(Starting in 2014, the event's name shifted to Science Education Open House to reflect the partnership with Skylight in putting together the event.)
Monday April 13, 2015
Earth Sciences Building (ESB), 2207 Main Mall, UBC
Morning session
(9:30–11:30am, ESB Room 1012)
9:30am - Warren CodeAnnual overview of CWSEI activities and other initiatives in Faculty of Science
10:00am - Carl Wieman
New ideas for how to evaluate and improve your teaching
10:30am - Faculty panel
Teaching benefits and workloads during and after course transformations
Examples from Science faculty and their strategies for making teaching with new methods a sustainable and enjoyable practice.
Poster Session
(11:30am–1:30pm, ESB Atrium, 1st floor)
Posters about teaching and learning projects from departments across the Faculty of Science.
Title |
Author(s) |
|---|---|
| Using Course Committees as Student Feedback | Elizabeth Gillis, Gregory Dake, & Jackie Stewart |
| An improved design for in-class review based on collaborative, two-stage testing | Jane Maxwell, Lisa McDonnell, & Carl Wieman |
| Oral laboratory reports as a tool for student evaluation |
Andrea Terpstra, Trevor Cross, & José Rodríguez Núñez |
| Who Becomes a Chemistry Major? |
Ravina Binning, Amanda Musgrove, & Jane Maxwell |
Title |
Author(s) |
|---|---|
| Student Attitudes Towards Partially Automated Peer Grading |
Jessica Dawson, James Wright, & Kevin Leyton-Brown |
| Mechanical TA: Partially Automated High-Stakes Peer Grading |
James Wright, Chris Thornton, & Kevin Leyton-Brown |
| Are females disinclined to tinker in Computer Science? |
Meghan Allen, Samantha Krieger, & Catherine Rawn |
Earth, Ocean and Atmospheric Sciences
Title |
Author (s) |
|---|---|
| Can Videos of Active Teaching Strategies Support Faculty Adoption of Research Based Instructional Strategies? |
Francis Jones |
| Translating Classroom-based Hands-on Activities for Distance Ed |
Francis Jones, Louise Longridge, Stuart Sutherland, & Paul Smith |
| Investigating a Paired Teaching Model for Transfer of Evidence-Based Teaching Practices | Tara Holland |
| Do two-stage exams help improve metacognition? |
Sarah Bean Sherman & Sara Harris |
| Transforming An Upper-Year Mineral Deposits Class Through Interactive Engagement | Brett Gilley, James Scoates, & Kenneth Hickey |
Title |
Author(s) |
|---|---|
| Is more activity always better? A department-wide study of relationships between classroom practices and student performance |
Megan Barker, Lisa McDonnell, Laura Weir, Natalie Schimpf, Garrett Huwyler, Tammy Rodela, Erica Jeffery, & Patricia Schulte |
Title |
Author(s) |
|---|---|
| Assessing the Cognitive Levels of Math Exam Problems | Sandra Merchant & Wes Maciejewski |
| Using prompted self-explanations in first-year calculus | Kseniya Garaschuk & Costanza Piccolo |
Title |
Author(s) |
|---|---|
| Gender gaps in a first-year physics lab | James Day, Jared Stang, Natasha Holmes, Dhaneesh Kumar, & Doug Bonn |
| Inquiry in the West African Summer School for Young Astronomers (Abuja, Nigeria) | Linda Strubbe, Kelly Lepo, Heidi White, Jielai Zhang, et al. |
| Two models of paired teaching in first year physics lectures | Jared Stang & Linda Strubbe |
| Can the effectiveness of teaching methods be measured with final exam scores? | Georg Rieger |
| Can Learning Catalytics replace iClicker? | Fatemeh R. Renani, Georg Rieger, & Joss Ives |
| Students as producers: crowd-sourced learning objects | Firas Moosvi, Joss Ives, Georg Rieger, & Simon Bates |
| InterCLASS: Attempting to measure interdisciplinary attitudes | James Charbonneau, Chris Addison, & Firas Moosvi |
| Physics & Astronomy Teaching Assistant Professional Development Program | Sophie Berkman, Kathryn Crowter, Amanda Parker, & Philippe Sabella Garnier |
| Teaching scientific reasoning in the first year laboratory | Doug Bonn, Natasha Holmes, & Carl Wieman |
Workshops
(1:30–3:30pm, ESB rooms)Four sessions (2 times, 2 rooms), facilitated by Science Teaching & Learning Fellows:
1:30-2:30pm:– Facilitating discussion - from small groups to large classes
– Getting the most out of demonstrations and videos in lectures & labs
2:30-3:30pm:
– Collecting your own evidence to focus, improve, & document teaching effectiveness
– Panel Discussion: Practical strategies to maximize productive engagement in class
