Most Recent Additions*
Using blogging in a biology graduate course to evaluate learning
The Integrated Testlet: A powerful multiple-choice approach for STEM assessment.
Aaron D. Slepkov and Ralph C. Shiell
Teaching by Example: A Pedagogical Approach to Animal Biology Instruction
Adam O. Brown Ph.D. and Alandeom Oliveira Ph.D.
Science writ large: Experiences in teaching and coordinating large introductory classes, with an emphasis on mathematics.
Lindi M. Wahl, Jane M. Heffernan, and Miroslav Lovric
Thriving in post-secondary Science education: Supporting your students’ academic well-being
Ken N. Meadows and Tom Haffie
UBC Science Writing Resources for Learning (www.ScWRL.ubc.ca)
Meghan Aube, Gulnur Birol, Alice Cassidy, Thomas Deane, Eric Jandciu, Randall Lau, Katelyn Low, Anita Restivo, and Jaclyn J. Stewart
Self-generated questions as a study tool: use and impact of CanYouRecall.com in an introductory Biochemistry class
Joshua M. Martow, Robert A. Goldfarb, Chris Brandl, and Derek T. McLachlin
Peer assessment in small cell biology classes: a pilot case study
Alexander V. Timoshenko
Shifts in Students Attitudes toward an Integrated Math and Physics Curriculum
James H. Howard Mr, Joanne Omeara Dr, and Martin L. Williams Dr
InterCLASS: A short interdisciplinary Attitude Survey.
James Charbonneau and Chris Addison
Intentional learning communities: Do students who live in academic learning clusters perform better than those living in non-intentional communities?
Justine O. Hobbins BSc, Kerry L. Ritchie PhD, Shoshanah R. Jacobs, and Mildred Eishenbach
Implementing Meaningful Learning Experiences – The IMPACT (Interdisciplinary, Meaningful/Mentorship, Practice, Applied, Collaborative/Community, Transformative) Project
Lovaye Kajiura Ph.D., Robert V. Feisig Ph..D., and Brenda Vrkljan Ph.D.
From Nanometers to Kilometers and Beyond: Teaching Physical Properties Across Multiple Scales
Dan Thomas and Michael Moore
Flipped design for learning: Deepening scientific inquiry in a large-enrollment class
Isabelle H. Barrette-Ng and Carol Berenson
Student feedback from beginning to end: a new course evaluation model
Jonathan Witt Dr, Carey Bissonnette Dr, and Mary E. Power Dr
We "flipped" but did it work?
Ken Hoekstra, Stephen P. Forsey Dr., Julie M. Goll, and Mary E. Power Dr
*Updated as of 07/02/15.