Template:Course Case Studies

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The Course Case Studies project attempts to capture stories of teaching and learning at UBC, especially teachers that are trying something new in their teaching.

The Course Case Studies templates are a series three templates that were designed to used separately for embedding in various sites as well as transcluded together in the UBC Wiki. It is comprised of the following:

• Course Details

  Provides a bit of context around the course and the course instructor

• Course Summary

  A short summary of the case study

• Discussion Questions

  3 questions to prompt discussions

If the case studies have accompanying videos, see Help:Widgets/Kaltura or Help:Widgets/YouTube for instructions on how to embed them. Take note that if you will be embedding a transcluded wiki page with a video in a cms.ubc.ca site, wrap the video within:

<div class="responsive-media"></div>

This will ensure that the video will resize depending on the user's screen, including mobile.

Usage

See individual template pages.

Parameter

See individual template pages.

Example

Input

Output

<div class="responsive-media">{{#widget:YouTube|id=DWef69ItVrU|height=360|width=480}}</div> {{Template:Course_Case_Studies/Course_Details | Instructor Name = Shona Ellis | Instructor Title = Associate Head of Biology | Department = Biology | Faculty = Science | Course Code = BIOL 210 | Course Name = Introduction to Vascular Plants | Term Offered = 2013 Winter | Mode of Delivery = Face to Face | Class Size = 130 }} {{Template:Course_Case_Studies/Course_Summary | Context = I teach the first half of BIOL 210, plant anatomy, which I personally think is fascinating, but for most students it is kind of dry. We cover cell types, tissues, and organ systems as well as primary (herbaceous) to secondary (woody) growth in plants. | What do students need to learn? = They essentially learn how plants are put together into tissues and tissue systems, and how they grow to give rise to their final form. Students must understand basic components (cells types and tissues), which requires lots of memorization and is terminology heavy. They use these building blocks to explain how secondary structure of a plant is achieved. Not only do they need to understand basic anatomy, but they must incorporate principles of differentiation (morphogenesis) and visualize this process in three dimensions. | What has been your approach to teaching? = The approach has been to present the organization of the primary structure and then initiation and establishment of secondary growth in the root system through reading, online animation, and lecture. While the fundamental processes are similar in roots and stems, there are differences in anatomy so having them revisit the concepts when we discussed stems should have helped reinforce and deepen their understanding. This was done through student discussion and participation. However, when asked related questions on the midterm it has been apparent that many students did not actually get it. | What approach are you experimenting with? = | What are students learning? = | What are you learning? = }} {{Documentation:Learning_Principles_&_Strategies/Discussion_Questions}}

Course Details Shona Ellis Associate Head of Biology Biology Faculty of Science Course Code: BIOL 210 Course Name: Introduction to Vascular Plants Term Offered: 2013 Winter Mode of Delivery: Face to Face Class Size: 130 Summary Context: I teach the first half of BIOL 210, plant anatomy, which I personally think is fascinating, but for most students it is kind of dry. We cover cell types, tissues, and organ systems as well as primary (herbaceous) to secondary (woody) growth in plants. What do students need to learn? They essentially learn how plants are put together into tissues and tissue systems, and how they grow to give rise to their final form. Students must understand basic components (cells types and tissues), which requires lots of memorization and is terminology heavy. They use these building blocks to explain how secondary structure of a plant is achieved. Not only do they need to understand basic anatomy, but they must incorporate principles of differentiation (morphogenesis) and visualize this process in three dimensions. What has been your approach to teaching? The approach has been to present the organization of the primary structure and then initiation and establishment of secondary growth in the root system through reading, online animation, and lecture. While the fundamental processes are similar in roots and stems, there are differences in anatomy so having them revisit the concepts when we discussed stems should have helped reinforce and deepen their understanding. This was done through student discussion and participation. However, when asked related questions on the midterm it has been apparent that many students did not actually get it. What approach are you experimenting with? What are students learning? What are you learning? Discussion Questions Read over the research informed 7 Principles of Learning suggested by the Eberly Center for Teaching at Carnegie Mellon University. After you have done so, we ask you to reflect on the questions below. What learning principle[s] are at play? What strategies might be used to support learning and why? What would you want to investigate further?