thrive in rigorous academic environments by implementing and assessing various strategies tailored to learning environments in the Faculties of Law, Science, Arts, and Land and Food Systems. A collection of projects across these faculties will be informed by a current small TLEF project (https://blogs.ubc.ca/teachingandwellbeing/), emerging research in higher education, and existing K-12 literature. Examples of strategies to be employed include changes to instructional practices, faculty and/or TA development, and wellbeing in the classroom. Evaluation of the project will determine outcomes of each strategy and help inform best practices both at UBC and in higher education in general.
Small TLEF ProjectsProject TitleStatusPrincipal InvestigatorProjected # of Students ImpactedFunded AmountProject Summary
APSCAugmented Guidance Practical Learning for Engineering StudentsNewMarkus Fengler550$16,210We will improve the breadth and depth of practical skills of our students within the existing time constraints of our program. Practical skills take time to develop, in part because many basic questions arise when students first start to use equipment and this slows the learning process. We will provide a faster, scalable way to answer basic questions and show techniques using searchable streaming video explanations to common questions on tool set-up, operation and prototyping. This will let many students work simultaneously but at their own pace while a supervising instructor focuses on more complex questions and monitors safety.This project is the start of a longer term process for improving and expanding student learning of practical skills. We anticipate increases in the number of students using the shop and reporting positive experiences. We are also using this to build in-house capability to expand the video library in future.
APSCDevelopment of an automated grading and data manipulation program for the Teaching Laboratory Data Management (TLDM) System ReturningPeter Englezos400$18,726During CHBE laboratory experiments, large amounts of data are generated and collected by students. Managing this data is problematic and time consuming; the existing Teaching Laboratory Data Management (TLDM) system solves this problem for students, teaching assistants, and instructors. With previous financial support from the Teaching and Learning Enhancement Fund (TLEF), TLDM modules have now been created and implemented for all CHBE labs; feedback from students and teaching assistants has been very positive. This project will focus on streamlining the TAs’ and instructors’ process of handling TLDM data files that contain students’ raw data and answers. We propose the creation of a custom computer program that automates the operation of TLDM files within the various experimental modules. This will save many hours of marking time and will let TAs and instructors spend more time helping students and less time marking.
APSCOpen ChemE: Increasing authentic student learning through open educational resourcesNewJonathan Verrett200$27,977This project aims to increase authentic student learning through the curation, development, and provisioning of openly available multi-media resources for CHBE 241: Material and Energy Balances and related chemical engineering courses. The online resources will be used to shift classroom time from content delivery to team-based learning (TBL) activities. This project will leverage the significant TBL expertise at UBC (Sibley & Ostafichuk, 2014). TBL has been shown to improve student learning in the classroom by supporting students as they undergo the most difficult part of a course, the application of their newly acquired knowledge or skills. Additionally, students will be asked to edit and build upon these educational resources as part of their coursework, creating a dynamic, and ever-evolving learning resource.
ARTSAsian Canadian Multimedia Production: Developing Curriculum Materials for Ethical Practices of Community EngagementReturningChristopher Lee150$22,409This 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.
ARTSConcentrated Blended Learning: the redesign of traditional weekly lectures and labs into blended on-line learning modules for GEOB270 Geographic Information Science (GIScience). NewSally Hermansen400$12,131Geographic Information Science (GIScience) supports geographic analysis through theory and computer software applications; for example determining the social, economic and environmental impacts of climate change, such as rising sea levels and flooding on Vancouver’s False Creek Tidal flats. GIScience, a required course for all geography students, is currently taught in weekly one- hour lecture slots, with one two-hour lab. Course evaluations and focus groups with students indicate pedagogical changes are required to better bridge theory (classroom lectures) to practice (computer software lab assignments conducted in computer labs). A blended learning environment, where lectures and software labs are organized in modules instead of time slots, and where students work on laptops in class, would greatly enhance student learning by integrating theory and practice. In addition, as demand for this course greatly exceeds supply, the longer term goal for Geography is to meet that demand via an on-line version of the course based on the modules and pedagogical approach developed and piloted through this project.
ARTSCurating Curiosities: Object-Based Learning in Museum and Classroom SettingsNewTara Mayer20$4,584Support is sought for a special summer class at the Museum of Vancouver (MoV). The Museum holds a unique collection of objects from South Asia, which were brought to Vancouver in the 1930s by local travelers. These objects have never before been catalogued, researched, or exhibited. During the Summer Session 2017, the History Department seeks to offer a special course for its undergraduate students that centres on interrogating these objects and their implications for local history. Led jointly by UBC faculty and a senior MoV curator, the course consists of both classroom elements (examining the theory of material culture research and establishing a historical context for these objects) and time in the museum collections. This will allow undergraduate students to be actively engaged in ongoing research and experience first-hand how the skills of a History degree can be applied to communicating new knowledge about the past to the wider community.
ARTSData Analysis and Statistics with STATA - Online Resources for Undergraduate ProgramsNewNisha Malhotra760$25,026We will develop online resources that enhance conceptual understanding and statistical computing skills for students in economics and more broadly:1) video tutorials that review statistical concepts and teach the statistical software STATA.2) associated written resources covering central data analytic techniques.3) pre and post tutorial assignments. Conducting quantitative research requires both an understanding of statistical concepts and techniques as well as knowledge and skills required when using statistical software. We will create learning objects that aid in both tasks and which create a direct link between the two types of knowledge. These resources will aid learning in introductory statistics courses (e.g. Econ 325, Poli 380) and upper level courses featuring the use of statistics in original research projects (Econ 490, Poli 492). We will create learning modules with each focusing on one major concept covered in Econ 325 and its application in Econ 490. Our modular resources will be easy to adapt in other courses using STATA.
ARTSDesigning a Himalayan Studies minor: integrating community engagement language learning and Area Studies knowledgeNewSara Shneiderman300$17,703We propose to develop a Himalayan Studies minor that integrates the concepts of global citizenship and local community engagement with immersive language learning—all in relation to an underserved, but culturally and geopolitically important world area. There is presently no program in Himalayan Studies at any Canadian institution; UBC is poised to be a leader in this field. Housed in the Faculty of Arts, the minor will be designed in collaboration with the Nepali and Tibetan communities of Vancouver. TLEF funding will support two primary objectives: developing a sustainability plan to ensure the long-term viability of existing intensive summer language courses in Nepali and Tibetan; and designing a 200-level year-long interdisciplinary, transregional foundational course in Himalayan Studies. Our project team includes faculty from Anthropology, Art History, Asian Studies, Economics, FNEL and IAR, who have worked together since 2014 to build the UBC Himalaya Program.
ARTSEvidenced-Based Evaluation Framework for Community-Based Experiential Learning Projects for the Bachelor of Media StudiesNewRichard Arias Hernandez200$4,800This project will design and test a framework to evaluate Community-Based Experiential Learning (CBEL) projects for the Bachelor of Media Studies (BMS) of the Faculty of Arts. Current CBEL projects do not have a structured, evidenced-based, evaluation framework to determine how effectively learning outcomes and other objectives are being reached. This project centres on the creation and testing of an evaluation framework that links the multiple interests and objectives of CBEL stakeholders and identifies adequate data collection and data analysis methods (quantitative and qualitative). We expect to apply this evaluation framework and use its results to improve CBEL initiatives for students, teachers, and community partners alike. Results should also inform an evidence-based strategy that integrates current independent CBEL initiatives, focused on individual courses, into a single coherent CBEL strategy for the whole BMS. This project collaborates and coordinates with a currently proposed large TLEF, as a case study, to develop a more generic evaluation framework for all academic programs using CBEL at UBC.
ARTSFrom Classroom to Courtroom: Community Based Experiential Learning in the Coordinated Arts Program's Law & Society StreamNewHeather Latimer100$40,016Situated in the Faculty of Arts, the Coordinated Arts Program (CAP) provides an enriched educational experience for first-year students through its cohort learning community. Groups of students take clusters of linked-but-separate courses in one of five research streams (http://cap.arts.ubc.ca/our-streams), are offered frequent interactions with their learning cohort, and are given extensive support from faculty and staff. Our project seeks to develop and integrate community-based experiential learning (CBEL) into CAP's Law & Society stream, by establishing a long-term relationship between Law & Society students and community organizations working in and attached to the legal nonprofit sector. The Law & Society stream focuses its curriculum on how legal and political forces influence the everyday lives of diverse populations. Our project will bring CBEL into this dynamic curriculum in order to allow students to engage with community-based organizations working to improve the social and cultural positions of marginalized groups of society through legal means.
ARTSIT Resources for Language Teaching at UBCNewFlorian Gassner1000$3,500This pilot project will create an online resource that provides language instructors with multimedia tutorials on how to facilitate blended and collaborative learning using the Microsoft Office Suite and UBC’s Collaborative Learning and Annotation System. These tools immensely simplify the process of developing and delivering original content that supplements the oftentimes inflexible curriculum of language learning textbooks. Moreover, the software makes it easy to create and assess interactive and collaborative learning assignments. Students will benefit from this innovation by receiving coursework that is more topical and more clearly tailored to their specific learning needs. Additionally, these tools enable students to interact with course materials and their peers in a manner that more closely reflects contemporary communication practices via PC, tablet or smart phone.
ARTSNew Web-based Platforms for Collaborative and Contextual Learning in UBC's Korean Language ProgrammeNewRoss King304$22,400Building on work funded more than a decade ago by both UBC’s TLEF and the Korea Foundation, this new project seeks to further enhance the learning experience for UBC students in all levels of the Korean language program. We seek to expand on the ‘learner-centered’ tools created previously to create new tools for contextual learning and online student collaboration. In order to facilitate the creation of blended classrooms in which students are engaged outside of the class just as much as they are in class, this project utilizes interactive tools such as LingQ and CLAS.
ARTSQuantitative Arts: Scientists by Nurture – Evaluating ImpactReturningSilvia Bartolic800$18,523Students 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 avoid courses that require any level of math ability. Students also report that methods courses are boring, leading to poor attendance and low achievement in these courses. The first phase of this project focused on collecting baseline data from a traditional lecture course in survey research methods and creating video tutorials and problem sets for use in a flipped classroom. The goals of the second phase of this project are to 1) evaluate the effectiveness of the flipped classroom approach to determine if there are improvements in student attitudes towards research methods and retention of content knowledge, 2) qualitatively evaluate students' ability to conduct quantitative research projects successfully and 3) assess faculty attitudes towards implementation of active/problem based learning and the flipped classroom to determine barriers to use of these strategies in teaching.
ARTSTaming wicked problems using strategic design: Preparing students to be effective innovatorsNewTamara Baldwin200$31,782Wicked problems are societal issues that are heavily laden with politics and value judgments, and students should graduate knowing how to identify, navigate and participate in solving these complex issues. This project will foster students' ability to address wicked problems by a) building their strategic design skill set and b) creating opportunities for students to engage with real wicked problems from international development contexts.To realize these objectives, this project will create online toolkits, a senior-level seminar, and strengthen the network of students, faculty, and staff working with strategic design or wicked problems. This project also lays the foundation for developing a large-enrolment, junior-level course related to strategic design and wicked problems, generating a sustainable learning pathway for students.The project is embedded within existing international partnerships stewarded by the Office of Regional and International Community Engagement (ORICE) and builds upon expertise gained through enacting Strategic Design Methodology in existing design courses.
ARTSTeaching integrated storytelling in a digital world: From stage to screen to pixelNewShannon Walsh350$24,844This project seeks to develop and enhance teaching and learning between theatre and film with a focus on experiential and technological approaches to teaching the art of storytelling. Specifically, the project aims to conduct curriculum mapping activities to evaluate and find ways to collaborate through disciplinary areas in theatre and film with an objective to 1) develop digital educational tools that explore experiential approaches to storytelling that create interdisciplinary collaborations 2) create an online resource that incorporates digital technologies (CLAS, 360 video, blogs) and peer evaluation tools that can be used in current teaching across the department, 3) enhance teaching methods and revise curriculum in light of broad changes to digital storytelling, and finally 4) create a web based student showcase for student fiction and nonfiction work to share with the community at UBC and beyond.
ARTSVisual Literacy in the Blended Classroom: A New Tool for Collaborative LearningReturningTara Mayer3000$3,781This 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.
ARTSWising Up: Learning to Share Knowledge between Canada's Northern Communities and Southern ClassroomsReturningPatricia Johnston300$25,000The Wising Up education program promotes engagement with issues in northern Canada and the circumpolar Arctic at UBC. Through a series of online modules, students and instructors gain access to a wide variety of resources that can be easily integrated into existing curricula. These modules serve as an important first step in creating awareness of the issues in northern Canada. Modules on caribou co-management and language revitalization have been successfully piloted to students at the 300 and 400 levels. For 2017, additional modules will be created to include topics related to climatic and biophysical change, Indigenous politics and governance, and Arctic circumpolar politics. All modules are developed in collaboration with professors at UBC, with participants from northern Canada, and with the UBC Polar Club. Aligned with the 2017 TLEF priorities, the modules will be open educational resources available for all UBC instructors for use in their respective classes and departments.
DENT Strengthening Student's Self-Reflective Skills and Enhancing Assessment Consistency in Restorative Dentistry via a New Digital Dental TechnologyNewVincent Lee (Byrant)250$27,220Digital technology systems have recently been introduced to support students’ development of restorative dentistry skills by rendering 3-D images of tooth preparations with various measurements to help students understand their operating precision, and to reduce instructor standardization difficulties with assessment of student skills. While our ultimate goal is to implement a new approach to support interactive learning, the aim of this pilot project is to evaluate the feasibility of using digital technology for more objective assessments of tooth preparation skills specifically to (i) explore how to maximize strengthening students’ self-reflective skills using digital technology, (ii) compare student clinical skills derived using digitial technology with a previous cohort of students without this digital experience, and (iii) develop a more consistent instructor standardization student assessment tool in the area of restorative dentistry using the new digital technology based on experience gained in this project.
EDUCDeveloping assessment tools for evaluating key competencies in sustainability across programs at UBC.NewRobert Vanwynsberghe1350$22,336The idea for this proposal was submitted as a LOI for a large TLEF in July 2016. While questioning the wisdom of starting the research with a large, rather than small TLEF grant, the committee was in "full agreement of the pressing need to develop a set of competencies around the teaching of ‘sustainability’ within the context of education, as well as measures that can assess those competencies." Following this encouraging response, the following proposal has been drafted.
The overall research objective is to develop and apply a set of key sustainability competencies to sustainability programs at UBC so that students have the knowledge, skills, and attitudes to be sustainability practitioners. The development of assessment tools will help UBC to better equip our students for green jobs by rigorously developing, testing, assessing student sustainability competencies and then feeding results back to the UBC faculty members so future students can benefit. Research methods include international expertise, program directors from UBC, and, of course, UBC students.
EDUCThe Learning Exchange as a hub of experiential learning NewAlison Taylor1200$33,105Experiential learning is growing rapidly in Canadian universities, but is more complex and logistically challenging than traditional forms of learning. Most experiential learning programs provide opportunities for students to connect their classroom learning to paid or unpaid work off campus. Students' experiences of these forms of learning are impacted, sometimes negatively, by the quality of relationships between partners and how learning opportunities are conceived and structured. Our project will enhance teaching and learning by working with the UBC Learning Exchange (LE), an organization that has played a significant role in experiential learning, to develop a Partnership Planning Tool for use by partners engaged in the downtown eastside (DTES). Developing this tool will involve cross-disciplinary, multi-partner dialogue about effective experiential learning. Collaboration among partners in the development and implementation of this project will build capacity and encourage reciprocity and mutuality in relationships, which will, in turn, lead to sustainable benefits for students.
FRSTAugmented Forests: Supplementing Forestry Field Instruction with Virtual Field Instruction and Dynamic Adaptive Quizzing to Build Skills and Knowledge NewPatrick Culbert460$35,554The ability to identify indicator plant species is a critical skill for forestry students. In FRST 201 - Forest Ecology, students learn to identify 70 key plant species and the soil moisture and soil nutrient conditions that they indicate. This knowledge is critical to responsible forest management and requisite for subsequent courses. The identification and characteristics of these plants are taught in the field, but increasing enrollment and language challenges (with increasing numbers of ESL students) makes it more difficult for students to learn the plants in the field. We seek to improve student plant identification skills and knowledge by supplementing field instruction with engaging, web-based, open resources to support student self-study. We will produce professional videos showing these plants and their characteristics, and we will develop a web-based, dynamic quizzing system for students to practice and test their knowledge. These resources will support significant self-study outside of field instruction.
GRADFostering Excellence in graduate supervision at UBC through dialogue shared resources and policy initiatives.NewTheresa Rogers150$15,090Improving and supporting excellence in graduate supervision speaks to UBC’s core values of “transformative student learning” and “creating an exceptional learning environment” (Place and Promise). Graduate students’ relationships with their supervisors and their larger scholarly community at UBC is central to their academic progress, their student experiences, their potential as future scholars, and their wellbeing. This project will use a newly created research-based document as the basis for drawing into dialogue those who are interested in promoting high quality graduate supervision at UBC, and for developing resources and policy initiatives to continually improve our supervision pedagogy and practices. The outcomes of the project include holding town hall forums, resource development, sharing resources widely across campus, developing approaches to evaluating supervision, showcasing excellent supervisors, and improving survey data. Our ultimate goal is develop a shared understanding of the principles of excellent graduate supervision at a research-intensive university, and to demonstratively enhance the quality of graduate supervision at the University of British Columbia.
LFSExpanding the Living Laboratory: Enhancing experiential learning in sustainability using UBC food system assets ReturningHannah Wittman1500$9,318Expanding the Living Laboratory aims to optimize teaching and learning resources for sustainability and food systems education and make them more accessible across the university. In 2015/2016, the project conducted a thematic analysis of the learning objectives of courses that utilized UBC Farm for class visits and experiential learning activities. We also created profiles of courses, faculty instructors, and students that engage with campus food system assets. This analysis identified common food sustainability-themed learning outcomes, informing the development of flexible learning objects utilizing UBC's food system assets across the food chain (e.g. UBC Farm, rooftop gardens, dining halls, organic waste facilities). The learning objects will be created from January to June 2016. The planned second year of the project (April 2016 to March 2017), will implement and evaluate new learning objects, and broadly communicate the availability of the objects to faculty and instructors across campus via our new online sustainable food systems teaching and learning platform.
LFSIntegrating Self-directed Learning into a Large Second Year Nutrition CourseNewGail Hammond200$13,978Accepting greater autonomy for learning is a hallmark of self-directed learning (SDL). Transitioning students from a learning environment of receiving information to creating new knowledge is important for their success in academia and the workplace. This project aims to develop and implement a SDL framework in a large second-year nutrition course (FNH 250: Nutrition Concepts & Controversies), and to assess the impact of new SDL learning activities on student success in achieving the course objectives.This project draws on results from a needs assessment of FNH 250 students' readiness for SDL conducted in 2015-2016, which showed students were willing to develop SDL skills, but most did not perceive themselves as SDL primarily due to a lack of SDL learning opportunities. Measured outcomes of this project include pre-post differences in student achievement of specific learning objectives for SDL- versus lecture-based modules, and changes in students' skills and identities as SDL.
LFSSoilWeb200: Open Resource for Authentic Student LearningNewMaja Krzic1100$27,572SoilWeb200 (http://soilweb200.landfood.ubc.ca/) is an innovative, open access educational resource supporting student learning in 16 UBC courses and 17 courses at universities across the world. It was first developed in 2003 for UBC's APBI 200 - Introduction to Soil Science course and has undergone several adaptations to keep it current with the latest platforms and responsive technologies. Although use of SoilWeb200 is strong and still growing, we are now at a time where student-generated content can enhance educational resources and more keenly engage students in their learning of a subject. The objective of the proposed project is to enhance use of the SoilWeb200 by embedding open pedagogies (e.g., student-generated Newsfeeds, Wikipedia-based activities) that allow authentic knowledge creation and encourage students to connect course content with real-world applications. This will enhance student understanding of the important roles of soil in global issues (food security, climate change, biodiversity, air and water pollution).
LFSThe new era of FNH teaching lab - Transforming lengthy lab procedure write-ups into informative online instructive video clips. ReturningChristine Scaman150$20,320Year 2 of the project will develop instructive video clips that outline important experimental procedures and equipment standard operating procedures for lab courses (FNH 325/326/425), which integrate the theoretical materials taught in FNH 300/301/302/309. Students will use the videos to familiarize themselves with lab procedures/instrument operations at their own pace before 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 be modified to incorporate questions to provide an assessment on whether students have understood the experimental procedures correctly and provide feedback for guidance. In-class pop quizzes are developed to test student's knowledge on main lab concepts. The videos and quizzes together will serve to deepen student understanding of the concepts and procedures, and allow more time in the lab for experimental work, discussing difficult concepts and results. Teaching assistants will use the videos for training if they are not familiar with some techniques or equipment they are supervising.
LFSThemes to learn by - An integrated first year course for Forestry and Land and Food Systems students NewChristine Scaman60$49,918The Faculty of Land and Food Systems and the Faculty of Forestry are proposing to develop a first- year 12-18 credit integrated course entitled, “Land One: Integrated Science of Forest, Land and Food Systems”. The course is loosely modeled on the Science One concept, and is expected to attract students who are interested in studying interdisciplinary issues revolving around sustainability, climate change, food security and land use in the context of their first year courses. It is expected that students who partake in this course will see immediate benefits in the feeling connected to their academic ‘home’, being exposed to a wide variety of perspectives, and potentially achieving higher grades throughout their academic careers. The two faculties will work collaboratively to develop and implement this project, with an initial pilot intake of 60 students. The ultimate aim would be have 25% of the respective 1st year student enrollments go through the Land One course.
LAWPromoting Academic Honesty and Avoiding Plagiarism in Legal WritingNewGeorge Tsiakos230$31,634The goal is to impress upon all Allard School of Law students the importance of academic honesty and to instruct them on how to attribute or cite to sources in the context of legal writing, while avoiding plagiarism. An online tutorial will be created to address the specific rules of attribution in legal scholarship and other legal documents such as pleadings and opinion letters. Legal writing relies heavily on primary and secondary authorities. Students must learn when and how to attribute authorities to avoid plagiarism, but the conventions that apply are often different from other fields. All Law students would be required to complete the tutorial during their first term. Beyond the Allard School of Law, the tutorial would be beneficial as a model for other UBC faculties and for the B.C. legal community, with the possibility of adoption by other Canadian law schools and institutions that offer law-related programs.
LIBRAugmented Reality for Library LiteracyNewWendy Traas1500$18,006Augmented reality (AR) has been identified as a key emerging educational technology, with an estimated 2-3 year time-to-adoption for academic institutions. AR refers to “any technology that blends real and virtual information in a meaningful way”. AR apps can enhance the value of library resources and provide immersive experiences in collections by layering digital resources over physical resources. AR can promote library literacy, which encompasses information literacy and other skills necessary to successful library users. We propose working with SLAIS graduate students to develop library literacy activities using AR to engage students within the library’s space and resources at the Education Library and the Chapman Learning Commons (CLC). AR technology within site specific, self-guided library tours will enhance student learning about the library while modeling AR usage in an educational context. This project will provide authentic learning opportunities to graduate and undergraduate students, and make learning and library instruction more sustainable.
LIBRCreation of Writing Support Resources: On-Call Workshops and Self-Directed LearningNewMeghan Aube1500$30,000This project will provide resources to support student writing, with an emphasis on upper-level undergraduates and graduate students. We will produce customizable workshops and train peer facilitators to deliver them. We will also develop accompanying self-directed learning resources, such as resource sheets, annotated sample texts, and exercises that students can individually access online or be used in a peer-facilitated environment. Our goal with this project is to both increase the range of highly-situated, discipline-specific resources available to students and to increase the capacity of the Centre for Writing and Scholarly Communication (CWSC) to serve a larger number of students. Creating a set of resources that are designed for group and individual use encourages students to be more proactive in their own learning and to take advantage of the knowledge and support embedded in their peer groups. This in turn allows CWSC peer staff to make better use of their time.
LIBRYour Professional Digital Identity: Case Studies from the Digital Tattoo ProjectNewJulie Mitchell600$11,478The Digital Tattoo project is a collaboration between students and the UBC Library, UBC’s Centre for Teaching, Learning and Technology, the University of Toronto’s iSchool. Our goal is to provide resources to support students making informed decisions about their digital identities and data ownership. Initially developed with a TLEF grant (in 2009), the project is currently sustained with base-level funding from the I. K. Barber Learning Centre budget and in-kind support from our collaborators. Requested funds will extend the reach and impact of these resources by developing case studies for students in professional programs, where they are widely used as a learning resource. Over two years, this pilot will be leveraged to develop a collection of open case studies to support graduates in Education, Law and Health Sciences. This year, we will build on our existing relationship with the Teacher Education Program to develop and pilot while identifying collaborators in the disciplines of Law and Health Sciences for an expanded project in year two.
MEDCreation of Online Interactive Simulated Teaching Modules Using Enhanced Three Dimensional PhotographyNewSunil Kalia1152$20,000Currently teaching of visual fields in medicine is performed with two dimensional images. In our proposed study we plan to create three dimensional images of medical conditions to enhance student learning. These images will be incorporated to design interactive simulation modules of different clinical case presentations. This innovative project will increase diagnostic learning with the utilization of three dimensional photography as clinical features will be captured that are not adequately picked up by two dimensional images. Interim evaluations will be conducted by stakeholders of this project including medical students to further improve the teaching given by our interactive modules. Upon completion of our interactive simulation modules, we will post these online for medical students (Years One to Four) to utilize to enhance their learning. In addition, we expect this project to lead to other clinical cases being designed with three dimensional photography into interactive simulation modules.
MEDEnabling Learning and Supporting Diverse Student Groups: Developing and Evaluating A Learning Series on Access in Health and Human Service Programs for Students with DisabilitiesNewTal Jarus3500$44,499Universities speak to supporting accessibility and diversity on their campuses, yet students with disabilities report barriers that limit their participation in education. Students in the Health and Human Service (HHS) professions have identified significant challenges including rigid structures and fears of disclosing disabilities in programs that emphasize demonstrating competencies in both academic and clinical settings. In a past TLEF project, students identified the need for training and support to address these barriers. This project will develop blended-learning training modules for students in HHS programs. The modules—which align with UBC Flexible Learning pillars—will focus on areas previously identified by students as challenging. These modules will create a flexible and supportive learning environment that fosters inclusion and combats stigma while addressing students’ varying levels of disclosure. After a two-month pilot and an eight- month trial, we will assess changes in students’ knowledge, attitudes, skills, participation, and social support structures.
MEDHow to communicate with people with aphasia: Establishing an innovative speech-language pathology clinical placement to provide experiential interprofessional learning for health profession students in Northern B.C. - A pilot projectNewTami Howe162$49,800In 2015, a 50% increase in MSc. Speech-Language Pathology (SLP) seats resulted in the need to provide a total of 288 clinical placements for 72 students over a two-year program (an increase from 192 placements). To address a critical shortage of adult placements, the SASS is seeking innovative placement models with a focus in Northern B.C. where SLP services are scarce, especially for adults with aphasia, a communication disorder experienced by 20-30% of people after stroke.The SASS and its partners at the University Hospital of Northern B.C. have identified a unique opportunity for interprofessional experiential learning involving groups of SLPs and other health profession students. The School proposes a sustainable student SLP clinic for people with aphasia (PWA) post-stroke which would also enable other health profession students to benefit from interprofessional communication partner training and practice based on the evidence-based program Supported Conversation for Adults with Aphasia.
MEDImproving professional writing reflection critical analysis and feedback skills using tools that allow students to learn from their peers' work and allows for prompt peer feedbackReturningAmanda Bradley200$12,800The Bachelor of Medical Lab Science and Master of Physical Therapy Programs will build upon our pilot project (2016-17) to enhance students’ writing, reflection and critical analysis skills and abilities to give/receive constructive feedback. Two peer review tools were selected to achieve each program’s respective aims: Calibrated Peer Review and Connect Self and Peer Assessment Tool. After making adjustments based on pilot evaluations, we will implement the peer review models for professional writing and reflection assignments within our two program’s identified courses. Additionally, we will examine the potential for peer review at various points in our curricula and plan to expand our use of peer review by piloting other appropriate peer review strategies in further courses (one in each program). All students in both Programs will benefit from this work and we anticipate that the models we have adopted may be used in other programs in Medicine and beyond.
MEDImproving the Assessment of Evidence Informed Health Care Competence: A Five Step ApproachReturningAlison Greig920$17,500Considerable attention has been placed on the importance of improving the teaching of evidence informed health care (EIHC) skills across all health professions at undergraduate and postgraduate levels. A review of the EIHC assessment literature has identified a gap in reliable and valid tools for assessing EIHC competence. This project aims to develop and preliminarily validate a set of online tools, based on clinical scenarios and virtual patient cases. The intention is that these tools will be applicable to multiple health professions, and will assess student competence (knowledge and skills) in all five steps of the EIHC model. These assessments are being designed so that each step can be assessed individually or as a complete set. A set of tools that can provide a reliable and valid assessment of student 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.
MEDStudent-initiated experiential learning with patients: expanding opportunities NewAngela Towle1100$27,896Multiprofessional and interprofessional experiential learning opportunities for students to learn from patients are offered by Patient & Community Partnership for Education (PCPE) in the Office of UBC Health. About 350 students from across all health professional programs participate each year but demand is higher than we can accommodate. Patient involvement within professional programs is also limited. Building on the expertise of PCPE and their patient/community collaborators, this project will develop and test a model to support more students to learn from patients in a variety of ways by linking them with experienced patient educators who are willing and able to share their lived experiences and expertise. Learning requests, facilitated by enhancing the functionality and resources of an existing website, could be initiated by students (individuals or groups) or faculty. Opportunities for interprofessional engagement and sharing of learning will be built into the model.
PHARCutting Edge Real Patient-Based Videos to Enhance Teaching and Learning for Entry-to-Practice PharmD StudentsNewLarry Leung224$15,120With the expansion of a pharmacist’s scope of practice and the new Entry-to-Practice PharmD program, there is greater emphasis on experiential learning and patient-centered care. This advancement necessitates increasing student exposure to real patients and pharmacists to better prepare them for practice. The Faculty of Pharmaceutical Sciences has an on-site Pharmacists Clinic, which is a licensed pharmacist-led patient care clinic, that models best-practice patient care and provides hands-on learning opportunities. In this project, the Clinic will create recordings of real-life care interactions between patients and licensed pharmacists. These recordings will be edited into videos and integrated into case-based learning within the pharmacy program. These videos will provide an authentic pharmacist-patient care interaction to enhance the theoretical and on-site practice education of. Student and educator feedback will be collected to measure the effectiveness of using videos of real patient cases versus traditional paper case-based learning in the classroom.
PHARDesign and Implementation of "LEAP", a Leadership Experience Applied to Pharmacy Course Series for Entry-to-Practice (E2P) Doctor of Pharmacy (PharmD) StudentsNewPatricia Gerber40$10,787The expansion in the scope of pharmacy practice across Canada has brought the importance of pharmacists as leaders into sharp focus. It is vital that pharmacy graduates possess leadership knowledge and skills in this emerging landscape. UBC offers leadership courses for working professionals, graduate and business students. However, no courses focusing on leadership or leadership experiential opportunities beyond running for office in student organizations exist for pharmacy students. The new UBC entry-to-practice Doctor of Pharmacy (PharmD) Program, which began in 2015, requires new elective courses and has significantly expanded the experiential component, which places demand on the supply of sites. We will design, develop, implement, and rigorously evaluate a leadership course series, the Leadership Experience Applied to Pharmacy (“LEAP”), that will equip students with leadership knowledge and skills to embrace the opportunities and challenges in pharmacy practice, and help meet the elective course and experiential needs of the new Program.
PHARPHArmacy Students as Educators (PHASE) Program- Implementing an Educators' Curriculum for Pharmacy StudentsNewFong Chan880$46,456Students who teach enhance their own learning. The importance of student educator roles has led professional organizations such as the Association of Faculties of Pharmacy of Canada (AFPC), to identify educating skills as a competency outcome. There is an increasing need for educational programs to support and develop pharmacy students as educators. Other professional programs have developed courses with a variety of approaches and assessments of educating such as UBC’s undergraduate medical program. The current proposal builds on this work and aims to develop, implement, and evaluate a modular, scalable, longitudinal ‘pharmacy students as educators’ (PHASE) program that is developmentally appropriate across all years. The PHASE program will allow faculty to implement various educator modules targeted for pharmacy students. It will provide a standardized, developmental curriculum that is responsive to the pedagogical needs, competencies, and roles of students as educators across several years of the program.
PHARVirtual Patients – Bridging the Gap Between the Classroom and Clinical Pharmacy PracticeNewKaren Dahri896$10,636The Entry-to-Practice Doctor of Pharmacy (E2P PharmD) degree strives to graduate Medication Therapy Experts. Pharmacists are increasingly called upon to fill a void in the healthcare system and optimize patients’ medication therapy outcomes. The program includes case-based learning formats; however, a gap exists when students transition to their experiential rotations. Students can be overwhelmed with the quantity of information available in practice settings and possess limited clinical reasoning skills to help them identify what information is necessary in order for them to make decisions regarding medication therapy. The use of Virtual Patients (VPs) presented within the Virtual Interactive Case (VIC) system will facilitate students’ clinical reasoning skills and provide a bridge from classroom knowledge acquisition to real-life knowledge application. Students would have a safe environment to apply their knowledge with formative feedback being given resulting in increased confidence when assessing real patients during their experiential rotations.
SCIA GitHub-based learning technology for promoting student engagement and version control proficiency.NewMichael Gelbart500$20,000GitHub is the world’s largest hub for source code, and fluency with git/GitHub is an increasingly important skill for computer science (CS) graduates. We propose enhancing and piloting a git/GitHub-based learning technology prototype, developed by the PI. The proposed technology, dubbed Rhomboid, promotes git/GitHub fluency for students by becoming a part of their standard course workflow and learning activities. In addition, it gives instructors fine-grained control over file permissions, enabling learning experiences such as students peer-reviewing each other’s work. We seek TLEF funding to build a browser-based user interface for the prototype; to write extensive documentation to enable its adoption, support and sustainability; and to evaluate the pedagogical usages of the technology. This will lay the foundation for wider adoption of the system in CS courses, as well as other computational courses across the Faculty of Science. The following video showcases the features of the prototype system: https://www.youtube.com/watch?v=zgiaBS4uUk0
SCIAnimated worked examples to support self-directed learning in Physics 100ReturningGeorg Rieger900$14,184The overall goal of the project is to support student learning outside of class. In our first funding year we focused on creating animated worked examples to enhance learning from homework. These video examples demonstrate and illustrate important problem-solving steps for a variety of selected problem questions. Embedded conceptual questions with feedback serve as check points and encourage thinking while watching. Eighteen videos are currently available for Physics 100 and initial student reaction is extremely positive. We will produce more of these examples in our second funding year to support more topics in Physics 100. Furthermore, we will create similar video examples for the pre-class reading assignments that our 'flipped' course format relies on. The integration of these videos with the reading will enhance initial conceptual understanding and help students focus on key definitions and concepts. We expect enhanced motivation and conceptual understanding from these pre-class assignments.
SCIEvidence-based best practices for two-stage collaborative examsNewJoss Ives1800$17,672Two-stage collaborative exams---or group exams, in which students first complete the exam individually and then form groups to complete the same or similar questions---are a flexible and effective method for adding formative feedback to what is traditionally a summative experience: an exam. In this project, we aim to better understand the precise outcomes of this classroom innovation and how different implementation choices affect these outcomes. We will do this by (A) investigating student engagement in group exams through video analysis; (B) developing a flexible student survey to measure outcomes across implementations (as corroborated by performance metrics and video analysis); and (C) developing a faculty survey/inventory to collect both the range of implementations of group exams and expert recommendations about these implementations. Through this process we will create, curate, and disseminate group exam best practices, facilitating further and improved adoption of this teaching innovation across UBC.
SCIIncorporating on-line homework into the higher algebra curriculumNewLior Silberman250$39,962Incorporating automated on-line homework into the 300-level algebra courses in the department of mathematics.
SCIIncreasing Authentic Pedagogy in ENVR 200 using Community Focused VideosNewTara Ivanochko100$38,170The Environmental Science (ENSC) core courses (ENVR 200, 300, 400) culminate in a two-term community-based team project in which students collaborate, design, and undertake an authentic research project. To better scaffold this experiential learning, we propose a new video-prompted activity for ENVR 200. Two short (6 – 8) minute videos will present locally relevant and persistent case studies in environmental science (climate change and food production) including candid community perspectives presented in context to highlight the complexity of the issue. The accompanying in-class activities will initiate a process of authentic scientific thinking to scaffold learning in ENVR 300 and 400. This proposal complements other initiatives within EOAS to strengthen the use of authentic science pedagogies.
SCIPre-calculus study sessions for Math 180NewCostanza Piccolo35$10,139Math 180 has traditionally been a “high risk” course at UBC, with combined failure and withdrawal rates of over 20% averaged over the last five years. Since 2015W, we have been gathering data on students’ incoming math skills and we have found that these pre-calculus skills are a strong predictor of success in first year calculus courses such as Math 180. We propose a pilot program to support Math 180 students who have been identified as being at risk due to gaps in their incoming skills. The program would consist of small group (10-15 students), weekly TA-led study sessions, where students work through tasks designed to strengthen key basic math skills. These tasks would also incorporate such skills into the calculus content in Math 180, and support the development of effective study habits.
SCIStop-motion Animations as Learning Objects for Flexible Learning in Biology and Psychology Courses: Completion and EvaluationReturningGangamma Chowrira2800$16,600We 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 the 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 301, 304) courses. Specifically, we will produce nine stop-motion animations that deal with biological topics that students struggle with and/or are difficult to teach using traditional instructional methods.
SCIStructured Quantitative Inquiry Labs: Developing Critical Thinking in First Year Physics LabsReturningDoug Bonn580$7,750A 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.