B2

Using project-based learning to facilitate authentic research skills

Students are more engaged and perform better in courses when they feel that the material is useful, interesting, or relevant to them. One challenge in non-mathematical majors (e.g., social sciences) is that students are required to take research methods or data analysis classes but struggle to see how the course material relates to the broader content area. Traditional test-based assessments lack the necessary context to explore data or statistics in an authentic way and smaller labs or mini-assignments often lack the broader context or investigative process inherent to data analysis. Project-based learning and assessments, on the other hand, allow students to see research and data analysis as an investigative process of problem-solving and decision-making as they pertain to a topic of interest. I will describe a project-based approach to assessments where students choose their own research questions, datasets, and appropriate analyses. This approach hits on all six recommendations in the Guidelines for Assessment and Instruction in Statistics Education (GAISE College Report, 2016). Specifically, it teaches statistical thinking and conceptual understanding, uses real data in context, fosters active learning, uses technology to explore concepts, and is an authentic assessment strategy to improve and evaluate student learning. In the session, I will highlight how to set up a project-based approach to learning and assessment. I will discuss applying for TMU’s course-based REB portal, identifying appropriate datasets, and scaffolding the assessment. Additionally, I will share my own reflections, tips, and pitfalls as well as my students’ experiences with project-based learning. Although the session will describe the approach as applied to graduate level psychology statistics courses, I will discuss alternate ways to apply this approach to other disciplines or adjust assessment options depending on whether the course is offered to undergraduate or graduate students.

Presenters

Rise and Shine?: 8AM Classes, Inquiry-Based Learning, and Class-wide Projects in a Report Writing Course

This paper will report on a project undertaken in the Professional Communication course CMN313: Organizational Report Writing in Winter 2024. The course focused on both the practical skills of writing a report as well as the critical reading of historical reports–from the Truth and Reconciliation Commission to the Berger Inquiry to the Massey Report to the Intergovernmental Panel on Climate Change. In addition to individual reports that students wrote, they also co-created a class-wide report on 8AM classes in the Creative School. Students shared their skill sets coming into the course and signed up for 1 committee: data collection, data analysis, secondary research, writing, visuals, layout, and public relations. Data included perspectives on 8AM classes in the form of surveys from staff, instructors, and students in the Creative School as well as data on commuters, data from the TMU archives, and data from social media. Students then worked on their discrete role–from conducting archival research to creating data visualizations to storyboarding a promotional trailer to taking stock photographs or writing an executive summary.This session will share two key learnings from the pedagogical experiment: 1) what are best practices when designing a project that all class members are contributing to (particularly in terms of assessment, inquiry-based learning, and student-centred learning), especially with a large (160+ students!) class and 2) what were the recommendations from this report on the largely negative effects of 8AM classes on the teaching and learning environment and how can they be addressed with technology. This session will share this project through the lens of inquiry-based learning, with its emphasis on experiential learning, real-world connections, problem-solving, sharing of knowledge, and self-reflection. It will also briefly contextualize this project with secondary research on other examples of class-wide projects (rather than group work or individual work). In terms of student experience, this session will examine not just the content of the report and its focus on the (mostly) negative effects of 8AM classes in terms of concentration, mental health, and enthusiasm but also the student experience of working together across the entire large class throughout the semester.

Presenters

Exploring Peer Mentorship in Media Production Education: Reflections on a Brief Pedagogical Intervention

In this presentation, I discuss my initial efforts to incorporate peer mentorship into studio- and large team-based media production education and how, in the spirit of teacher action research (Mertler, 2017), I continue to reflect on my teaching practice and consider approaches to enhance the student learning experience in our media production undergraduate program. This year, I created a peer mentorship opportunity within a 6-week ‘intensive’ multi-camera studio production course which is mandatory for first-year students enrolled in the media production undergraduate program and a prerequisite for students who may wish to take intermediate or advanced multi-camera studio production courses. This peer learning approach was informed by sociocultural learning theory, which emphasizes the role of social interaction and cultural context in learning (Vygotsky, 1978). Additionally, it drew on the concept of communities of practice to cultivate a collaborative learning environment where peer mentors and mentees engage in joint activities, share knowledge, and contribute to each other's development within the media production community (Lave & Wenger, 1991). The opportunity was shared with the 2nd year student cohort, requesting applicants who had completed both the introductory and intermediate level courses and who had an interest in building their leadership skills and supporting their peers. Four students were randomly selected and invited to participate as peer mentors and additional production crew support for first year students’ final production projects (4 projects in total with 3-4 students per group) in the course. Throughout this brief pedagogical intervention that spanned 3 weeks, I observed and took notes on peer mentorship interactions, including mentor-mentee relationships, peer-led activities, and student outcomes. I also reflected on my role in supporting these peer mentors. I share my reflections and insights into the effectiveness of the peer mentorship approach I employed, identify areas for improvement, and consider how to apply these insights to enhance future course design as well as my instructional practices.

Presenters