End-of-Year Event 2010

Tuesday, April 27, 2010

Michael Smith Laboratories(MSL), 2185 East Mall


9am—11am (MSL room 102)
Overview of CWSEI Activities - Carl Wieman
Improving Student Study Habits: results of interventions - Sara Harris & Louis Deslauriers
Interactive Engagement: examples from UBC classes - Sarah Gilbert & department members

Poster Session

11am—1:30pm (MSL room 101 & lobby)

Faculty and Science Teaching & Learning Fellows have put together more than 40 posters on what’s happening in the Earth & Ocean Sciences, Physics & Astronomy, Computer Science, Mathematics, Life Sciences, and Chemistry CWSEI programs.


Attainment of Learning Goals associated with an Electrochemistry Experiment in a Large, Introductory Chemistry Laboratory Course Aalia Sachedina
Evaluation of students' realization of laboratory learning goals associated with an acid/base buffer experiment in a large, introductory undergraduate lab Ainge Chang


Computer Science

Author (s)
Intellectual Property - Ethical Perceptions of Students Today Kim Voll, Andre Malan
Workshop-Based Learning – Retention and Learning in Data Structures and Algorithms (CPSC 221) Kim Voll
APSC 160: Student perceptions of online multimedia instruction with JiTT Paul Carter
CPSC 210: A study of student engagement in a course project through the development of cell phone applications Meghan Allen
CPSC 304:  Course Transformation Ed Knorr, Rachel Pottinger, Benjamin Yu
Two Stage Exams, Turning Exams into a Learning Experience George Tsiknis, Megan Allen, Benjamin Yu
Student Grade Expectations Benjamin Yu, Paul Carter
Adaptation of JiTT in CPSC 121 Steve Wolfman
Changes in CPSC 121: Towards a coherent picture of computation Elizabeth Patitsas, Kim Voll


Earth & Ocean Sciences

Teaching and Learning in the Earth and Ocean Sciences: Adding Geoscience Education to the Graduate Student Curriculum at UBC Rebecca Taylor, Brett Gilley
EOSC 210:  Introduction to Earth Science for Engineers Erik Eberhardt, Brett Gilley
EOSC 355: Continuing development of in-class activities in an upper level science elective Francis Jones, Catherine Johnson
EOSC 212: Can generic scientific thinking skills be promoted and measured? Francis Jones
Impacts on students, instructors and departments of multiple instructors teaching in single courses Francis Jones, Sara Harris
Student self-reported workloads comparisons Sara Harris
Survey of Hiring Practices in Geoscience Industries Kerry Ko, Francis Jones, Joshua Caulkins, Sara Harris, Devin Tompkins
Identifying Landscapes and Their Formation Timescales:  Comparing
Knowledge and Confidence of Beginner and Advanced Geoscience Undergraduate Students
Alison Jolley
EOSC 211:  Transformations and results Rich Pawlowicz, Joshua Caulkins
Exit Survey of Graduating EOS Students: Goals and Results Joshua Caulkins
EOSC 223: Development and Implementation of an in-field assessment protocol for an introductory geologic field course Mary Lou Bevier, Joshua Caulkins


Life Sciences

Invention Activities in First Year Biology Jared Taylor, Karen Smith, George Spiegelman
Differences in Student Attitudes towards Biology - First Year vs. Third Year Malin Hansen, Gulnur Birol



First Year Calculus Workshops Warren Code, Costanza Piccolo


Physics and Astronomy

 Preparing students for learning through invention activities James Day, Ido Roll, Natasha Holmes, Doug Bonn
Student framing and real-world connections in physics tutorials Sandy Martinuk
 Development of a course-specific skills and content survey Sandy Martinuk
A demonstration of the superiority of active learning   Ellen Schelew, Louis Deslauriers
Using Invention Tasks to Help Students Become Better Scientists Natasha Holmes, Ido Roll, Doug Bonn, James Day
Learning how students learn: coming full circle Ido Roll
Transforming Introductory Astronomy: from Learning Goals to Instruction and Assessment Peter Newbury, Harvey Richer, Brett Gladman, Ludo Van Waerbeke
Physics & Astronomy Teacher Assistant Professional Development Mac Clements, Natasha Holmes, Sandy Martinuk

Afternoon Workshop & Discussion Session

How to Most Effectively Measure the Learning that Matters
1:30 – 3:00pm (MSL room 101)– Workshop led by Carl Wieman
This workshop will focus on the process of identifying the learning that is important (e.g. the different mental processes that make up scientific thinking in particular subjects) and developing a variety of ways to measure how well this learning is being achieved.

Incorporating Writing in the Science Curriculum; what and how?
3:15 - 4:30pm (MSL room 101)
An open discussion centered around questions such as: What writing skills should science students achieve? When and how can these be taught? How can this be done effectively and efficiently in different kinds of courses?