Documentation:Vantage College Curriculum/Multidisciplinary Research Project

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Vantage Capstone Project

This page is used to develop the curricula proposals for the UBC Vantage College Capstone Project. The sections below are drawn from the course content forms that are required for submission to the UBC curricula committee. Our deadline for putting together this curricula proposal is January 2014.

Description

     Proposed Calendar Entry: (40 word limit.)

VANT 148(WT1/WT2 - 2 credits) Vantage College Project

Year-long project linked to topics explored in Vantage College program curricula, runs across Terms 1-2.

VANT 149(ST1/ST2 - 1 credit) Multidisciplinary Capstone Research Experience (Project)

Multidisciplinary Capstone Research Project project that culminates in student conference presentation.

Pre-requisites:

VANT 148: None. Restricted to Vantage College students.

VANT 149: VANT 148

Action: Create New Course

     Rationale for Proposed Change:

Rationale VANT 148

  • Provide students with opportunities to extend and enrich classroom learning.
  • Assist students with transitioning to University and undertaking apprentice scholarship.
  • Provide students with the opportunity to engage in multidisciplinary ways of knowing
  • Provide students with an opportunity to apply course concepts through project-based learning, including the creation of learning artifacts for both peers and the wider UBC community.
  • Provide students with additional opportunities for acquiring and improving English for Academic Purposes
  • Provides students with the opportunity to connect with faculty mentor.

Rationale VANT 149

  • Provide an opportunity for students to extend their classroom learning by formulating and proposing a guided, collaborative, novice research project.
  • Provide opportunity to research and present to their peers as apprentice scholars at the capstone conference.
  • Provide the opportunity for students to participate in multidisciplinary discussions regarding current theories and issues with their peers both within and outside their selected discipline.
  • Create additional opportunities for students to acquire and improve their English for Academic Purposes skills.

Course Information

      A.Expanded course description, (including: rationale for course, intended users, # of students
      B.Course objectives (What concepts or topics will be covered?) 
      C.Potential instructors (list of potential instructors and their suitability and readiness to teach)

Course Description

Year-long project linked to topics explored in Vantage College program curricula, project culminates in multidisciplinary student conference presentation.


Intended Audience

Restricted to Vantage College students

Course Topics and Structure: VANT 148

Example of Weekly Themes for Common Lecture Series, Science Program, 2014W Term 1 (Vantage College program courses: MATH100/110, CHEM121, PHYS107, LLED200):

Week 1-3: Definitions in Science

Week 4-5: Charges, Symmetry

Week 6-7: Radiocarbon Dating

Week 8-9: Energy, Modern View of Matter

Week 10-11: Plateaus Problem, Waves and Springs

Week 12-13: Thermodynamics, Ideal Gas Law


Example of Weekly Themes for Arts Program, 2014W Term 1 (Vantage College program courses: PSYC102, GEOG121, POLI100, LLED200):

Week 1-3: Defining Social Sciences

Week 4-5: What can I do with a social science degree?

Week 6-7: Doing Social Science Research in the 'real' world - enacting change

Week 8-9: Issues of concern for a global citizen

Week 10-11: Defining globalization (economic, political, cultural, identity)

Week 12-13: Grassroots versus topdown action/policy change


Potential Instructors

Dr. Steven Barnes, Instructor, Psychology

CK Choi 173, 604-827-3768

steven.barnes@vantagecollege.ubc.ca


Dr. Joanne Fox, Senior Instructor, Michael Smith Laboratories and Microbiology and Immunology

Director, Vantage College Science Program

CK Choi 166, 604-827-0339

joanne.fox@vantagecollege.ubc.ca


Dr. Joss Ives, Instructor, Physics

CK Choi 172, 604-827-2619

joss.ives@vantagecollege.ubc.ca


Dr. Fok-Shuen Leung, Instructor, Mathematics

CK Choi 174, 604-827-2149

fok-shuen.leung@vantagecollege.ubc.ca


Dr. Siobhán McPhee, Instructor, Geography

CK Choi 171, 604-827-2077

siobhan.mcphee@vantagecollege.ubc.ca


Dr. Jenny Peterson, Instructor, Political Science

CK Choi 167, 604 827 1597

jenny.peterson@vantagecollege.ubc.ca


Dr. Jaclyn Rea, Instructor, Arts Studies

Arts Academic Writing Coordinator

CK Choi 162, 604-827-3765

jackie.rea@vantagecollege.ubc.ca


Dr. Georg Rieger, Instructor, Physics

CK Choi 172, 604-827-2619

georg.rieger@vantagecollege.ubc.ca

Course Format

      (How is the course structured  (e.g., method of presentation of course material,  
      labs, tutorials, Connect, active learning, field experience etc.? 
      What amount of time is devoted to each approach?)

VANT 148 (WT1/WT2)

  • 1 hr/week lecture, program specific lecture series (for example, Science Program & Arts Programs)
  • 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

With these colloquia delivered by Vantage College faculty, the aim is to contextualize each week and introduce cross-cutting themes in a shared classroom experience for the whole cohort of students in the Vantage College program. Faculty from each of the courses in the Vantage College program would be present during these mutli-disciplinary colloquia sessions. Each program would have their own lecture series.

VANT 149 (ST)

  • 1 hr/week workshop, LLED guided support
  • 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

Course Schedule

      (A tentative schedule of the topics to be covered on a weekly basis)

Term One

Term One Schedule
Week Mentorship activities Assessment
1 Identifying concepts
2 Keeping a journal
3 Assessing concepts
4 Assignment 1: Mini project 1
5
6
7 Accessing library resources
8 Preparing lit reviews
9 Preparing lit reviews Assignment 2: Mini project 2
10 Preparing lit reviews
11
12 Assignment 3: Lit review
13 Assignment 5: Note taking - Covers both WT1 & WT2

Assignment 6: First term summary of journal (completion check only)

Term Two

Term Two Schedule
Week Mentorship activities Assessment
1 Multidisciplinary approaches to research
2 Multidisciplinary approaches to research
3
4
5 Assignment 4: 3rd mini project
6 Developing research questions
7 Developing research questions
8 Developing research questions
9 Conducting research
10 Conducting research
11 Working with data
12 Working with data Assignment 6: Written journal
13 Working with data Assignment 5: Note taking - Covers both WT1 & WT2

Assignment 7: Proposing research question

Term Three

Based on the premise that VANT 149 would begin before the offical ST1: i.e. using a compressed timeline between WT2 & ST1, possibly 3rd week of April because we don't need a full 3 weeks for exams. This timeline needs to be confirmed.

Term Three Schedule
Week Mentorship activities Assessment
1 Working with data
2 Working with data
3 Working with data Assignment 1: Project proposal
4 Presenting research results
5 Presenting research results
6 Preparing abstracts
7 Preparing abstracts
8 Presentation skills Assignment 2: Data summary
9 Presentation skills
10 Presentation skills
11 Building a professional profile Assignment 3: Video abstract
12 Building a professional profile Assignment 4: Conference presentation

Learning Outcomes

     (What skills or knowledge will students acquire?  Phrased as bullet points following the statement “By the end 
      of the course, students will be able to…”.  Learning Outcomes should be linked to assessments.)

Project learning outcomes

VANT 148 (WT1/WT2)

By the end of the course, students will be able to:

  1. engage in discipline-specific work using a range of analytic methods and by employing library searches and retrieval methods to obtain and filter information within the relevant context (doing science/social science).
  2. define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society (engaging in knowledge translation).
  3. assess current research (and related issues, concerns, debates) using disciplinary frameworks of evaluation.(Is this too much for the project or is it covered by the lit review?)
  4. take on a variety of roles in formal and informal situations, including being able to work in teams or independently while utilizing the skills necessary to be an independent learner and to foster individual agency when performing course work.
  5. contribute to broader discipline-specific discussions in a variety of modes (oral, technological, visual, written) (communicating) .

VANT 149 (ST1/ST2)

By the end of the course, students will be able to:

  1. engage in discipline-specific work, including through their own novice research activity, using a range of analytic methods and by employing library searches and retrieval methods to obtain and filter information within the relevant context (doing science/social science).
  2. define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society (engaging in knowledge translation).
  3. contribute to discipline-specific and multidisciplinary discussions in a variety of modes (oral, technological, visual, written) (communicating) .
  4. identify themselves as apprentice scholars and bring that perspective to their interpersonal interactions within both Vantage College and the broader UBC community (self-identification/Finding your place) .


Sample Materials

Sample materials to support the above goals/outcomes

Assessment Criteria and Grading

      (Is the course graded on a numeric (percentage) or pass/fail basis?  
      What assignments, mid-terms, or exams will be required of students?  
      How do the course assessments fulfill the stated learning outcomes?  
      What will each component of the course assessment be worth (mark breakdown?)  
      What will be the criteria? Include grading rubrics for non-exam based 
      assessments such as oral presentations, papers, etc.

Evaluation

Assessment Summary (Sample rubrics provided at end of this section)

VANT 148 WT1

  • Assignment 1: Guided mini-project (5%) [Learning outcomes: 1,2] - 1st mini project based on course work in 1 of the courses. Mini projects allow students to demonstrate understanding of a concept covered in class
  • Assignment 2: Guided mini-project (5%) [Learning outcomes: 1,2] - 2nd mini projects based on course work in a second course. Mini projects allow students to demonstrate understanding of a concept covered in class
  • Assignment 3: Guided literature review (15%) [Learning outcomes: 1,3] - Literature review extending topic in course work. Lit review provides introduction to this skill and gets students thinking about their capstone project and how it fits into the discipline

VANT 148 WT2

  • Assignment 4: Mini-project (10%) [Learning outcomes: 1,2] - 3rd mini project building on WT1 work. 3rd mini project extends the depth of understanding and covers the 3rd course, for which students have not done a mini project - perhaps is more analytical whereas 1&2 are more descriptive
  • Assignment 5: Note taking (20%) [Learning outcomes: 1,3] - Note-taking exercise linked to lecture series. Note taking & journal provide incentive to attend lecture series and summarize the learning. Also scaffolds for later components
  • Assignment 6: Written journal (20%) [Learning outcomes: 3,4] - In Connect, reflect on progress & justify project idea using journal entries. Allows for reflection on their progress & synthesis. Creates building block for project proposal
  • Assignment 7: Proposing research questions (25%) [Learning outcomes: 4,5] - Identify possible question(s)including cited literature. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Prepares students for VANT 149

There is no mid-term or final exam in this course.

VANT 149 (ST1/ST2)

  • Assignment 1: Project proposal (15%)[Learning outcomes: 1,2] - based on possible question identified in VANT 148 WT2. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Compiles work done with mini-projects, lit review, journal/reflection
  • Assignment 2: Data summary (30%)[Learning outcomes: 1,4] - written interpretation of data collection
  • Assignment 3: Video abstract (20%) [Learning outcomes: 3,4] - video abstract of research question
  • Assignment 4: Conference presentation (35%)[Learning outcomes: 2,3,4] - conference presentation

There is no mid-term or final exam in this course. _____________________________________________________________________________________

Required and Recommended Readings

Bell, J, 1986, Doing your research project : a guide for first-time researchers in education and social science, Open University Press, Milton Keynes

Robson, C, 2002, Real world research : a resource for social scientists and practitioner-researchers, Blackwell Publishing, Oxford UK

Verschuren, P, and Doorewaard, H, Designing a Research Project, Eleven International Publishing, Portland USA

Winston, J, Norine, V, 2007, Methods : doing social research, Pearson Prentice Hall, Toronto

Yates, S 2004, Doing Social Science Research, SAGE, London

Budget Impact

      (New Courses: explain the resources necessary for the course 
      and how the budget for new course will be accommodated within your academic unit.