Annual Science Education Open House 2015

(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 Code
Annual 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.


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


Computer Science

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

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


Life Sciences

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



Assessing the Cognitive Levels of Math Exam Problems Sandra Merchant & Wes Maciejewski
Using prompted self-explanations in first-year calculus Kseniya Garaschuk & Costanza Piccolo


Physics and Astronomy

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


(1:30–3:30pm, ESB rooms)

Four sessions (2 times, 2 rooms), facilitated by Science Teaching & Learning Fellows:

Facilitating discussion - from small groups to large classes
Getting the most out of demonstrations and videos in lectures & labs

– Collecting your own evidence to focus, improve, & document teaching effectiveness
– Panel Discussion: Practical strategies to maximize productive engagement in class