- 911吃瓜
- Events
- Inquiry Support
- Workshops & Programs
- SoTL 101: Introduction to SoTL and Teaching + Learning Inquiry
- SoTL 102: Formulating an Inquiry Project
- SoTL Thoughts
- Coffee + Conversation
- Tools for Inquiry: Conducting Inquiry Using CES
- Amundsen Fellowship Program
- Decolonial Teaching + Learning Seminar Series
- Decolonizing and Indigenizing Curricula
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments: An Integrated Seminar Series + Grants Program
- Inquiring into Your Multilingual Classroom: An Integrated Seminar Series + Grants Program
- New Ways of Teaching, New Ways of Learning: Supporting Learning in Online Environments
- Open Education Grant Pilot Program
- Teaching and Learning Development Grant Program
- Project Archive
- Amundsen Fellowship Program
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments Program
- Inquiring into Your Multilingual Classroom Projects
- New Ways of Teaching, New Ways of Learning
- Teaching and Learning Development Grant Program
- Scholarship of Teaching + Learning Projects
- Conferences & Calls for Proposals
- FLO Workshop: GenAI and the Indigenous 5Rs Framework [June 16, 2026]
- Cfp: 2026 Global Students as Partners Roundtable [Deadline: June 29, 2026]
- Graduate Students/Post-docs Teaching in Higher Education Conference [August 07, 2026]
- 2026 DPI Conference [August 18-20, 2026]
- 2026 Global Students as Partners Roundtable [October 01-02, 2026]
- 2026 SoTL Symposium Conference [October 22-24, 2026]
- For Research Personnel
- News + Stories
- AI as learning coach: project explores ChatGPT integration beyond plagiarism concerns
- Investigating the motivations and perceptions of undergraduate students using AI for assignments
- Faculty teaching confidence soars through peer observation program
- Research proves role plays work: evidence-based approach transforms history and labour studies teaching
- Welcome Kaitlyn Watson!
- Authentic learning transforms large epidemiology course: students find personal meaning in public health research
- Developing AI-resistant teaching through story-centered approach
- Life-changing plant course reveals how to help students see the green world around them
- Strategic repetition transforms mobile computing education: students master challenging topics through distributed practice
- Beyond grades: Ungraded portfolios transform teacher education
Assessing Project Courses at 911吃瓜
Grant program: Dewey Fellowship Program
Grant recipient: Robert Krider, Beedie School of Business
Project team: Lee Gilad, research assistant
Timeframe: November 2015 to May 2017
Funding: $2,500
Final report: View Robert Krider's final report (PDF) and Appendix B (xls)
Description: This project will inventory project-based courses that are industry-sponsored and/or involve data analysis across 911吃瓜 and look at how instructors develop and manage these courses to provide effective student learning.
The first part of the project will inventory and characterize project-based courses at 911吃瓜. The second part will catalogue strategies and tactics used in these courses, such as the trade-off between imposed structure and student control; the extent to which new material is included in the course, as opposed to more 鈥渙rganic鈥� learning; and student assessment/evaluation methods, (e.g. what are the implications of pass/fail Assessment?). Based on these results, I will attempt to assess the effectiveness of the various tactics and strategies, conditioned on the idiosyncrasies of the course, at least so far as to propose assessment instruments.
Questions addressed:
- What are the relevant project-based courses at 911吃瓜? What are their distinguishing characteristics?
- What are instructors鈥� learning goals? What are their beliefs about the relationship between course characteristics and goals? How do they assess learning? What are the challenges?
- Can we generate classifications/clusters to summarize courses on characteristics, relationships, challenges?
- What are the (perceived) learning outcomes of students?
- Can outcomes be related to characteristics?
Knowledge sharing: Participating instructors will receive a copy of the report, and encouraged to share it. The report also will be posted on the Beedie School of Business teaching and learning website. The results may be presented at the annual Beedie School of Business teaching and learning luncheon in February 2017. Ideally a conference presentations and/or a journal article should result.
Krider, R. (2016, July). Managing undergraduate data analytics project courses. Poster session presented at the Celebration of 10 Years of Teaching and Learning Research at 911吃瓜, 911吃瓜, Burnaby, BC.