scholarly journals Implementation of an Open Science Instruction Program for Undergraduates

2021 ◽  
Vol 3 (1) ◽  
pp. 150-161
Author(s):  
Sharon Hanna ◽  
Jason Pither ◽  
Mathew Vis-Dunbar
Keyword(s):  
British Columbia ◽  
United Nations ◽  
Undergraduate Students ◽  
Open Science ◽  
First Year ◽  
University Of British Columbia ◽  
Research Cycle ◽  
The World ◽  
Attitudinal Survey ◽  
The University

The scientific, social, and economic advantages that accrue from Open Science (OS) practices—ways of doing research that emphasize reproducibility, transparency, and accessibility at all stages of the research cycle—are now widely recognized in nations around the world and by international bodies such as the United Nations and the Organization for Economic Cooperation and Development. However, program wide or coordinated instruction of undergraduate students in OS practices remains uncommon. At the University of British Columbia in Canada, we have started to develop a comprehensive undergraduate OS program that can be adapted to and woven into diverse subject curricula. We report on the context and planning of the pilot module of the program, “Open Science 101”, its implementation in first-year Biology in Fall 2019, and qualitative results of an attitudinal survey of students following their course.

scholarly journals Implementation of an Open Science Instruction Program for Undergraduates

2020 ◽  
Author(s):  
Sharon Hanna ◽  
Jason Pither ◽  
Mathew Vis-Dunbar
Keyword(s):  
Undergraduate Students ◽  
Open Science ◽  
First Year ◽  
Science Program ◽  
Science Practices ◽  
University Of British Columbia ◽  
Research Cycle ◽  
The World ◽  
Attitudinal Survey ◽  
The University

Submitted to Data Intelligence on August 15, 2020. The scientific, social, and economic advantages that accrue from Open Science practices—ways of doing research that emphasize reproducibility, transparency and accessibility at all stages of the research cycle—are now widely recognized in nations around the world and by international bodies such as the United Nations and the Organization for Economic Cooperation and Development. However, program wide or coordinated instruction of undergraduate students in Open Science practices remains uncommon. At the University of British Columbia in Canada, we have started to develop a comprehensive undergraduate Open Science program that can be adapted to and woven into diverse subject curricula. We report on the context and planning of the pilot module of the program, “Open Science 101”, its implementation in first-year Biology in Fall 2019, and qualitative results of an attitudinal survey of students following their course.

scholarly journals Repeated Negative Teaching Evaluations: A Form of Habitual Behaviour?

2015 ◽  
Vol 45 (4) ◽  
pp. 298-321
Author(s):  
J Paul Grayson
Keyword(s):  
British Columbia ◽  
Generational Status ◽  
First Year ◽  
Not Given ◽  
Campus Engagement ◽  
Teaching Evaluations ◽  
University Of British Columbia ◽  
Mcgill University ◽  
The University ◽  
Do So

Teaching evaluations have become part of life on Canadian campuses; however, there is no agreement among researchers as to their validity. In this article, comparisons were made between first- and third-year collective evaluations of professors’ performance at the University of British Columbia, York University, and McGill University. Overall, it was found that students who provided low evaluations in their first year were also likely to do so in their third year. This effect held independent of degree of campus engagement, sex, student status (domestic or international), and generational status (students who were the first in their families to attend university, compared to those who were not). Given that over the course of their studies, students likely would have been exposed to a range of different behaviours on the part of their professors, it is argued that the propensity of a large number of students to give consistently low evaluations was a form of “habitual behaviour.”  

scholarly journals MOTIVATION BEHIND INTERNATIONAL UNDERGRADUATE STUDENTS CHOOSING ENGINEERING

2019 ◽  
Author(s):  
Juan Abelló ◽  
Alys Avalos-Rivera ◽  
Gabriel Potvin ◽  
Saloome Motavas ◽  
Vladan Prodanovic ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Family Influence ◽  
First Year ◽  
Motivating Factors ◽  
Expectancy Value ◽  
University Of British Columbia ◽  
Utility Cost ◽  
The University ◽  
Program Data ◽  
Relevant Factors

This paper reports on a pilot study that investigated what motivated a group of first-year international students in the Vantage College program at the University of British Columbia (UBC) to pursue a degree in engineering. The study also sought to examine whether students report changes in their motivation as a result of completing their first year in our program. Data were collected through an open-ended survey provided to our cohort of 69 students, from which we received 66 responses. The results were analyzed qualitatively based on an expectancy value theoretical framework (focused on interest, utility, cost, and attainment.) The findings showed strong agreement with interest and utility as motivating factors, little agreement with attainment and cost as relevant factors, and the presence of additional motivators not present in our initial framework. The strongest among the latter group was family influence, with ability also appearing, yet to a lower degree. Our results suggest that interest and utility are the strongest motivators (over one third of students), with family influence (about one quarter) and ability (about one eight) being less important. We found few instances of cost (about one tenth) and no significant instances of attainment; this may be because engineering identity is developed as a student progresses through the undergraduate program.

scholarly journals TEACHING ENGINEERING COMMUNICATION TO FIRST YEAR ENGINEERING STUDENTS

2011 ◽  
Author(s):  
Carolyn Labun
Keyword(s):  
British Columbia ◽  
Engineering Students ◽  
First Year ◽  
Written Communication ◽  
First Year Students ◽  
Design Project ◽  
Engineering Communication ◽  
University Of British Columbia ◽  
The University ◽  
Written Assignments

At the University of British Columbia Okanagan School of Engineering (SOE), first year engineering students take a 3-credit course in Engineering Communication. Designed to replace the traditional 3-credits of English taken by other first year students, APSC 176 introduces students to the fundamentals of engineering communication, with a strong emphasis on written communication. The paper is describes the types of assignments given to first year students, the techniques used to encourage meaningful revision of written assignments, and the methods used to evaluate written assignments. Particular attention will be paid to a two-week first term design project (such as the assignment, supplemental materials including exercises, and marking guidelines). It should be noted that the design is entirely conceptual - students are not required to develop a prototype, but rather to work with a team to develop (and subsequently, explain and market) a concept in response to an RFP.

scholarly journals Investigating Integration: The Geographies of the WUSC Student Refugee Program at the University of British Columbia

Refuge ◽  
1969 ◽  
Vol 27 (1) ◽  
pp. 59-74
Author(s):  
Robyn Plasterer
Keyword(s):  
Qualitative Research ◽  
British Columbia ◽  
Human Capital ◽  
Post Secondary Education ◽  
Refugee Students ◽  
Skill Sets ◽  
Post Secondary ◽  
University Of British Columbia ◽  
The World ◽  
The University

This paper examines the geographies of resettlement and integration with respect to the Student Refugee Program(SRP) of the World University Service of Canada (WUSC).As Canada’s only program to link resettlement with post-secondary education, the SRP makes manifest intriguing geographies that intersect international, national, and local scales. Th is study carried out the first qualitative research of the WUSC SRP at the University of British Columbia (UBC). It draws from good settlement practices,refugees’ existing skill sets, and refugees’ perspectives to examine how refugee students’ human capital can best contribute to Canadian integration.

scholarly journals Austrians-in-the-World. Conversations and Debates About Planning And Development

2014 ◽  
Vol 21 (1) ◽  
pp. 11-22 ◽  
Author(s):  
John Friedmann
Keyword(s):  
British Columbia ◽  
Urban Design ◽  
Regional Planning ◽  
University Of British Columbia ◽  
Catholic University ◽  
China Academy ◽  
The World ◽  
National University ◽  
The University

John Friedmann has taught at MIT, the Pontifical Catholic University of Chile, UCLA, the University of Melbourne, the National University of Taiwan, and is currently an Honorary Professor in the School of Community and Regional Planning at the University of British Columbia in Vancouver, Canada. Throughout his life, he has been an advisor to governments in Brazil, Venezuela, Chile, Mozambique, and China where he was appointed Honorary Foreign Advisor to the China Academy of Planning and Urban Design.

An Analysis on the State of Wellness of Engineering Undergraduate Students

2018 ◽  
Author(s):  
Quentin Golsteyn ◽  
Diana Nino
Keyword(s):  
Mental Health ◽  
British Columbia ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Sense Of Belonging ◽  
Online Survey ◽  
The State ◽  
Physical And Mental Health ◽  
University Of British Columbia ◽  
The University

This paper describes a study performed to gather an overall understanding of the state of wellness inthe engineering undergraduate student population at the University of British Columbia. The study consisted of conducting an anonymous online survey asking students to respond on areas related to their physical and mental health, levels of stress, and belonging and inclusivity in their community. The results indicate discrepancies in perceived mental health, stress levels and sense of belonging between genders and year levels.

Comprehension of Textbook Vocabulary by First Year Students

1976 ◽  
Vol 38 (2) ◽  
pp. 388-390 ◽  
Author(s):  
Robert E. Knox
Keyword(s):  
British Columbia ◽  
Introductory Psychology ◽  
First Year ◽  
First Year Students ◽  
University Of British Columbia ◽  
The University

First-year students in an English course at the University of British Columbia were asked to define 53 non-technical words from Munn's introductory psychology text. In spite of generous scoring standards performance, over-all, was alarmingly poor. Half of the students could correctly identify no more than 29 of the 53 words, and such common words as “incidental” and “spontaneously” were missed by over 50% of our 57 subjects. Results are comparable to Hoffman's findings which were reported in this Journal 18 years ago.

scholarly journals “Education Changes the World”: The World University Service of Canada’s Student Refugee Program

Refuge ◽  
2012 ◽  
Vol 27 (2) ◽  
pp. 111-121 ◽  
Author(s):  
Glen Peterson
Keyword(s):  
British Columbia ◽  
Human Resources ◽  
Gender Equality ◽  
Brain Drain ◽  
Universities And Colleges ◽  
Post Secondary ◽  
University Of British Columbia ◽  
The World ◽  
Faculty And Staff ◽  
The University

This paper reflects on the origins and development of the Student Refugee Program of the World University Service of Canada (WUSC) and its significance as a “transformational” force in the lives of individuals and communities. The WUSC Student Refugee Program is a unique effort involving students, faculty and staff at universities and colleges across Canada who work together to mobilize material and human resources in order to enable student refugees to resettle and complete their post-secondary studies in Canada. The author, who has worked closely with the Student Refugee Program at the University of British Columbia since the mid-1990s, first describes the operation of the Student Refugee Program, and then considers its significance in relation to issues of resettlement, gender equality, “brain drain” and transnationalism.

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