To begin building my own credibility (and that of my TA) in the classroom this semester, we spent 15 minutes hosting an “Ask Us Anything” (as opposed to AMA==Ask Me Anything; inspired by Making the Most of Your First Day of Class). To avoid spending too much time having students write their questions on cards, […]

At the 2016 CTLT Summer Institute, I co-facilitated the session on Assessment and Evaluation. Using the opportunity to advertise two-stage exams, I provided evidence for three main points: Students learn from them Students participate meaningfully Students like them The research I used to back these is all home-grown at UBC (of course, this isn’t an exhaustive […]

Two-stage exams are exams which students first write individually before getting into groups to complete the same (or similar) set of questions again. This harnesses students’ engagement in the high-stakes environment to create a learning opportunity through peer interactions and immediate feedback. Besides, it’s fun. Over the first couple months of the summer semester, @jossives and I have […]

It happens. You go to a fantastic and intense workshop. The facilitators are enthusiastic. The participants are enthusiastic. It’s invigorating. You feel energized, excited, motivated. You get back to your office and draft up your concrete list of takeaways and to-dos. You start putting things into action, and are pretty excited about the preliminary results. But, […]

The logic goes like this: Active learning works. We would like more faculty to use active learning (and evidence-based teaching methods) in their classes. So, we pair them with people who do use these for a semester (i.e. put them both in the classroom all semester). And voila! Our promising results are that faculty keep […]

Physics 101 is the introductory calculus-based physics course for life science students at UBC. Over the past decade, departmental efforts related to the Carl Wieman Science Education Initiative have resulted into the “transformation” of this course, from traditional lecture-based instruction to an interactive engagement style. Pre-reading assignments, peer instruction and clickers, in-class worksheets, and two-stage […]

(In this post, I collect presentation materials related to my project studying paired teaching.) In my department, we’ve been pairing faculty together to teach courses. The main goal is to provide these faculty opportunity to develop their teaching. My job is to figure out: Are they learning about teaching? The short answer is: Yes, they are. […]