SoTL Showcase

Do Online Collaborative Learning Tools Facilitate Social Loafing for Group Projects?



Eugene Chan

Associate Professor, Marketing
 

The research project aims to investigate whether online collaborative learning (OCL) tools, such as Zoom and Google Docs, facilitate social loafing in group projects among higher education students.


 

How can different pedagogical approaches support student success and mental health in statistics courses?

Alyssa Counsell

Associate Professor, Psychology
 

In this research project, I will employ a mixed methods approach to examine students' experiences after taking introductory level psychology statistics courses. .... these data will provide valuable information about where we can make changes to best support student learning and mental health in statistics courses.

New Technologies for Learning Beyond The Classroom: Impact on Students' Knowledge Retention and Work-Study Balance

Linying Dong

Full Professor, Information Technology Management

To address the adverse impacts of working while studying, this project aims to experiment with seamless learning (learning anywhere and anytime) by engaging student learning beyond the classroom.

 

Faculty-student Partnership in Learning and Teaching Development: Creating, producing, and aligning learning outcomes with assessment tasks and learning activities

Francis Duah

Assistant Professor, Mathematics
 

During his tenure as a teaching fellow at the Centre of Excellence in Learning and Teaching, Dr. Duah will develop and research a model of faculty-student partnership in Learning and Teaching Development. The partnership will work to introduce learning outcomes for all topics taught in two Mathematics courses, and align these with learning activities and assessment tasks. 

Fostering resilient students: Developing evidence-based interventions to combat fear of failure and support equitable help-seeking in undergraduate science courses

Krystal Nunes

Assistant Professor, Chemistry and Biology

Our project aims to advance scholarly understanding of postsecondary STEM student experiences, with an emphasis on equity-seeking groups that are underrepresented in science. We will develop evidence-based pedagogical interventions to foster resilient undergraduate students and support more equitable help-seeking.
 

Learning Through Storytelling: Insights from Anthropology



 

Dana Osborne

Associate Professor, Languages, Literatures, and Cultures

The focus of Dr. Osborne's project is to assess and analyze elements of the student experience in an Introduction to Anthropology course using a storytelling approach to teach complex anthropological concepts.



 

Student Success Through Improved Studio Environments

Terri Peters

Associate Professor, Architectural Science

Combining architectural and building science research methods, Peters aims to uncover ways in which design studio spaces, particularly those used in architecture programs, can positively influence student collaboration, productivity, and overall mental health. 

When grief comes to class: Gathering story, knowledge and experience on learning and teaching with grief 

Jennifer Poole 

Associate Professor , Social Work
 

This inquiry seeks to gather story, knowledge and experience to better understand: 

1. How is grief ‘coming to class’ for learners and educators? 
2. What knowledge(s) do learners and educators already have about how to meet and learn with and from grief? 
3. What do learners and educators want to know and have access to when it comes to grief learning and resources? 
    

Implementing solution-focused communication in graduate supervision: A parallel community of practice for students and supervisors

Yukari Seko

Associate Professor , Professional Communication

Effective supervision is vital to graduate students’ successful and timely completion of their degrees, particularly for those from non-dominant backgrounds. This Teaching Fellow project stems from the belief that equity-minded higher education needs robust training and community building for supervisors to serve as agents of change. It also aims at supporting graduate students in developing their capacities to empower themselves and others.