Research Bytes – Beyond the Classroom

Event Date & Time

Event Description

**THIS EVENT HAS BEEN CANCELLED**

Pillar: Transformative Learning, Research Excellence

Come find out what UBC faculty members are doing around the Scholarship of Teaching and Learning! In this session, each presenter will share their SoTL research and their learning nuggets for 15-20 minutes .

You will have the opportunity to participate in a facilitated discussion following the three presentations. The format may be a mixture of small group discussion to help participants explore how to translate this knowledge into their own practice, solicit feedback on your project and/or Q&A.

Demystifying the CURE: Exploring domain-specific teaching and learning practices supporting course-based undergraduate research experiences

Course-based undergraduate research experiences (CUREs) represent scalable pedagogical solutions addressing the need for broadly accessible undergraduate research experiences, an example of experiential learning. Within the life sciences at UBC, several CUREs were developed and operate at various stages of student development (e.g. 1st year to 4th year undergraduate) and across disciplines (e.g. microbiology, biochemistry, cell biology, organismal biology). In 2017, a group of educators involved in the development and delivery of these CUREs gathered to explore the overall structure and function of our courses. This year, we will reconvene and dig deeper. Auchincloss et al (CBE Life Sci Educ. 2014) have proposed that CUREs encompass five domains including scientific practices, discovery, collaboration, doing meaningful research that has value beyond the classroom, and iteration. CUREs can also develop professional skills such as project management, communication, and teamwork. This session will focus on teaching and learning practices that have been developed and implemented at UBC to engage students in practices relevant to these CURE domains.
You will (i) learn about several CURE models, (ii) discuss teaching and learning practices relevant to CURE-specific domains, (iii) acquire new teaching and learning tools, and (iv) network with educators with shared interests.

Facilitators:

• David Oliver, PhD., Instructor, Microbiology and Immunology
  
• Marcia Graves, PhD., Instructor, Microbiology and Immunology

The Role of Stakeholder Voices in Curriculum Reform

This session will explore the utility of program action research as a methodology for curriculum reform, examining goals for curriculum reform, describing key research questions and potential sources of stakeholder data. There is often an absence of systematic and research-informed practice to enhance the effectiveness and impact of curriculum reform. The key to successful program action research is the involvement of both researchers and key stakeholders in all phases of the process (Hansen & Borden, 2006) to determine what content and experiences should be included in a degree (Walker & Blankemeyer, 2013). We will provide a brief overview of the process, discuss data sources such as learning analytics, student and alumni surveys document analysis etc. and provide examples from the Family Studies minor and Italian studies programs.

By the end of this session, you should be able to:

• Describe the process involved in program action research and
• Identify ways key stakeholders can inform the curriculum renewal process.

Facilitators: 

• Silvia Bartolic, PhD., Instructor, Sociology
  
• Luisa Canuto, PhD., Lecturer and Italian Language Course Coordinator, Department of French, Hispanic and Italian Studies

Quantitative Arts: Using Real World Practice to Increase Learning of Quantitative Research Methods

Details coming soon.

Facilitators: 

• Silvia Bartolic, PhD., Instructor, Sociology
  
• ShunFu Hu, SoTL Specialist, PhD Student, Educational and Counseling Psychology, and Special Education
  
• Stephen Zhu, Undergraduate student, International Economics