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Sandbox:Vantage College Curriculum/Awards Received

2021-03-06T03:02:31Z

GeorgRieger: /* Grants */

=Awards & Grants=
This page lists awards and grants presented to Vantage College Faculty and Staff. We have included all awards and grants received by Vantage faculty members and these awards/grants may or may not be informed directly by their work in Vantage.
==2021==
===Awards===
*

===Grants===
*

==2020==
===Awards===
* Potvin, Gabriel. "Department of Chemical And Biological Engineering Teaching Excellence Award" (annually awarded by the CHBE undergraduate student society)

*

===Grants===
*

* Rieger, G. Principal Investigator. (2020). An online study space that supports self-regulated learning. UBC TLEF, $13,200
* Rieger, G. Principal Investigator. (2020). Enhancement and Customization of an Open Physics Textbook for International Students. UBC OER, $23,258

==2019==
===Awards===
* Lyon, Katherine; McPhee, Siobhán; Wilson, Brian. "UBC Vantage College Educational Innovation Award".
* Potvin, Gabriel. "Ron Britton Engineering Education Vanguard Award" (awarded by the Canadian Engineering Education Association)
* Potvin, Gabriel. "Department of Chemical And Biological Engineering Teaching Excellence Award" (annually awarded by the CHBE undergraduate student society)
* Rieger, G. Principal Investigator. (2019). An online study space that supports self-regulated learning. UBC TLEF, $14,000

*
===Grants===
*

==2018==
===Awards===
* Lolliot, Simon. ''Robert E. Knox Master Teaching Award''.
* Johnson, Kayli. ''UBC Killam Teaching Prize'' in the Faculty of Science.
* Lekhi, Anka. ''UBC Killam Teaching Prize'' in the Faculty of Science.
* Lyon, Katherine. UBC Vantage College Teaching Award
* Leveridge, Neil; Johnson, Kayli; Wilson, Brian. UBC Vantage College Educational Innovation Award
* Allen, Meghan. "UBC Department of Computer Science Mentoring Award"
* Potvin, Gabriel. "Department of Chemical and Biological Engineering Teaching Excellence Award" (annually awarded by the CHBE undergraduate student society)

===Grants===
*Lolliot, Simon (Principal Investigator), Varao-Sousa, Trish, & Barnes, Steven (2018). Scholarship of Teaching and Learning Fund, UBC, CTLT. Seating the Scene: Antecedents and Consequences of micro-segregation in the classroom $5000
*Allen, Meghan. "UBC Faculty of Science Skylight Development Grant project: Developing curriculum for CPSC 107". $1904
*Berg, Celina. "UBC Faculty of Science Skylight Development Grant project: Web-based tools in prelecture preparation and review, ". $9,400
*Ives, Joss Principal Investigator (2017) Jared Stang, Co-Investigator. Evidence-based best practices for two-stage collaborative exams, UBC TLEF, year 2, $16,128
*Lyon, Katherine Principal Investigator (2018), Siobhán McPhee, Brian Wilson, Saeed Dyanatkar, Experiential Learning in Large Enrollment Courses: Designing an Augmented Reality, Geospatial, Gamified Experience in First Year Sociology & Geography UBC TLEF $33,975
*Rieger, G. Principal Investigator. (2018). Reinsberg, S. Co-Investigator. "Animated worked examples to support self-directed learning in Physics 100". UBC TLEF, year 3 $12,000
*Peterson, Jenny and Potvin, Gabriel (co-investigators) "New Interdisciplinary Undergraduate Course Creation: ''Humanitarian Engineering: Politics and Praxis''" UBC USI Interdisciplinary Education Grant, $5,000
*Vaez Ghaemi, Roza, and Potvin, Gabriel "Evaluating the impact of group exams on international student learning" UBC Teaching As Research (TAR) grant, $7,000
*Prodanovic, Vladan (Principal Investigator), Potvin, Gabriel, Abello, Juan, Motavas, Saloome, Zappa-Hollman, Sandra "Development of online learning modeules as an innovative approach to teaching a Vantage College Engineering course with embedded language and technical communication components" UBC TLEF, $41,000.

==2017==
===Awards===
*Berg, Celina. "UBC Department of Computer Science Teaching Award"
*Gilley, Brett. ''UBC Killam Teaching Prize'' in the Faculty of Science.
*Kim, Won. UBC Faculty of Education Sessional & Lecturer Teaching Award

* Potvin, Gabriel. "Department of Chemical and Biological Engineering Teaching Excellence Award" (annually awarded by the CHBE undergraduate student society)
* Lam, Mark. ''Robert E. Knox Master Teaching Award''.

===Grants===
* Berg, Celina. (2015). ''CWSEI''. funding for APSC 160 programming tool development. $4,500
* Ives, Joss Principal Investigator (2017) Jared Stang, Co-Investigator.Evidence-based best practices for two-stage collaborative exams, UBC TLEF $17,672
* Motavas, Saloome. Principal Investigator. (2017). ''UBC University Sustainability Initiative Spotlight Grant''. $4,000.
* Rieger, G. Principal Investigator. (2017). Reinsberg, S. Co-Investigator. "Animated worked examples to support self-directed learning in Physics 100". UBC TLEF $14,184.
* Allen, Meghan. "UBC Faculty of Science Skylight Development Grant project: Using Appreciative Inquiry to evaluate and improve a first-year computer science course". $4956
* Saskia Stille Principal Investigator. Sandra Zappa-Hollman Penny Kinnear Li-Shih Huang Co-investigators. Mapping the landscape: Colloquium on language in the Canadian university. Social Sciences and Humanities Research Council of Canada (SSHRC) - Connection Grant, $16,644

==2016==
===Awards===
*Barnes, Steven. ''UBC Killam Teaching Prize'' in the Faculty of Arts
*Wilson, Brian. BCTEAL Pat Wakefield Scholarship

===Grants===
*Allen, Meghan. (2016). ''TLEF''. Evaluating a new, reduced-face-time, first year computer science class for non-majors. $26,731
*Allen, Meghan. (2016). Developing a needs-based activity to raise awareness of diversity issues and inclusive language use with UBC’s international students. $4,465
*Berg, Celina. (2015). ''CWSEI''. funding for APSC 160 programming tool development. $7,500
*Johnson, Kayli. Principal Investigator. (2016). Development of an electronic Chemistry Integrated Resource Package for CHEM 123. ''TLEF''. $39,116
*Johnson, Kayli. Principal Investigator. (2016). A multimodal learning analytics method to explore video-based learning in CHEM 123. ''UBC Skylight''. 2,912.
*McPhee, Siobhán. Principal Investigator. ''TLEF'' (2016-2017). $4,250.
*McPhee, Siobhán. Co-Investigator. ''TLEF'' (2016-2017). $29,000.
*McPhee, Siobhán. Principal Investigator. ''UBC Remote and Rural Community Based Learning Fund'' (2016). $5, 000.
*McPhee, Siobhán. Principal Investigator. ''UBC AURA grant'' (2016). $4,00.
*Peterson, Jen. Principal Investigator. (2015-2017) ''SOTL Seed Fund''. On being strategic in selecting active learning techniques: A comparative analysis of pedagogical interventions in the furthering of specific learning objectives. $1,000.
*Rieger, G. Principal Investigator. (2016). Reinsberg, S & Tovar, M. Co-Investigators. ''UBC TLEF''. Animated worked examples in online homework. $14,232.

==2015==
===Awards===
* Barnes, Steven. Awarded top 10% of Instructors in the Faculty of Arts for 2015.
*Gilley, Brett. Nominated by the University for the Society for Teaching and Learning in Higher Education ''Brightspace Innovation Award'', 2015.

===Grants===
*Allen, Meghan. (2015). ''CSSEI''. funding for CPSC 103 development. $14,899
*Allen, Meghan. (2015). ''CSSEI''. Funding for CPSC 110 lab redesign. $3600
*Allen, Meghan. (2015). ''Vantage College''. Development funding to work on updating and creating materials for the Computer Science content and language tutorials. $2,040
*Bates, S. Principal Investigator. Rieger, G. Collaborator. Reinsberg, S. Collaborator. (2015-2017). ''UBC TLEF''. An open flip – PHYS 100 aspect. $45,566.
*Fox, J.A., & Welsh, A. (co-authors). Principal Investigator. (2015). ''Exploring international students' perceptions and use of peer review in a first-year science communications course''. $1000 and 80 hrs. of GRA funding.
*Ives, J. Co-Investigator. ''TLEF'' (2015). Developing Critical Thinking in First Year Physics Labs. $25,700.
*Ives, J. & Rieger, G. Principal Investigators. (2015) ''Mitacs''. Can Learning Catalytics Replace Clickers? $15,000.
*Ives, J., Renani, F.R. & Rieger, G. Principal Investigators. (2015) ''Mitacs'' . A “flipped” approach to large-scale first-year physics labs. $13,770.
*Ives, J. Principal Investigator. (2015). ''UBC TA Training Grant''. TA Training Grant for the Department of Physics and Astronomy. $20,033.
*Ives, J. Collaborator. (2015). ''TLEF''. Introductory Statistics. $140,459.
*McPhee, Siobhán. Principal Investigator. (2015-2016). ''TLEF'' . $16,200.
*McPhee, Siobhán. Co-Investigator. (2015-2016). ''TLEF''. $16,200.
*McPhee, Siobhán. Principal Investigator. (2015). ''UBC Remote and Rural Community Based Learning Fund'' . $5,000.
*McPhee, Siobhán. Principal Investigator. (2015). ''UBC Arts HSS grant (renewed from previous year)''. $3,500.
*Rieger, G. Principal Investigator. (2015). ''TLEF''. A “flipped” approach to large-scale first-year physics labs. $13,770.
*Rieger, G.W. (Co-applicant). An open flip – PHYS 100 aspect, UBC FL-TLEF $45,556
*Zappa-Hollman, S. Co-Investigator. (2015). ''Rits-LLED Seed Grant''. Supporting in-service teachers' implementation of a functional approach to English for academic purpose. $5,000
*Zappa-Hollman, S. Principal Investigator. (2015). ''Scholarship of Teaching and Learning Fund, UBC, CTLT''. Examining the effectiveness of content and language tutorials (VANT 140) in supporting international students' academic English development. $5,000.
*Zappa-Hollman, S. Principal Investigator. (2015). ''TLEF''. Cultivating success for English as an additional language students: a library flexible learning partnership. $29,059
*Wilson,B. Principal Investigator. Anka Lehki, Siobhan McPhee, Sandra Zappa-Hollman''',''' Alfredo Ferreira Co-investigators. (2015). ''Developing a training program for new UBC Vantage College TAs'', UBC TA Training Program Fund (CTLT). $12,520

==2014==
===Awards===
*Gilley, Brett. ''EOAS Undergraduate Teaching Award'', UBC, 2014.
*Lam, Mark. ''Belkin Prize (PhD thesis)'', UBC, 2014
*Welsh, Ashley: ''International Society for the Scholarship of Teaching and Learning Graduate Student Poster Award'', 2014.
*Welsh, Ashley: ''UBC Killam Graduate Teaching Assistant Award'', 2014.
*Welsh, Ashley: ''Science Education Research Group Graduate Student Paper Award'' (Canadian Society for the Study of Education), 2014.
*Welsh, Ashley: ''Donald and Ellen Poulter Scholarship'', 2014.
*Kim, Won. UBC Killam Graduate Teaching Assistant Award

===Grants===
*Welsh, Ashley: Social Sciences and Humanities Research Council Doctoral Fellowship, 2012-2014.
*Zappa-Hollman, Sandra. Principal Investigator. (2014). ''Scholarship of Teaching and Learning Fund, UBC, CTLT''. Examining the effectiveness of content and language tutorials (VANT 140) in supporting international students' academic English development. $5,000
*Zappa-Hollman, Sandra. Co-applicant. (2014). ''UBC TA Training Program Fund''. Developing a training program for new UBC Vantage College TAs. $12, 520.
*Zappa-Hollman, Sandra. Principal Investigator. (2014). ''UBC Junior Hampton Grant'' . A critical examination of collaboration between English for academic purposes and subject-area instructors embracing a content and language integrated learning model. $9,020

==2013==
===Awards===
* Fox, Joanne. ''UBC Killam Teaching Prize'' in the Faculty of Science.

==2012==
===Awards===
*Leung, Fok-Shuen. ''UBC Killam Teaching Prize'' in the Faculty of Science
*Lavallee, Suzie. ''UBC Killam Teaching Prize'' in Faculty of Forestry
*Kim, Won. UBC Rick Hansen Man in Motion Fellowship
[[Category:Vantage College Curriculum]]

Sandbox:Vantage College Curriculum/Conference Presentations

2021-03-06T02:43:01Z

GeorgRieger: /* Local Conferences */

=Conference and Workshop Presentations=
This page lists conferences and workshops where Vantage College Faculty & Staff present their work. We have included all works generated by Vantage faculty and staff members and these works may or may not be informed directly by their work in Vantage.

==2021==
===International Conferences===
*

*
===National Conferences===
*

*

*
===Local Conferences===
*
===Workshops/Other Presentations===
*

==2020==
===International Conferences===
*

*
===National Conferences===
*

*

*
===Local Conferences===
Grace, D, Stanley, E, Trujillo, C, Scholes, C, Whittaker, R, Taggar, T, '''Potvin, G'''. ''Effect of Nitrogen Concentration and Trophic Conditions on Growth and Lipid Production in'' Chlorella vulgaris'','' presented at the 2020 CHBE Research Day, 2020.
*
===Workshops/Other Presentations===
*

==2019==
===International Conferences===
* Baniassad, E., Beschastnikh, I., Holmes, R., Kiczales, G, Allen, M. Learning to Listen for Design. ACM SIGPLAN International Symposium on New Ideas, New Paradigms, and Reflections on Programming and Software. November, 2019.
* Lolliot, S., Barnes, S., Varao-Sousa, T., Schmader, T., & Aday, A. (2019, October). Seating the Scene: Antecedents and Consequences of Microsegregation. Paper presented at the International Society for the Scholarship of Teaching and Learning, Atlanta, GA.

*
===National Conferences===
* Ghaemi, R.V., Peragovics, A., and Potvin, G. "International Student Perception of Collaborative Group Exams in a First-Year Engineering Chemistry Course." 2019 Canadian Engineering Education Association Conference. Ottawa, ON, June 8-12.

* Abello, J., Avalos-Rivera, A., Potvin, G., Motavas, S., Prodanovic, V. and Zappa-Hollman, S. "Motivation Behind International Undergraduate Students Choosing Engineering" 2019 Canadian Engineering Education Association Conference. Ottawa, ON, June 8-12.

*
===Local Conferences===
G. Rieger et al. “Animated worked examples in online homework ” ,2019, local, TLEF Showcase at Celebrate Learning

Firas Moosvi, Stefan A. Reinsberg, and Georg W. Rieger “Can a Hands-On Physics Project Lab be Delivered Effectively as a Distance Lab ?”, (2019, local, Skylight EoY event)

Christina Hendricks, Stefan Reinsberg, and Georg Rieger “ Open Textbooks in PHYS 100 & PHYS 118”, Oct 2019, local, Skylight lunch series.
*
===Workshops/Other Presentations===
*

==2018==
===International Conferences===
*Ferreira, A.A., Pringle, J., & Zappa-Hollman, S. ‘Findings from refocusing the foundation of second-language science writing instruction on description’. ''44th International Systemic-Functional Congress,'' Boston, MA. July 23-27, 2018.
*Ives, J. (2018, July 10). “Student-Centered Active Learning Strategies for Instruction and Assessment in Large-Enrollment Physics Courses,” Symposium on Innovative Pedagogy in University Physics, GIREP European Physics Education Conference, San Sebastián, Spain.
*McPhee, S. (2018) ‘Active learning as a western-centric construction’ – Association of American Geographers (AAG) annual conference, New Orleans, April 10th.
*Motavas, S., & Satti, S. “Integrating Sustainability into the Decision-Making Process in an Electrical Engineering Design Course”. International Conference on Education and New Learning Technologies (EDULEARN18). Palme de Mallorca, Spain. July 2-4, 2018.
*Ives, J., Stang, J. (2018, June 16). “Explain your answer: Engaging reflective thinking in an exam,” Poster presentation at Foundations and Frontiers in Physics Education Research Puget Sound, Diablo, Washington.
*Satti, S., & Motavas, S. “An Electrical Engineering Design Project with a Sustainability Theme”. Engineering Education for Sustainable Development (EESD) conference. New Jersey, USA. June 3-6, 2018.
*Thieme, K. "Method Descriptions in the Genre of the Research Article in Literary Studies: An Uncertain Future." Norwegian Forum for English for Academic Purposes (NFEAP). Oslo Metropolitan University, Norway, June 7-8, 2018.
*Pringle, J., Potvin, G. "International Engineering Student Motivation to Develop Communication Skills: a Case for an Integrated Approach" American Society for Engineering Education (ASEE) conference. Salt Lake City, Utah. June 23-28th, 2018.
*Lew J, Perreault A and Peterson JH (2018) ‘Should I be doing this? Will I ever be “ready”? Exploring the Ethics and need for Integrating Indigenous Content as Non-Specialists and in Settler Positions’. International Studies Association (ISA) Annual Convention. San Francisco, April 4-7, 2018.
*Lightfoot, J., Riccardi, D., Lam, M., Lyon, K., Lolliot, S. & N. Roberson. “Exploring Linguistic Complexity in Multiple Choice Questions.” Poster Presentation at the annual conference of the American Association of Applied Linguistics (AAAL). Chicago, Illinois. Mar. 25, 2018.
*Zappa-Hollman, S. , Caplan, N., Miller, R., Mitchell, T, Pessoa, S, & (2018, March). Scaffolding disciplinary writing through collaborations between language specialists and disciplinary faculty. Colloquium presentation at the annual meeting of Teachers of English to Speakers of Other Languages, Chicago, IL. (March 27-30).
*Zappa-Hollman, S. , & Stille, S. (2018, March). Situated practice: Addressing complexity of contexts and approaches in multilingual university settings. Paper presentation at the annual meeting of the American Association of Applied Linguistics, Chicago, IL. (March 24-27).
*Zappa-Hollman, S. (2018). ''Scaffolding writing in Science, Social Science and Engineering through assignments in adjunct courses''. Paper presentation as part of the colloquium''Scaffolding and assessing disciplinary writing through collaborations between language and disciplinary specialists''. Symposium on Second Language Writing, Vancouver, Canada (August 2-4).
*Walsh Marr, J. (2018). ''The (Meta)functions of Paraphrasing: Pedagogical supports using SFL in EAP.'' Paper presented at the Symposium of Second Language Writing. Vancouver, Canada. (August 2-4)
*G. Rieger “Student perceptions of a blended first-year physics course with an open textbook ”, HybridEd workshop, MIT, Cambridge, MA June 21, 2018

===National Conferences===

*Abelló, J., Avalos-Rivera, A., Motavas, S., Prodanovic, V., & Zappa-Hollman, S., “Use of a Roleplaying Exercise to Illustrate Design Stakeholder Roles in a First-Year Design Course”. Canadian Engineering Education Association (CEEA) conference. Vancouver, BC. June 3-6, 2018.
*McPhee, S. (2018) ‘Active learning as a western-centric construction’ – International Geography Union (IGU) bi-annual conference, Quebec City, August 10th.
*Thieme, K. "First-Year International Students and Research Writing: Academic Language In/Relation." Canadian Writing Centre Association (CWCA). University of Saskatchewan, Saskatoon, May 24-25, 2018.
*Landry, D., '''Thieme, K.''' "From Literary to Writing Studies: Theorizing a Canadian Case Study." Canadian Association for the Study of Discourse and Writing (CASDW). University of Regina, May 26-28, 2018.
*Kim, W. “Listening Closely to Ethnographic Experiences: Locating Researcher Identity as Participant Listener”. Paper presented at the 2018 Canadian Association for Applied Linguistics conference. Regina, Canada. May 28-30, 2018.
*Kim, W. “Story Holders, Makers, and Tellers: Discursive and Ethnographic perspectives on Educational Drama in L2 Classrooms”. Paper presented as part of the colloquium on drama and literacy at the 2018 Canadian Society of the Study of Education conference, Regina, Canada. May 27-30, 2018
*Lolliot, S., Lam, M., Lyon, K., Lightfood, J., Riccardi, D., Roberson, N.,… Myrzabekova, A. (May, 2018). ''Levelling the Playing Field for ELL Students: Initial Findings for the Effects of Linguistic Complexity in Multiple Choice Questions on Student Grades.'' Paper accepted to be presented at 14th Annual Learning Conference at UBC-O. Kewlona, BC.

*Saunders, M.A., '''Thieme, K.''' “Trans Studies Research in First-Year University Instruction.” Moving Trans History Forward. University of Victoria, March 22-25, 2018.
*Pringle, J., Potvin, G. "The Right Tools for the Job: Discipline-Specific Language-Learning for First-Year International Engineering Students". Canadian Engineering Education Association (CEEA) conference. Vancouver, BC. June 3-6, 2018.

*Vaez Ghaemi, R., Potvin, G. "Implementation and Student Assessment of a Two-stage Midterm Exam in a First-year Physical Chemistry Course for International Students." Canadian Engineering Education Association (CEEA) conference. Vancouver, BC., June 3-6, 2018.

*Sheroubi, A., Potvin, G. "Humanitarian Engineering: A New Interdisciplinary Course on the Application of Engineering Skills to Local and Global Humanitarian Challenges." Canadian Engineering Education Association (CEEA) conference. Vancouver, BC., June 3-6, 2018.
*Eikenaar, J. "Indigenizing the Engineering Curriculum." Poster presented at Canadian Engineering Education Association (CEEA) conference. Vancouver, BC. June 3-6, 2018.
*Walsh Marr, J. "An English teacher's pedagogical response to the Truth and Reconciliation Commission" Society for the Scholarship of Teaching and Learning in Higher Education. Sherbrooke, Quebec. June 18-23, 2018.
*Aday, A. Schmader, T., Lolliot S. (2018). ''When bias education backfires: Antecedents and outcomes of social identity threat after learning about implicit gender bias in STEM''. Poster presented at the Society for Personality and Social Psychology conference. Atlanta, GA (abstract refereed).

===Local Conferences===
* Ferreira, A.A. ‘Catalyzing EAP students’ language knowledge in student-led research projects’. British Columbia Teachers of English as an Additional Language (BC TEAL) Conference. Vancouver, BC. May 3-5, 2018.
* McPhee, S., Rea, J., Lyon, K., Walsh-Marr, J., Peterson, J., Shaw, A., Wilson, B., Levangie, D., Thieme, K., Lolliot, S. “Developing Vantage One Arts 101, an In-term First Year International Orientation Program.” First-Year Educators’ Symposium. UBC-Vancouver. January 20, 2018.
* Allen, M., Campbell, A. Designing an Introductory Programming Course to Improve Non-Majors' Experiences. Western Canadian Conference on Computing Education. May 4-5, 2018.
* Allen, M., Berg, C., Dawson, J., Leveridge, N. Insights from the Application of Universal Design Principles to Support English Language Learners. Western Canadian Conference on Computing Education. May 4-5, 2018.

*Pringle, J., Potvin, G. "Writing Science: Integrated Content and Language Learning in Practice" BC Teaching English as an Additional Language (BCTEAL) conference. Vancouver, BC, May 4-5, 2018.

*Riccardi, D., Lightfoot, J., Lam, M., Lyon, K., Lolliot, S. & N. Roberson. “Exploring Linguistic Complexity in Multiple Choice Questions.” British Columbia Teachers of English as an Additional Language (BC TEAL) conference, Vancouver, BC. May 5, 2018.
*Riccardi, D. "Using Interactive Mobile Presentations in Academic Writing Classes." British Columbia Teachers of English as an Additional Language (BC TEAL) conference, Vancouver, BC. May 5, 2018.
*Todd, B., & Kim, W. “Creating Spaces for Disciplinary Literacies: Critical Ruminations”. Paper presented at the 2018 BCTEAL conference, Vancouver, Canada. May 4-5, 2018.
*Eikenaar, J. "Indigenizing the Engineering Curriculum." Poster presented at 13th Annual Learning Conference - Engaging Every Learner. Kelowna, BC. May 2, 2018.
*Lam, M., Lyon, K., Lightfoot, J., Riccardi, D., Roberson, N., Al Ammari, B., Knapp, H., Myrzabekova, A., & Lolliot, S. (2018, January). ''Examining Exams: Ensuring Multiple Choice Questions Assess Content Knowledge for Students who have English as an Additional Language'' (January 2018). Round table discussion at The First-Year Educators’ Symposium, UBC
===Workshops/Other Presentations===
* Ferreira, A.A. 'Formative feedback on writing: catalyzing language choices as meaning potential’. Faculty Workshop. ''Arts Studies in Research & Writing'', ''UBC Department of English Language and Literatures'', February 26, 2018.
* Ferreira, A.A. ‘Language perspectives on feedback in L2 writing’. Visiting Lecture in ''LLED 570 Theory and research in English language education: discourse. UBC Faculty of Education'', February 8, 2018.
* Allen, M., Wolfman, S., Valair, A. "Playing to Your Strengths: Appreciative Inquiry as a Scholarly Tool for Your Computing Education Practice and Professional Development." Workshop at ACM's Technical Symposium on Computer Science Education. February 22-24, 2018.
* Berg, C., Mahmood, F. "English language meets programming language in an introductory computer science course." Workshop at 14th Annual Learning Conference - Creating Space for Learning. Kelowna, BC. May 2-3, 2018.
* Saunders, M.A., '''Thieme, K'''. "Making Space for LGBTQIA Students." Workshop delivered for the Classroom Climate Series at UBC, CTLT. March 7, 2018.
* Thieme, K. "Responding to Student Writing: Laying out Expectations." Workshop delivered as part of the TA Training Series, UBC English Department, February 1, 2018.
* Ives, J., Stang, J. (2018, June 16-18) “Four-way high-fives during exams: Adding a group phase to provide immediate feedback and increase enjoyment,” Workshop at Foundations and Frontiers in Physics Education Research: Puget Sound, Diablo, Washington.=
* G. Rieger “Student perceptions of a blended first-year physics course with an open textbook ”, HybridEd workshop, MIT, Cambridge, MA June 21, 2018 (international)
==2017==
===International Conferences===
* Ferreira, A.A. & Zappa-Hollman, S. ‘Disciplinary registers in a first-year program: a view from the context of curriculum’. Keynote presentation at ''The Second Halliday-Hasan International Forum on Language''. Guangzhou, China. December 1-3, 2017.
* Ferreira, A.A. ‘The social genesis of abstraction in the writing of apprentice L2 scholars: insights through methodological innovation in the analysis of grammatical metaphor’. ''44th International Systemic-Functional Congress''. Wollongong, Australia. July 10-14, 2017.
* Ferreira, A.A. & Zappa-Hollman, S. ‘SFL in academic literacy instruction in a multidisciplinary, alternative-entry program for international students’. ''44th International Systemic-Functional Congress'', Wollongong, Australia. July 10-14, 2017.
* McPhee, S. (2017) ‘Addressing field trip experiences for first year classes’ - Association of American Geographers (AAG) annual conference, Boston, US. April 12th.
* Ferreira, A.A. ‘Nominal density analysis: a new instrument for quantitative analysis of information density and abstraction in discourse’. ''American Association of Applied Linguistics (AAAL) Conference''. Portland, USA. March 18-21, 2017.
* Saunders, M.A., & '''Thieme, K'''. "How Do You Wish to Be Cited? How Trans Scholars Change the Way We Think about Citation." Conference on College Composition and Communication (CCCC). Portland, OR, U.S.A., March 15-18, 2017.
* Saunders, M.A., & '''Thieme, K'''. "The Language of Ethical Citation: Activist Practices of Citation in Trans Studies Scholarship." Lavender Languages & Linguistics 24. University of Nottingham, UK, April 28-30, 2017.
* Thieme, K. "Do We Need New Method Names? The Importance of Method When Teaching Literary Studies." 16th Claflin University Language Arts Pedagogy Conference. Orangeburg, SC, U.S.A., October 25-26, 2017.
* Kim, W. Pedagogy of confidence: L2 Learning with Educational Drama”. Paper presented at the 2017 International Conference of Languages, Linguistics, and Literature, Kyoto, Japan. December 9-10, 2018.
* Chen, C., Allen, M., Verwoord, R., McCollum, B, Acai, A., Akesson, B., Mathany, C, Spencer, J. "Developing a guiding framework for student-faculty/staff SoTL partnerships." International Society for the Scholarship of Teaching and Learning conference. Calgary, Alberta. October 11-14th, 2017.
* Welsh, A., Allen, M., Webb, A., Briseno-Garzon, A. "Institutional programs for elevating faculty accountability and agency in SoTL research." International Society for the Scholarship of Teaching and Learning conference. Calgary, Alberta. October 11-14th, 2017.
* Fox, J.A., Welsh, A., Marken, K., Suderman, M. ''Enriching International Student Experiences and Institutional Practices for Fostering Student Success''. 36th Annual First Year Experience Conference, Atlanta, Georgia. February 11-14th, 2017.
* Ives, J., Stang, J. (2017, June 18-24). “Engaging reflective thinking during exam-like situations: Slowing students down on short-answer questions increases performance,” Poster presentation at Foundations and Frontiers in Physics Education Research, Bar Harbor, Maine.
*Walsh Marr, J. (2017). ''Infusion of a First Nations focus in an Academic English Course.'' TESOL Annual Convention, Seattle, WA.
* Caplan, N., Pessoa, S., Miller, R. & Mitchell, T. , & '''Zappa-Hollman, S'''. (2017, March). Argue, contend, exort: Teaching the language of argumentative writing. Workshop session at the annual meeting of Teachers of English to Speakers of Other Languages, Seattle, WA.
* '''Zappa-Hollman, S.''' (2017, March). Collaboration between language and content university instructors: How can we make it work? Paper presented at the annual meeting of the American Association of Applied Linguistics, Portland, OR.
* D’Silva, R., Deschambault, R., '''Zappa-Hollman, S.''', & Wenman, S. (2017, June). Researching academic literacies in a Canadian international study-abroad program. Paper presentation at the CAES International Conference Faces of English 2: Teaching and Researching Academic and Professional English, Hong Kong.
*Leveridge, A. N. (2017, September) Timeline Wiki: Expanding the Affordances of Traditional Online Wikis. Virtual presentation at the Globalization and Localization of Computer-Assisted Language Learning (GLoCALL) 2017 Conference, Brunei, Brunei Darussalam.
*G. Rieger “Integrated Pre-class Reading Assignments ” TRESTLE, Bloomington, IN Sep 2017 (international)

===National Conferences===
* Scott, J. & Fox, J.A. (2017) Transforming Learning Spaces to Promote a Culture of Innovation in Teaching and Learning, Society for Teaching and Learning in Higher Education, Halifax, NS.
* Ferreira, A.A. & Walsh-Marr, J. ‘UBC Vantage College showcase: Scaffolding content-based language and literacy learning’. ''Language in the Canadian University (LCU) Colloquium''. Simon Fraser University, Burnaby, and The University of British Columbia, Vancouver. May 4-5, 2017.
* Riccardi, D. "Scaffolding Disciplinary Literacy: EAP Course Design for Management Studies, presentation of a principled approach to collaborative course design between EAP and Management Studies Instructors." Presented at the annual TESL Canada Conference, 2017, Niagara Falls, ON (abstract refereed). June 10th, 2017
* Thieme, K. “Introducing Concepts, Using Methods: Research Writing in Canadian Literature.” Canadian Association for the Study of Writing and Discourse (CASDW). Ryerson University, Toronto, May 27-29, 2017.
* Motavas, S., Hellwig, L., & Prodanovic, V. (2017, June). “Integration of English Language Modules into the Introduction to Engineering Design Course in the Vantage College 1st Year Engineering Program at the University of British Columbia''"''. Canadian Engineering Education Association (CEEA) Conference. Toronto, ON. June 3-7, 2017.
* Spencer, J., Akesson, B., Verwoord, R., Chen, V., Mathany, C., McCollum B., Acai, A., and Allen, M. "Does one size fit all? Defining success in student and faculty/staff SoTL partnerships." Society for Teaching and Learning in Higher Education conference. Halifax, Nova Scotia. June, 2017.
*Murphy, M., & Potvin, G. (2017, June). "Language as an Engineering Learning Tool: Integration of Language and Engineering Education for First-Year Students to Improve both Technical Learning Outcomes and Communication Skills". 2017 Canadian Engineering Education Association (CEEA) Conference, Toronto, ON, June 3-7.
*Potvin, G. (2017, June). "Integrating Elements of Team-Based Learning and Increasing Independence in a 4th-Year Lab Course to Promote the Development of Critical Thinking, Problem-Solving and Troubleshooting Skills". 2017 Canadian Engineering Education Association (CEEA) Conference, Toronto, ON, June 3-7.
*Murphy, M & Potvin, G. (2017, June). "Healping EAL science and engineering students write better lab reports". 2017 Teachers of English as a Second Language (TESL) Canada conference, Niagara Falls, ON, June 8-10.
* '''Zappa-Hollman, S.''', Welsh, A., Wilson, B, & Fox, J. A. (2017, June). Intercultural inclusion and diversity, academic and cultural preparation, and student well-being: Insights from a first year undergraduate program for international students. Poster presentation at the annual meeting for the Society for Teaching and Learning in Higher Education, Halifax, NS, June 20-23.
* Stille, S., '''Zappa-Hollman, S'''., Russell, B., Kinnear, P., Missere-Mihas, T., & Williams, J. (2017, June). Language in the Canadian University: Report on a SSHRC- funded Colloquium. Featured panel presentation at the annual TESL Canada conference, Niagara Falls, ON, June 8-10.
* Zappa-Hollman, S., Stille, S., Kinnear, P., Huang, L-S., Ileva, R., Missere-Mihas, T., Russel, B., & Williams, J. (2017). Mapping the landscape: Colloquium on language in the Canadian university. SSHRC Connection Grant-funded event, Simon Fraser University and University of British Columbia, Vancouver, Canada. May 2017
* '''Zappa-Hollman, S.''' (2017, June). Examining collaboration synergies between EAP and disciplinary instructors. Paper presentation at the annual TESL Canada conference, Niagara Falls, ON, June 8-10.
*Riccardi, D. & J. Lightfoot. (2017, June) Enriching Teacher Feedback: Using Screencasting Technology. Teaching Ideas and Materials Exchange at the annual conference of Teachers of English as a Second Language (TESL Canada), Niagara Falls, ON, June 8-10.
*Lightfoot, J. (2017, June). Hedging in Context: Strategies for Expressing Doubt and Certainty in Sociology. Teaching Ideas and Materials Exchange at the annual conference of Teachers of English as a Second Language (TESL Canada), Niagara Falls, ON, June 8-10.
*Tamara Kelly (York University) and Georg Rieger, Post-conference workshop “Peer and Group Assessment: Challenges and Rewards”, SALTISE 6th annual conference, June 5, 2017, Montreal, Quebec (regional).
*''G. Rieger, “Examinations that support learning – How two-stage assessment became common practice at the University of British Columbia”, Keynote,'' SALTISE 6th annual conference, June 5, 2017, Montreal, Quebec (regional).

===Local Conferences===
* Ferreira, L., Mathes, C., & '''Thieme, K'''. “Inclusion and the Academic Discourse Community: Socioeconomic Diversity in the First-Year Writing Classroom.” 3rd Annual Contract Faculty Colloquium. University of British Columbia, Vancouver, March 23, 2017.
* Fox JA, Hultquist J, Hu S, MacDonald K, Tiessen E ''Evolution of learning space design and the impact on facility planning and user experience''. BCNET Annual Higher Education IT Conference, April 26-28, 2016 Vancouver, BC.
*Walsh Marr, J. (2017). ''Infusion of a First Nations focus in an Academic English Course.'' TRU Learning at Intercultural Intersections
*Murphy, M, Potvin, G "Integrating language and technical education to improve learning outcomes for first-year international students in engineering programs". 13th Annual UBCO Learning Conference, May 3-4, 2017, Kelowna, BC.
* Zappa-Hollman, S. & Murphy, M. (2017, May). Assessment in adjunct courses: What and how? In Douglas, S. (Organizer). Canadian research perspectives on EAL teaching, learning, and assessment. Panel presentation at the annual meeting of BC Teacher of English to Speakers of Other Languages, Vancouver, BC, May 5.
* Allen, M., Dawson, J., and Wolfman, S. "Insights from using Appreciative Inquiry in a Course Evaluation." UBC Okanagan Learning Conference. Kelowna, BC. May, 2017.
* Berg, C. "Technological Advances Driving the Evolution of Teaching Practices. Do These Practices Engage Every Learner?" 13th Annual Learning Conference - Engaging Every Learner. Kelowna, BC. May 3-4, 2017.
* Gilley, B., Ives, J., (2017, May 3-4). “Two Stage Exams: Learning Together?” 13th Annual Learning Conference - Engaging Every Learner. Kelowna, BC.
* G. Rieger “ Relative Difficulty of Physics Test Questions” UBC Science Education Open House, April 2017 also presented at PHASER-Con. (both local)
* Meghan Allen, Brett Gilley, Anka Lekhi, Fok-Shuen Leung, and Georg Rieger, “ The Development and Delivery of Research Project Courses for First-Year International Science Students”, UBC Science Education Open House, April 2017 (local).

===Workshops/Other Presentations===
* Ferreira, A.A. 'Research writing for graduate students: Language-based strategies'. Workshop for the UBC Faculty of Education
* Ferreira, A.A. ‘A multifunctional rubric for scaffolding instructional dialogue on writing’. Guest Lecture at UBC LLED 570 Theory and research in English language education: discourse perspectives. UBC Faculty of Education. March 21, 2017.
* Thieme, K. “Making Space for LGBTQIA Students.” Workshop delivered at Shasta College Faculty Development Day. Redding, CA, August 11, 2017.
* Zappa-Hollman, S. (2017, May). Collaboration between Language and Content Instructors: What do we know, and what do we need to know? Paper presentation at the Language in the Canadian University Colloquium*, Vantage College, University of British Columbia, Vancouver, B.C.
(SSHRC-Connection Grant sponsored)
* Shaw, A., Parker, S., & Zappa-Hollman, S. (2017, May). Cultivating success of English as an additional language students: A library flexible learning partnership. Poster presentation at the TLEF Showcase event, UBC, Vancouver.
* G. Rieger and S. Reinsberg, Hybrid Ed (Blended Learning) workshop at the FIFTH EUROPEAN MOOCS STAKEHOLDERS SUMMIT (EMOOCs) MAY 22 – 26, 2017, Madrid, Spain (invited, international)

==2016==
===International Conferences===
*Saunders, M.A., & '''Thieme, K'''. “Pedagogies of Social Justice: Transgender Studies Meets First-Year Writing Instruction.” Trans*Studies: An International Transdisciplinary Conference on Gender, Embodiment, and Sexuality. University of Arizona, Tucson, AZ, U.S.A. September 7-10, 2016.
*Fox, J. & Welsh, A. (2016, February 19-23). ''Lessons learned from a first-year experience program for international students''. Presented at the First Year Experience Conference, Orlando, FL.
*Peterson, J.H. (2016, March 16-19). ''Laughing at Pacifists: Public Shaming and Delegitimization of Non-Violent Tactics''. International Studies Association 2016 Annual Convention, Atlanta, GA.
*Peterson, J.H. (2016, March 16-19). ''Teaching Peace Authentically and Ethically—(Im)Possibilities''. Organizer, Chair and Participant of Roundtable. International Studies Association 2016 Annual Convention, Atlanta, GA.
*Peterson, J.H. (2016, March 16-19). ''The Turn To the Local: A Critical Assessment''. Invited Chair. International Studies Association 2016 Annual Convention, Atlanta, GA.
*Caplan, N., Zappa-Hollman, S., Pessoa, S., Miller, R. & Mitchell, T. (2016). "Discovering and Teaching the Grammar of Academic Writing." Workshop session. TESOL Annual Convention, Baltimore, April 4-9.
*Zappa-Hollman, S. (2016). "Embracing CLIL and SFL to Enhance Academic English Literacy Development." Paper Presentation. TESOL Annual Convention, Baltimore, April 4-9.
*Pessoa, S., Mitchell, T., Miller, R., Zappa-Hollman, S., & Seloni, L. (2016). "Working with faculty across the curriculum to develop writing pedagogy." Colloquium presentation. TESOL Annual Convention, Baltimore, April 4-9.
*Welsh, A., Grain, K., & Fox, J. (2016, October 12-15). "Peer review in a first year science course: Mapping pedagogical practices to student engagement and perceptions." Presented at the International Society for the Scholarship of Teaching & Learning Conference, Los Angeles, CA.
*Webb, A., & Welsh, A. (2016, October 12-15). "SoTL stories: Phenomenology as a methodology for SoTL research." Presented at the International Society for the Scholarship of Teaching & Learning Conference, Los Angeles, CA.
*G. Rieger “Development of a Blended edX Resource for Face-to-Face and Online Learning in Physics 100” TRESTLE, Boulder CO, Oct 2016 (international)
*G. Rieger and S. Reinsberg “Development of a Blended edX Resource for Face-to-Face and Online Learning in Physics 100”, MOOC Makers workshop, May 22, 2016 LINC 2016, Boston, USA (invited, international)
*Firas Moosvi, Stefan Reinsberg, and Georg Rieger "Teaching Experimental and Data Analysis Skills in Online Labs”, AAPT, Sacramento, CA, 2016 (presented by F. Moosvi, international)
*G. W. Rieger: “Experiments at Home: Student Learning in an Online Physics Lab”, The Learner, Vancouver, July 2016 (international).
*Leveridge, A. N. (2017, October). Timeline Wiki: Reflections on the Use of an Innovative Teaching Strategy. Presented at the First International Symposium on Emerging Technologies for Education. Rome, Italy.
*Ives, J., Holmes, N.G., Strubbe, L. (2016, July 17). “Authentic Experimentation in Labs Using Structured Quantitative Inquiry,” Workshop at American Association of Physicists Summer Meeting. July, 2016.

===National Conferences===
* Thieme, K. “A Feminist Theory of Political Deliberation: Francis Marion Beynon’s Editorial and Fictional Writing (1917-1919).” Speaking Her Mind: Canadian Women and Public Presence. University of Calgary, Calgary, AB. October 20-22, 2016.
* Welsh A, Shaw A and Fox JA. ''Interdisciplinary Collaboration as a Means to Support International Student Writing and Argumentation in a First Year Science Course''. Symposium on the Scholarship of Teaching and Learning. Banff, AB Nov 10-12, 2016
*Lekhi, P. (2016, June 5-8). ''Flipping the first-year classroom: My attempts, failures and successes''. Presented at First Year Experience Symposium in the Chemistry Education Division. Canadian Society of Chemistry (CSC Conference), Halifax, NS.
*Allen, M., Lekhi, P., & Leung, F. (2016, June 21-24). ''The development, delivery, and evaluation of an interdisciplinary research course for first-year international science students''. Society for Teaching and Learning in Higher Education (STLHE), London, ON.
* Peterson, J., McPhee, S., Barnes, S., & Welsh, A. (2016, July 27-29). ''The internationalizing of undergraduate curricula: Transforming cultural misunderstandings into unique pedagogical opportunities''. Internationalizing Higher Education Conference, Vancouver, BC.
*Murphy, M., & Potvin, G. (2016, June 19-22). ''Building Bridges: An approach to the integration of English language education in first-year engineering and applied science courses for international students''. CEEA Conference. Halifax, NS.
*Murphy, M., & Potvin, G. (2016, October 16-19). ''Integration of Chemical Engineering Education and English Language Training for First-Year International Students: A Collaborative Approach''. CSChE Conference. Quebec City, QC.
*Welsh, A., Shaw, A., & Fox, J. (2016, November 10-12). "Interdisciplinary collaboration as a means to support international student writing and argumentation in a first-year science course." Presented at the 7th Symposium on Scholarship of Teaching and Learning, Banff, AB.

===Local Conferences===
*Walsh Marr, J. (2016, July). ''Infusion of a First Nations focus in an Academic English Course.'' SFU Internationalizing Higher Education Conference, Burnaby, BC.
*Walsh Marr, J. (2016, June). ''Infusion of a First Nations focus in an Academic English Course.'' BCCIE Summer Seminar, Victoria, BC.
*Bates, S., Fox, J.A., & Jones, M. (2016, January 12). FoM Workshop on Educational Leadership. Faculty of Medicine, UBC, BC.
*Fox, J.A., Jones, M. (2016, February 15). Educational Leadership Workshop. UBC Okanagan, Kelowna, BC.
* Wilson, B. (2016, April 28-30). ''Integrating technology from the ground up''. BC TEAL Annual Conference, Vancouver, BC.
*Walsh Marr, J. (2016). ''Infusion of a First Nations focus in an Academic English Course.'' BC Teal Annual Conference
*Zappa-Hollman, S. (2016, April). "Academic discourse socialization through content and language integrated instruction in a first year undergraduate program for international students" Invited Research Panelist at upcoming BCTEAL Conference, Surrey, BC.
*G. Rieger Can the effectiveness of teaching methods be measured with final exam scores? UBC Science Education Open House, April 2016 (local)
*Rieger, G. (2016, January). EdX lightning talk, ''CTLT UBC edX workshop''.

===Workshops/Other Presentations===
*Barnes, S. J. (2016, January 27). ''Bipolar disorders and stigma'', Bell Let’s Talk Day Webinar.
*Barnes, S. J., Dhaliwal, R., Hambler, P., Lane, K., Lee, M., Smith, K., & Stanton, A. (2016, March 12). Co-organizer and facilitator of ''Degrees of well-being: Designing learning environments and engaging faculty members'' workshop at the Healthy Minds, Healthy Campuses Annual Summit 2016, Vancouver, Canada.
*Dawson, J. & Allen, M. (2016, April). "Understanding the Student Experience in Introductory Computer Science Courses", Poster at the UBC Science Education Open House.
*Gilley, B. (2016, January). ''Course transformations'', Kansas University, Lawrence, Kansas.
*Hellwig, L. (2016, March). ''Teaching English for Academic Purposes''. EAL Department, Vancouver Community College, Vancouver, Canada (workshop)
*Hellwig, L., Murphy, M., Riccardi, D., Shaw, A., & Walsh-Marr, J. (2016, March 22). ''Principled design and instruction of tasks: Examples from the EAP classroom''. Invited Guest Speaker Panel presentation for LLED 570. Organizer: Sandra Zappa-Hollman, Department of Language and Literacy Education, UBC, Vancouver, BC.
*Ives, J., Welsh, A., Allen, M., Leung, F. (2016, May 3). "Teaching in the Vantage One Science Program: Sharing Our Curricular and Pedagogical Insights from Teaching English Language Learners", UBC CTLT Spring Institute.
*Thieme, K. (2016, February). ''Revising, Revising, Revising,” Graduate student workshop on research on and strategies for revisions to article manuscripts.
*Thieme, K. (2016, January). ''Expected Genre Features while Grading,'' 1.5-hour faculty workshop on grading practices.
*Zappa-Hollman, S. (2016, March). "Metalanguage: Scaffolding that sticks around". Guest talk a the Arts Studies in Reading and Writing group, Faculty of Arts, UBC.
*Leveridge, A. N. & Wilson, B. (2017, May). Co-constructing Meaning Using Wiki-based Timeline Project, 2017 BC TEAL Annual Conference, Vancouver, BC.

==2015==
===International Conferences===
*Thieme, K. “The Making of a Political Theory: Francis Marion Beynon’s WWI-Novel ''Aleta Dey'' (1919).” Feminisms & Rhetorics. Arizona State University, Tempe, AZ, U.S.A. October 28-31, 2015.
*Atchison, C., Feig, A., Gilley, B., Stokes, A. & Hendricks, J. (2015, April). ''Confronting barriers to inclusivity: Planning and implementing an accessible geoscience field course for students with disabilities''. National Association for Research in Science Teaching Annual International Conference, Chicago, IL.
*Fox, J.A., & Welsh, A. (2015, February 7-10). ''UBC Vantage College: An innovative first-year program for international students''. Presented for the Conference on the First-Year Experience, Dallas, TX.
*Gilley, B. (2015, January). KEYNOTE: ''How people learn: Using research-based instructional strategies in the geosciences''. Geological Society of London Higher Education Network Conferences, Plymouth, UK.
*Hall, N., Singh, E., & Wilson, B. (2015, October 2-3). ''Teaching using principled technology-enabled pedagogy''. Tri-TESOL Conference, Des Moines, WA.
*Krieger, S., Allen, M. & Rawn, C. (2015, March). ''Are Females Disinclined to Tinker in Computer Science?.'' 46th ACM Technical Symposium on Computer Science Education, Kansas City, MI.
*McPhee, S.R. (2015, April 22-28). ''Teaching in the Middle East: Strategies and tools'' (Panel Presentation). Annual conference of the Association of American Geographers, Chicago, IL.
*McPhee, S.R. (2015, April 22-28). ''The integration of the kafala system into Dubai's institutional organization of the immigrant labour market''. Annual conference of the Association of American Geographers, Chicago, IL.
*McPhee, S.R. (2015, August 19-23). ''The integration of the kafala system into Dubai's institutional organization of the immigrant labour market''.Economic Geography Conference, Oxford, UK.
*Paradis, C., Atchison, C., Gilley, B., Feig, A., Stokes, A. (2015, July). ''The impact of inclusion: A student's perspective of participating in a fully-accessible geoscience field course''. Earth Educators Rendezvous Conference, Boulder, CO.
*Peterson, J.H. (2015, February 18-21). ''Resistance and the postpoliticalworld: (re) politicized peaces in an era of managerial politics''. International Studies Association Annual Convention, New Orleans, LA.
*Peterson, J.H. (2015, February 18-21). ''Local modes of peacebuilding''. Panelist. International Studies Association Annual Convention, New Orleans, LA.
*Pickren, G. (2015, April 25). ''Critical pedagogy in an English as a second language (ESL) setting''. Annual Meeting of the Association of American Geographers, Chicago, IL.
*Rea, J. and Riedlinger, M. (2016, March). ''The Situated Work of Meta-generic Commentary: The Risks and Rewards of Think-aloud Protocol'' Conference on College Composition and Communication. Tampa, FL.
*Stokes, A., Atchison, C., Feig, A. & Gilley, B. (2015, January). ''Delivering accessible fieldwork: Preliminary findings from a collaborative international study''. Geological Society of London Higher Education Network Conference, Plymouth, UK.
*Thieme, K., Fee, M & Grafton, K. (2015, May 7-9). ''Teaching Academic Writing about Literature on the Web''. Digital Diversity 2015: Writing, Feminism, Culture. University of Alberta and MacEwan University, Edmonton, AB.
*Waigand, A., Zappa-Hollman, S., Scales, A., Abu-Hassan, J., Asenavage, K., Fields, M., Bastien, E. (2015, March 25-29). ''Bridging Gaps: Easing the Transition From English Programs to University''. Panel Presentation,TESOL Annual Convention, Toronto, ON.
*Walsh Marr, J. (2015, October 2-3). ''Reformulating paraphrasing: Critical & pragmatic approaches''. Tri-TESOL Conference, Des Moines, WA.
*Welsh, A., Zappa-Hollman, S., Wilson, B., & Fox, J.A. (2015, October 27-30). ''Embedding program evaluation research into the implementation of an innovative new first year program for international students''. International Society for the Scholarship of Teaching and Learning Conference, Melbourne, AUS.
*Zappa-Hollman, S. & Fazel, I. (2015, March 25-29). ''Self and Peer-assessment in Academic Writing: Possibilities and Pitfalls''. Roundtable session. TESOL Annual Convention, Toronto.
*Zappa-Hollman, S., & Fox, J.A. (2015, September 2-4 - Declined offer, did not attend). ''Designing curricula with an integrated content and language learning model in a first-year university program for non-Anglophone students''. Integrating Content and Language in Higher Education International Conference, Brussels, Belgium.

===National Conferences===
*Bournot-Trites, M., Zappa-Hollman, S., & Ryan, R. (2015, March 21-24). ''Tandem Language Learning: Enhancing Motivation through Social Interactions''. Paper presentation. American Association of Applied Linguistics annual conference, Toronto, ON.
*Bournot-Trites, M. & Zappa-Hollman, S. (2015, July 15-17). ''Impact of study abroad on language teachers’ language, culture and legitimacy''. Paper Presentation. The Culture of Study Abroad for Second Languages, Halifax, NS.
*Ferreira, A. (2015, May). ''Tracking abstraction in academic discourse through nominal density''. UBC Language & Literacy Education Department Graduate Student Conference, Vancouver, BC.
*Ferreira, A. (2015, May 12). ''Academic writing that flows and resonates''. Graduate Pathways to Success, Vancouver, BC.
*Fox, J.A., Haggerty, J., Welsh, A., Wilson, B., & Zappa, S. (2015, June 16-19). ''Insights from the inaugural cohort of an innovative first-year undergraduate program for international students''. Poster presentation for the Scholarship of Teaching and Learning in Higher Education Conference, Vancouver, BC.
*Fox, J.A., Zappa-Hollman, S. (2015, November 22-24). ''Collaborations, partnerships and integration: Essential catalysts for the spread of best practices in international programs''. Canadian Bureau for International Education, Annual Conference, Niagara Falls, ON.
*Fox, J.A., Todd, B. (2015, March). ''UBC Vantage College: An innovative 1st year interdisciplinary program for international students''. Languages Canada 2015 Conference, Gatineau, QC.
*Gilley, B., Atchison, C., Feig, A. & Stokes, A. (2015, June). ''Full access to the Sea to Sky Highway: Offering an accessible field trip''. National Association of Geoscience Teachers Pacific Northwest Section, 2015 Annual Conference, Victoria, BC.
*Guhr, D., Bax, T., Fox, J.A., Walkey M., & Wilmhurst, G. (2015, November 22-24). ''How venture capital, global competition, and new dogmas are reshaping the language sector in Canada. Invited panelist for concurrent session'', Canadian Bureau for International Education, Annual Conference, Niagara Falls, ON.
*Rawn, C., & Fox, J.A. (2015, June 16-19). Capturing and learning from the experiences of tenure-track teaching faculty in Canada to develop a set of best practices. Half-day Preconference Workshop, 34th Annual Conference of the Society for Teaching and Learning in Higher Education, Vancouver, BC.
*Sens, A., Fox, J.A., Assanand, S., Rawn, C., & Hendricks, C. (2015, June 16-19). ''Taking your teaching beyond your classroom: Teaching practice and educational leadership''. Concurrent Session Presentation, 34th Annual Conference of the Society for Teaching and Learning in Higher Education, Vancouver, BC.
*Thieme, K. (2015, May 7-9) ''Francis Marion Beynon’s Aleta Dey (1919): A Theory of Empathetic Political Deliberation in Times of War.'' Association of Canadian College and University Teachers of English (ACCUTE). University of Ottawa, Ottawa, ON.
*Thieme, K. (2015, May 30-June 1). ''Providing Evidence in Scholarship on Canadian Literature.'' Association for Canadian and Québec Literatures (ACQL). University of Ottawa, Ottawa, ON.
*Welsh, A. (2015, June 16-19). ''Exploring the transformation of students' metacognition and learning in a large introductory science course''. Poster presentation for the Scholarship of Teaching and Learning in Higher Education Conference, Vancouver, BC.

===Local Conferences===
*Ferreira, A., Wilson, B., & Zappa-Hollman, S. (2015, May 22-23). ''Integrating content and language in the Vantage College curriculum''. BC TEAL Annual Conference, Vancouver, BC.
*Thieme, K. (2015, May 1). ''Love and Politics: Political Theory in Francis Marion Beynon’s WWI Novel''. ASRW Faculty Conference, UBC Vancouver.

===Workshops/Other Presentations===
*Barnes, S. J., Castellanos, C., & Fox, T. (2015, August). Co-organizer of ''Constructing microbial fuel cells, Mobile Bioenergy Lab'' workshop at the International Society for Electronic Arts (ISEA) Annual Conference 2015, Vancouver, BC.
*Barnes, S. J., Hambler, P., Lane, K., Lee, M., & Smith, K. (2015, December 10). Co-organizer and facilitator of ''Fostering student wellbeing in the learning environment: You have a vital role to play'' workshop at the UBC CTLT Winter Institute, Vancouver, BC.
*Fox, J.A., Ives, J. & Rieger, G. (2014, March 27). ''Physics in Vantage College''. UBC Department of Physics and Astronomy, Vancouver, BC.
*Fox, J.A., Krebs, C., Lewis, J., & Ahrensmeier, D.M. (2015, May 14). ''''Once we've engaged our students, how do we know they 'got it'? How do we know '''what''' they got?'' Invited Speakers Panel, Science and Technology Teaching and Learning Symposium, Vancouver Island University, Nanaimo, BC.
*Fox, J.A., (2015, May 14). ''Engaging students with the Nature of Science Card Game Workshop Session'', Science and Technology Teaching and Learning Symposium, Vancouver Island University, Nanaimo, BC.
*Gilley, B. (2015, January). ''Two stage exams: Learning together?'' Birmingham University, Birmingham, England.
*Gilley, B. (2015, October). ''The role of field trips in the development of strong learning communities on the Sea to Sky Highway''. Presentation at the Geological Society of America Annual General Meeting, Baltimore, MD.
*Hall, N., Singh, E., & Wilson, B. (2015, Nov 21). "Integrating technology from the ground up." BC TEAL, Vancouver, BC.
*Ives, J. (2015, April 13). Panelist. ''Practical strategies to maximize productive engagement in class''. Panel Discussion at UBC Science Education Open House 2015, Vancouver, BC.
*Ives, J. (2015, March 25). ''Using optical mark recognition software in teaching''. Physics education seminar for the UBC Department of Physics and Astronomy, UBC, Vancouver, BC.
*Rieger, G. (2015, March 25). ''Frequent Testing Enabled by Automatic Grading''. Physics education seminar for the UBC Department of Physics and Astronomy, UBC, Vancouver, BC.
*Ives, J., and Rieger, G.W. (2015, October). A worksheet-focused approach to facilitate a classroom with diverse levels of preparation, ''UBC Science Supper Series''.
*Krieger, S., Allen, M. & Rawn, C. (2015, April). ''Are Females Disinclined to Tinker in Computer Science?.'' UBC Science Education Open House, Vancouver, BC.
*Peterson, J.H. (2015, February). ''The rise of ISIS''. Panelist. UBC BarTalk
*Suderman, M., Fox, J.A. (2015, April 27). ''How we support international students @ UBC'', Internationalization Learning Day, UBC, Vancouver, BC.
*Thieme, K. (2015, November). ''Disciplinary Experience & Teaching Research Writing''. 1.5-hour faculty workshop.
*Walsh-Marr, J. (2015, December). ''Reformulating Paraphrasing''. University of Victoria English Language Centre.
*Walsh-Marr, J. (2015. October). ''Grammar workshop''. UBC Writing Centre.
*Zappa-Hollman, S. (2015, November 27). ''Expediting second language academic literacy development: Embracing integrated content and language instruction''. Guest talk at the University of Victoria, Linguistics Circle Seminar Series, Victoria, BC.

==2014==
===International Conferences===
*Fazel, I. & Zappa-Hollman, S. (2014, November 13-15). ''Self and Peer-assessment in Second Language Writing: Students’ Perspective''. Paper presentation. Symposium on Second Language Writing, Arizona State University. Tempe, Arizona, USA.
*McPhee, S.R., & Ferreira, A. (2014, April 8-12). ''Flexible learning, international students and geography - designing first year Geography courses for international students in a blended learning environment''. Annual conference of the Association of American Geographers, Tampa, FL.
*Welsh, A.J. (2014, October). ''Student perceptions as catalysts for change in teaching and learning in higher education''. Poster presentation for the International Society for the Scholarship of Teaching & Learning Conference, Quebec City, QC.
*Welsh, A.J. (2014, July). ''Exploring undergraduate students' metacognitive transformations in an organic chemistry course''. Paper presentation for the International STEM (Science, Technology, Engineering, and Mathematics) 2014 Conference, Vancouver, BC.
*Welsh, A.J. (2014, July). ''Exploring the supports and barriers to undergraduate student learning''. Paper presentation for the International Improving Undergraduate Teaching Conference, Vancouver, BC.

===National Conferences===
*Fox, J.A., Wilson, B., & Zappa, S. (2014, June 17-20). ''Designing a first year program for international students by adopting a multi-disciplinary approach''. Annual Conference of the Society for Teaching and Learning in Higher Education, Kingston, ON.
*Fox, J.A., Wilson, B. & Zappa-Hollman, S. (2014, July 23-25). ''UBC Vantage College: an innovative first year interdisciplinary program for international students''. Poster presentation at the International Conference on Improving University Teaching, UBC, Vancouver.
*Welsh, A.J. & Stewart, J. (2014, June). ''Students as key stakeholders: Exploring their perceptions of teaching and learning in an introductory organic chemistry course''. Poster presentation for the Scholarship of Teaching and Learning in Higher Education Conference, Kingston, ON.
*Welsh, A.J. (2014, May). ''Investigating undergraduate students' metacognitive transformations for enhanced science learning''. Paper presentation for the Canadian Society for the Study of Education Conference, St. Catherine's, ON.

===Local Conferences===
*Ferreira, A. (2014, May). ''Beyond scaffolding: A feedback dialogue in EAP writing as shared consciousness''. 17th Annual Investigating Our Practices Conference, UBC Faculty of Education, Vancouver, BC.
*Ferreira, A. (2014, August). ''A collegiate EAP curriculum from the view of the functional architecture of language''. Presented at the conference of the Linguistic Association of Canada & the US (LACUS), UBC, Vancouver, BC.
*Fox, J.A., Wilson, B., & Zappa, S. (2014, July 23-25). ''UBC Vantage College: an innovative first year interdisciplinary program for international students''. Improving University Teaching, Vancouver, BC.
*Gilley, B. (2014, May). ''How people learn: Using research based instructional strategies in your classes''. Vancouver Island University Science and Technology Symposium, Nanaimo, BC.
*Gilley, B. (2014, May). ''Classroom assessment techniques: What are students learning?''. Vancouver Island University Science and Technology Symposium, Nanaimo, BC.
*Reeder, K. & Zappa-Hollman, S., with support from other CILS members. (2014, February). ''CILS 20th anniversary celebrations lecture series. Intercultural Language studies: looking back, looking forward, featuring Dr. Jorg Roche. The future of intercultural engagement in Canadian higher education'', Vancouver, BC.
*Zappa-Hollman, S. (2014, January 31). ''CILS Retreat: Celebrating 20 years of the Centre for Intercultural Studies''. (Organizer). Commemorative video based on interviews conducted with 13 current and past members of the CILS advisory committee; Brainstorming session to map out the future of CILS, Vancouver, BC.

===Workshops/Other Presentations===
*Allen, M., Ferreira, A., Fox, J., Ives, J., Lekhi, A., Leung, F., Rieger, G., Zappa-Hollman, S. (2014, October 21). ''Vantage College: An innovative first-year program for international students''. UBC Science Supper Series, Vancouver.
*Allen, M., Fox, J. Ives, J., Lekhi, P., Leung, F, Rieger, G., Zappa., S. & Gilley, B. (2014, October). ''Science at Vantage College, Science Supper Series'', Vancouver, BC.
*Atchison, C., Gilley, B., Feig, A. & Stokes, A. (2014, October). ''Preliminary findings from an accessible field course developed through international collaboration'', Geological Society of America Annual General Meeting, Vancouver, BC.
*Gilley, B. (2014, January). ''Teaching large classes'', York University, Toronto, ON.
*Gilley, B. (2014, January). ''Two-stage exams: Learning together?'' York University, Toronto, ON.
*Gilley, B. (2014, March). ''Year 7 of 5: An update on CWSEI'', Teleconference at Cape Breton University, Sydney, NS.
*Jones, F., Gilley, B. & Harris, S. (2014, April). ''Changing the teaching culture in a large research oriented department'', Carl Wieman Science Education Initiative End of Year Event: Teaching Large Classes, UBC, Vancouver, BC.
*Jones, F., Gilley, B. & Harris, S. (2014, April). ''Student learning experiences in EOAS -- and other correlated data'', Carl Wieman Science Education Initiative End of Year Event: Teaching Large Classes, UBC, Vancouver, BC.
*Gilley, B. (2014, May). ''How people learn: Using research based instructional strategies in your classes'', University of Guelph, Guelph, ON.
*Gilley, B. (2014, May). ''Two-stage exams: Learning together?'' University of Guelph, Guelph, ON.
*Gilley, B. (2014, May). ''Learning outcomes: Goals, aims, purposes, objectives, etc.'', Langara College, Vancouver, BC.
*Gilley, B. Hanano, D., & Scoates, J. (2014, June). ''Teaching and learning activities in geochemistry: Examples and applications'', Workshop at Goldschmidt 2014, Sacramento, CA.
*Gilley, B., Hanano, D., & Scoates, J. (2014, June). ''How learning works: Useful techniques for future teachers'', Workshop at Goldschmidt 2014, Sacramento, CA.
*Jones, F., Gilley, B. & Harris, S. (2014, July). ''Comparing student, instructor and observer data to assess a 7-year department-wide education initiative'', UBC, Vancouver, BC.
*Gilley, B., Ivanochko, T., Knox, K (2014, July). ''Research-based instructional strategies for fostering behavioral change'', UBC, Vancouver, BC.
*Gilley, B. (2014, August). Instructional Skills Workshop, Simon Fraser University, Vancouver, BC.
*Gilley, B. (2014, September). ''Two-stage exams: Evidence of learning'', EOAS Research Roundup, Calgary, AB.
*Gilley, B. (2014, October). ''Research-based instructional strategies for fostering behavioral change''. Workshop for MAGNET trainees, Vancouver, BC.
*Gilley, B. (2014, September). ''An STLF is you!: Seven years goes fast'', CWSEI STLF Exit talk, UBC, Vancouver, BC.
*Gilley, B., Atchison, C., & Feig, A. (2014, October). ''GSA Field Trip #416: Full Access to the Geology of the Sea to Sky Highway'', Geological Society of America Annual General Meeting, Vancouver, BC.
*Gilley, B., Scoates, J. & Hickey, K. (2014, October). ''Transforming and upper level mineral deposits class through interactive engagement'', Geological Society of American Annual General Meeting, Vancouver, BC.
*Gilley, B., Knox, K. (2014, October). ''Research-based instructional strategies for fostering behavioral change'', Celebrate Learning Week, Centre for Teaching Learning and Technology, UBC, Vancouver, BC.
*Ives, J. & Stang, J. (2014, April 23). ''Supporting the flipped classroom in large introductory physics course'', Panelist, The Flipped Lab: TAs Supporting the Flipped Classroom - UBC Flipped Lab Workshop, Vancouver, BC.
*Ives, J. (June, 2014). ''Cueing and question reliability'', Talk, State of the Undergraduate Physics Curriculum Conference, UBC, BC.
*Ives, J. (2014). ''Measuring the effectiveness of collaborative group exams'', Talk and Poster Presentation, American Association of Physics Teachers Summer Meeting; Poster Presentation, Physics Education Research Conference.
*Ives, J. (2014). ''Using a delayed learning test to measure learning in two-stage collaborative exams'', Poster Presentation, Carl Wieman Science Education Initiative End-of-year Event, UBC, Vancouver, BC.
*Joanes, F., Scoates, J., Sutherland, S., Mindell, R. & Gilley, B. (2014, October). ''Assessing improvements of learning outcomes in transformed geoscience classes'' (https://gsa.confex.com/gsa/2014AM/webprogram/Paper248459.html), Geological Society of America Annual General Meeting, Vancouver, BC.
*Peterson, J. (2014, November). ''The future of global governance''. Panelist. UBC MUN.
*Rieger, G. (2014, January 22). ''Two-Stage Exams''. Presentation on the Global Physics Department blog site (http://globalphysicsdept.org).
*Todd, B. (2014, February). ''Simplified or bowdlerized? A new perspective on graded readers''. Language, Literature and Performing Arts Speakers' Series, Douglas College, Vancouver, BC.
*Todd, B., & Fox, Nick (2014, July). The horizon of expectations: Reading comprehension in the language classroom, Douglas College PD Workshop, Vancouver, BC.
*Waigand, A., Zappa-Hollman, S., Scales, A., Abu-Hassan, J., Asenavage, K., Fields, M., Bastien, E. (2015, March 25-29). ''Bridging Gaps: Easing the Transition From English Programs to University''. Panel Presentation. TESOL Annual Convention, Toronto, ON.
*Walsh-Marr, J. (2014). ''Writing workshop''. VanWest College, Vancouver, BC.
*Zappa-Hollman, S. (2014, February 25). ''Main issues in research on language socialization''. Guest talk for LLED 213: Introduction to Intercultural Communication. UBC-Ritsumeikan Academic Exchange Program, UBC.
*Zappa-Hollman, S. (2014, February 24). ''Language socialization studies: An overview''. Guest talk for LLED 213: Introduction to Intercultural Communication. UBC-Ritsumeikan Academic Exchange Program, Vancouver, BC.
*Zappa-Hollman, S. (2014, May 31). ''Overview of a functional approach to language teaching and learning''. Professional Development session, UBC Vantage College, Vancouver, BC.
*Zappa-Hollman, S. (2014, June 13). ''Functional approaches to language teaching and learning through CLIL: overview of a first-year undergraduate program''. English Language Institute, University of British Columbia, Vancouver, BC.
*Zappa-Hollman, S. & Wernicke, M. (2014, April 4). ''Modern Languages Workshop''. BC Language Coordination Association Annual Meeting. Richmond, BC.
*Zappa-Hollman, S. & Wilson, B. (2014, October 26). ''Providing feedback to English language learners''. Workshop for the UBC Vantage College TA Community, Vancouver, BC.

[[Category:Vantage College Curriculum]]

Sandbox:Vantage College Curriculum/Conference Presentations

2021-03-06T02:24:55Z

GeorgRieger: /* Workshops/Other Presentations */

=Conference and Workshop Presentations=
This page lists conferences and workshops where Vantage College Faculty & Staff present their work. We have included all works generated by Vantage faculty and staff members and these works may or may not be informed directly by their work in Vantage.

==2021==
===International Conferences===
*

*
===National Conferences===
*

*

*
===Local Conferences===
*
===Workshops/Other Presentations===
*

==2020==
===International Conferences===
*

*
===National Conferences===
*

*

*
===Local Conferences===
Grace, D, Stanley, E, Trujillo, C, Scholes, C, Whittaker, R, Taggar, T, '''Potvin, G'''. ''Effect of Nitrogen Concentration and Trophic Conditions on Growth and Lipid Production in'' Chlorella vulgaris'','' presented at the 2020 CHBE Research Day, 2020.
*
===Workshops/Other Presentations===
*

==2019==
===International Conferences===
* Baniassad, E., Beschastnikh, I., Holmes, R., Kiczales, G, Allen, M. Learning to Listen for Design. ACM SIGPLAN International Symposium on New Ideas, New Paradigms, and Reflections on Programming and Software. November, 2019.
* Lolliot, S., Barnes, S., Varao-Sousa, T., Schmader, T., & Aday, A. (2019, October). Seating the Scene: Antecedents and Consequences of Microsegregation. Paper presented at the International Society for the Scholarship of Teaching and Learning, Atlanta, GA.

*
===National Conferences===
* Ghaemi, R.V., Peragovics, A., and Potvin, G. "International Student Perception of Collaborative Group Exams in a First-Year Engineering Chemistry Course." 2019 Canadian Engineering Education Association Conference. Ottawa, ON, June 8-12.

* Abello, J., Avalos-Rivera, A., Potvin, G., Motavas, S., Prodanovic, V. and Zappa-Hollman, S. "Motivation Behind International Undergraduate Students Choosing Engineering" 2019 Canadian Engineering Education Association Conference. Ottawa, ON, June 8-12.

*
===Local Conferences===
*
===Workshops/Other Presentations===
*

==2018==
===International Conferences===
*Ferreira, A.A., Pringle, J., & Zappa-Hollman, S. ‘Findings from refocusing the foundation of second-language science writing instruction on description’. ''44th International Systemic-Functional Congress,'' Boston, MA. July 23-27, 2018.
*Ives, J. (2018, July 10). “Student-Centered Active Learning Strategies for Instruction and Assessment in Large-Enrollment Physics Courses,” Symposium on Innovative Pedagogy in University Physics, GIREP European Physics Education Conference, San Sebastián, Spain.
*McPhee, S. (2018) ‘Active learning as a western-centric construction’ – Association of American Geographers (AAG) annual conference, New Orleans, April 10th.
*Motavas, S., & Satti, S. “Integrating Sustainability into the Decision-Making Process in an Electrical Engineering Design Course”. International Conference on Education and New Learning Technologies (EDULEARN18). Palme de Mallorca, Spain. July 2-4, 2018.
*Ives, J., Stang, J. (2018, June 16). “Explain your answer: Engaging reflective thinking in an exam,” Poster presentation at Foundations and Frontiers in Physics Education Research Puget Sound, Diablo, Washington.
*Satti, S., & Motavas, S. “An Electrical Engineering Design Project with a Sustainability Theme”. Engineering Education for Sustainable Development (EESD) conference. New Jersey, USA. June 3-6, 2018.
*Thieme, K. "Method Descriptions in the Genre of the Research Article in Literary Studies: An Uncertain Future." Norwegian Forum for English for Academic Purposes (NFEAP). Oslo Metropolitan University, Norway, June 7-8, 2018.
*Pringle, J., Potvin, G. "International Engineering Student Motivation to Develop Communication Skills: a Case for an Integrated Approach" American Society for Engineering Education (ASEE) conference. Salt Lake City, Utah. June 23-28th, 2018.
*Lew J, Perreault A and Peterson JH (2018) ‘Should I be doing this? Will I ever be “ready”? Exploring the Ethics and need for Integrating Indigenous Content as Non-Specialists and in Settler Positions’. International Studies Association (ISA) Annual Convention. San Francisco, April 4-7, 2018.
*Lightfoot, J., Riccardi, D., Lam, M., Lyon, K., Lolliot, S. & N. Roberson. “Exploring Linguistic Complexity in Multiple Choice Questions.” Poster Presentation at the annual conference of the American Association of Applied Linguistics (AAAL). Chicago, Illinois. Mar. 25, 2018.
*Zappa-Hollman, S. , Caplan, N., Miller, R., Mitchell, T, Pessoa, S, & (2018, March). Scaffolding disciplinary writing through collaborations between language specialists and disciplinary faculty. Colloquium presentation at the annual meeting of Teachers of English to Speakers of Other Languages, Chicago, IL. (March 27-30).
*Zappa-Hollman, S. , & Stille, S. (2018, March). Situated practice: Addressing complexity of contexts and approaches in multilingual university settings. Paper presentation at the annual meeting of the American Association of Applied Linguistics, Chicago, IL. (March 24-27).
*Zappa-Hollman, S. (2018). ''Scaffolding writing in Science, Social Science and Engineering through assignments in adjunct courses''. Paper presentation as part of the colloquium''Scaffolding and assessing disciplinary writing through collaborations between language and disciplinary specialists''. Symposium on Second Language Writing, Vancouver, Canada (August 2-4).
*Walsh Marr, J. (2018). ''The (Meta)functions of Paraphrasing: Pedagogical supports using SFL in EAP.'' Paper presented at the Symposium of Second Language Writing. Vancouver, Canada. (August 2-4)

===National Conferences===

*Abelló, J., Avalos-Rivera, A., Motavas, S., Prodanovic, V., & Zappa-Hollman, S., “Use of a Roleplaying Exercise to Illustrate Design Stakeholder Roles in a First-Year Design Course”. Canadian Engineering Education Association (CEEA) conference. Vancouver, BC. June 3-6, 2018.
*McPhee, S. (2018) ‘Active learning as a western-centric construction’ – International Geography Union (IGU) bi-annual conference, Quebec City, August 10th.
*Thieme, K. "First-Year International Students and Research Writing: Academic Language In/Relation." Canadian Writing Centre Association (CWCA). University of Saskatchewan, Saskatoon, May 24-25, 2018.
*Landry, D., '''Thieme, K.''' "From Literary to Writing Studies: Theorizing a Canadian Case Study." Canadian Association for the Study of Discourse and Writing (CASDW). University of Regina, May 26-28, 2018.
*Kim, W. “Listening Closely to Ethnographic Experiences: Locating Researcher Identity as Participant Listener”. Paper presented at the 2018 Canadian Association for Applied Linguistics conference. Regina, Canada. May 28-30, 2018.
*Kim, W. “Story Holders, Makers, and Tellers: Discursive and Ethnographic perspectives on Educational Drama in L2 Classrooms”. Paper presented as part of the colloquium on drama and literacy at the 2018 Canadian Society of the Study of Education conference, Regina, Canada. May 27-30, 2018
*Lolliot, S., Lam, M., Lyon, K., Lightfood, J., Riccardi, D., Roberson, N.,… Myrzabekova, A. (May, 2018). ''Levelling the Playing Field for ELL Students: Initial Findings for the Effects of Linguistic Complexity in Multiple Choice Questions on Student Grades.'' Paper accepted to be presented at 14th Annual Learning Conference at UBC-O. Kewlona, BC.

*Saunders, M.A., '''Thieme, K.''' “Trans Studies Research in First-Year University Instruction.” Moving Trans History Forward. University of Victoria, March 22-25, 2018.
*Pringle, J., Potvin, G. "The Right Tools for the Job: Discipline-Specific Language-Learning for First-Year International Engineering Students". Canadian Engineering Education Association (CEEA) conference. Vancouver, BC. June 3-6, 2018.

*Vaez Ghaemi, R., Potvin, G. "Implementation and Student Assessment of a Two-stage Midterm Exam in a First-year Physical Chemistry Course for International Students." Canadian Engineering Education Association (CEEA) conference. Vancouver, BC., June 3-6, 2018.

*Sheroubi, A., Potvin, G. "Humanitarian Engineering: A New Interdisciplinary Course on the Application of Engineering Skills to Local and Global Humanitarian Challenges." Canadian Engineering Education Association (CEEA) conference. Vancouver, BC., June 3-6, 2018.
*Eikenaar, J. "Indigenizing the Engineering Curriculum." Poster presented at Canadian Engineering Education Association (CEEA) conference. Vancouver, BC. June 3-6, 2018.
*Walsh Marr, J. "An English teacher's pedagogical response to the Truth and Reconciliation Commission" Society for the Scholarship of Teaching and Learning in Higher Education. Sherbrooke, Quebec. June 18-23, 2018.
*Aday, A. Schmader, T., Lolliot S. (2018). ''When bias education backfires: Antecedents and outcomes of social identity threat after learning about implicit gender bias in STEM''. Poster presented at the Society for Personality and Social Psychology conference. Atlanta, GA (abstract refereed).

===Local Conferences===
* Ferreira, A.A. ‘Catalyzing EAP students’ language knowledge in student-led research projects’. British Columbia Teachers of English as an Additional Language (BC TEAL) Conference. Vancouver, BC. May 3-5, 2018.
* McPhee, S., Rea, J., Lyon, K., Walsh-Marr, J., Peterson, J., Shaw, A., Wilson, B., Levangie, D., Thieme, K., Lolliot, S. “Developing Vantage One Arts 101, an In-term First Year International Orientation Program.” First-Year Educators’ Symposium. UBC-Vancouver. January 20, 2018.
* Allen, M., Campbell, A. Designing an Introductory Programming Course to Improve Non-Majors' Experiences. Western Canadian Conference on Computing Education. May 4-5, 2018.
* Allen, M., Berg, C., Dawson, J., Leveridge, N. Insights from the Application of Universal Design Principles to Support English Language Learners. Western Canadian Conference on Computing Education. May 4-5, 2018.

*Pringle, J., Potvin, G. "Writing Science: Integrated Content and Language Learning in Practice" BC Teaching English as an Additional Language (BCTEAL) conference. Vancouver, BC, May 4-5, 2018.

*Riccardi, D., Lightfoot, J., Lam, M., Lyon, K., Lolliot, S. & N. Roberson. “Exploring Linguistic Complexity in Multiple Choice Questions.” British Columbia Teachers of English as an Additional Language (BC TEAL) conference, Vancouver, BC. May 5, 2018.
*Riccardi, D. "Using Interactive Mobile Presentations in Academic Writing Classes." British Columbia Teachers of English as an Additional Language (BC TEAL) conference, Vancouver, BC. May 5, 2018.
*Todd, B., & Kim, W. “Creating Spaces for Disciplinary Literacies: Critical Ruminations”. Paper presented at the 2018 BCTEAL conference, Vancouver, Canada. May 4-5, 2018.
*Eikenaar, J. "Indigenizing the Engineering Curriculum." Poster presented at 13th Annual Learning Conference - Engaging Every Learner. Kelowna, BC. May 2, 2018.
*Lam, M., Lyon, K., Lightfoot, J., Riccardi, D., Roberson, N., Al Ammari, B., Knapp, H., Myrzabekova, A., & Lolliot, S. (2018, January). ''Examining Exams: Ensuring Multiple Choice Questions Assess Content Knowledge for Students who have English as an Additional Language'' (January 2018). Round table discussion at The First-Year Educators’ Symposium, UBC
===Workshops/Other Presentations===
* Ferreira, A.A. 'Formative feedback on writing: catalyzing language choices as meaning potential’. Faculty Workshop. ''Arts Studies in Research & Writing'', ''UBC Department of English Language and Literatures'', February 26, 2018.
* Ferreira, A.A. ‘Language perspectives on feedback in L2 writing’. Visiting Lecture in ''LLED 570 Theory and research in English language education: discourse. UBC Faculty of Education'', February 8, 2018.
* Allen, M., Wolfman, S., Valair, A. "Playing to Your Strengths: Appreciative Inquiry as a Scholarly Tool for Your Computing Education Practice and Professional Development." Workshop at ACM's Technical Symposium on Computer Science Education. February 22-24, 2018.
* Berg, C., Mahmood, F. "English language meets programming language in an introductory computer science course." Workshop at 14th Annual Learning Conference - Creating Space for Learning. Kelowna, BC. May 2-3, 2018.
* Saunders, M.A., '''Thieme, K'''. "Making Space for LGBTQIA Students." Workshop delivered for the Classroom Climate Series at UBC, CTLT. March 7, 2018.
* Thieme, K. "Responding to Student Writing: Laying out Expectations." Workshop delivered as part of the TA Training Series, UBC English Department, February 1, 2018.
* Ives, J., Stang, J. (2018, June 16-18) “Four-way high-fives during exams: Adding a group phase to provide immediate feedback and increase enjoyment,” Workshop at Foundations and Frontiers in Physics Education Research: Puget Sound, Diablo, Washington.=
==2017==
===International Conferences===
* Ferreira, A.A. & Zappa-Hollman, S. ‘Disciplinary registers in a first-year program: a view from the context of curriculum’. Keynote presentation at ''The Second Halliday-Hasan International Forum on Language''. Guangzhou, China. December 1-3, 2017.
* Ferreira, A.A. ‘The social genesis of abstraction in the writing of apprentice L2 scholars: insights through methodological innovation in the analysis of grammatical metaphor’. ''44th International Systemic-Functional Congress''. Wollongong, Australia. July 10-14, 2017.
* Ferreira, A.A. & Zappa-Hollman, S. ‘SFL in academic literacy instruction in a multidisciplinary, alternative-entry program for international students’. ''44th International Systemic-Functional Congress'', Wollongong, Australia. July 10-14, 2017.
* McPhee, S. (2017) ‘Addressing field trip experiences for first year classes’ - Association of American Geographers (AAG) annual conference, Boston, US. April 12th.
* Ferreira, A.A. ‘Nominal density analysis: a new instrument for quantitative analysis of information density and abstraction in discourse’. ''American Association of Applied Linguistics (AAAL) Conference''. Portland, USA. March 18-21, 2017.
* Saunders, M.A., & '''Thieme, K'''. "How Do You Wish to Be Cited? How Trans Scholars Change the Way We Think about Citation." Conference on College Composition and Communication (CCCC). Portland, OR, U.S.A., March 15-18, 2017.
* Saunders, M.A., & '''Thieme, K'''. "The Language of Ethical Citation: Activist Practices of Citation in Trans Studies Scholarship." Lavender Languages & Linguistics 24. University of Nottingham, UK, April 28-30, 2017.
* Thieme, K. "Do We Need New Method Names? The Importance of Method When Teaching Literary Studies." 16th Claflin University Language Arts Pedagogy Conference. Orangeburg, SC, U.S.A., October 25-26, 2017.
* Kim, W. Pedagogy of confidence: L2 Learning with Educational Drama”. Paper presented at the 2017 International Conference of Languages, Linguistics, and Literature, Kyoto, Japan. December 9-10, 2018.
* Chen, C., Allen, M., Verwoord, R., McCollum, B, Acai, A., Akesson, B., Mathany, C, Spencer, J. "Developing a guiding framework for student-faculty/staff SoTL partnerships." International Society for the Scholarship of Teaching and Learning conference. Calgary, Alberta. October 11-14th, 2017.
* Welsh, A., Allen, M., Webb, A., Briseno-Garzon, A. "Institutional programs for elevating faculty accountability and agency in SoTL research." International Society for the Scholarship of Teaching and Learning conference. Calgary, Alberta. October 11-14th, 2017.
* Fox, J.A., Welsh, A., Marken, K., Suderman, M. ''Enriching International Student Experiences and Institutional Practices for Fostering Student Success''. 36th Annual First Year Experience Conference, Atlanta, Georgia. February 11-14th, 2017.
* Ives, J., Stang, J. (2017, June 18-24). “Engaging reflective thinking during exam-like situations: Slowing students down on short-answer questions increases performance,” Poster presentation at Foundations and Frontiers in Physics Education Research, Bar Harbor, Maine.
*Walsh Marr, J. (2017). ''Infusion of a First Nations focus in an Academic English Course.'' TESOL Annual Convention, Seattle, WA.
* Caplan, N., Pessoa, S., Miller, R. & Mitchell, T. , & '''Zappa-Hollman, S'''. (2017, March). Argue, contend, exort: Teaching the language of argumentative writing. Workshop session at the annual meeting of Teachers of English to Speakers of Other Languages, Seattle, WA.
* '''Zappa-Hollman, S.''' (2017, March). Collaboration between language and content university instructors: How can we make it work? Paper presented at the annual meeting of the American Association of Applied Linguistics, Portland, OR.
* D’Silva, R., Deschambault, R., '''Zappa-Hollman, S.''', & Wenman, S. (2017, June). Researching academic literacies in a Canadian international study-abroad program. Paper presentation at the CAES International Conference Faces of English 2: Teaching and Researching Academic and Professional English, Hong Kong.
*Leveridge, A. N. (2017, September) Timeline Wiki: Expanding the Affordances of Traditional Online Wikis. Virtual presentation at the Globalization and Localization of Computer-Assisted Language Learning (GLoCALL) 2017 Conference, Brunei, Brunei Darussalam.

===National Conferences===
* Scott, J. & Fox, J.A. (2017) Transforming Learning Spaces to Promote a Culture of Innovation in Teaching and Learning, Society for Teaching and Learning in Higher Education, Halifax, NS.
* Ferreira, A.A. & Walsh-Marr, J. ‘UBC Vantage College showcase: Scaffolding content-based language and literacy learning’. ''Language in the Canadian University (LCU) Colloquium''. Simon Fraser University, Burnaby, and The University of British Columbia, Vancouver. May 4-5, 2017.
* Riccardi, D. "Scaffolding Disciplinary Literacy: EAP Course Design for Management Studies, presentation of a principled approach to collaborative course design between EAP and Management Studies Instructors." Presented at the annual TESL Canada Conference, 2017, Niagara Falls, ON (abstract refereed). June 10th, 2017
* Thieme, K. “Introducing Concepts, Using Methods: Research Writing in Canadian Literature.” Canadian Association for the Study of Writing and Discourse (CASDW). Ryerson University, Toronto, May 27-29, 2017.
* Motavas, S., Hellwig, L., & Prodanovic, V. (2017, June). “Integration of English Language Modules into the Introduction to Engineering Design Course in the Vantage College 1st Year Engineering Program at the University of British Columbia''"''. Canadian Engineering Education Association (CEEA) Conference. Toronto, ON. June 3-7, 2017.
* Spencer, J., Akesson, B., Verwoord, R., Chen, V., Mathany, C., McCollum B., Acai, A., and Allen, M. "Does one size fit all? Defining success in student and faculty/staff SoTL partnerships." Society for Teaching and Learning in Higher Education conference. Halifax, Nova Scotia. June, 2017.
*Murphy, M., & Potvin, G. (2017, June). "Language as an Engineering Learning Tool: Integration of Language and Engineering Education for First-Year Students to Improve both Technical Learning Outcomes and Communication Skills". 2017 Canadian Engineering Education Association (CEEA) Conference, Toronto, ON, June 3-7.
*Potvin, G. (2017, June). "Integrating Elements of Team-Based Learning and Increasing Independence in a 4th-Year Lab Course to Promote the Development of Critical Thinking, Problem-Solving and Troubleshooting Skills". 2017 Canadian Engineering Education Association (CEEA) Conference, Toronto, ON, June 3-7.
*Murphy, M & Potvin, G. (2017, June). "Healping EAL science and engineering students write better lab reports". 2017 Teachers of English as a Second Language (TESL) Canada conference, Niagara Falls, ON, June 8-10.
* '''Zappa-Hollman, S.''', Welsh, A., Wilson, B, & Fox, J. A. (2017, June). Intercultural inclusion and diversity, academic and cultural preparation, and student well-being: Insights from a first year undergraduate program for international students. Poster presentation at the annual meeting for the Society for Teaching and Learning in Higher Education, Halifax, NS, June 20-23.
* Stille, S., '''Zappa-Hollman, S'''., Russell, B., Kinnear, P., Missere-Mihas, T., & Williams, J. (2017, June). Language in the Canadian University: Report on a SSHRC- funded Colloquium. Featured panel presentation at the annual TESL Canada conference, Niagara Falls, ON, June 8-10.
* Zappa-Hollman, S., Stille, S., Kinnear, P., Huang, L-S., Ileva, R., Missere-Mihas, T., Russel, B., & Williams, J. (2017). Mapping the landscape: Colloquium on language in the Canadian university. SSHRC Connection Grant-funded event, Simon Fraser University and University of British Columbia, Vancouver, Canada. May 2017
* '''Zappa-Hollman, S.''' (2017, June). Examining collaboration synergies between EAP and disciplinary instructors. Paper presentation at the annual TESL Canada conference, Niagara Falls, ON, June 8-10.
*Riccardi, D. & J. Lightfoot. (2017, June) Enriching Teacher Feedback: Using Screencasting Technology. Teaching Ideas and Materials Exchange at the annual conference of Teachers of English as a Second Language (TESL Canada), Niagara Falls, ON, June 8-10.
*Lightfoot, J. (2017, June). Hedging in Context: Strategies for Expressing Doubt and Certainty in Sociology. Teaching Ideas and Materials Exchange at the annual conference of Teachers of English as a Second Language (TESL Canada), Niagara Falls, ON, June 8-10.

===Local Conferences===
* Ferreira, L., Mathes, C., & '''Thieme, K'''. “Inclusion and the Academic Discourse Community: Socioeconomic Diversity in the First-Year Writing Classroom.” 3rd Annual Contract Faculty Colloquium. University of British Columbia, Vancouver, March 23, 2017.
* Fox JA, Hultquist J, Hu S, MacDonald K, Tiessen E ''Evolution of learning space design and the impact on facility planning and user experience''. BCNET Annual Higher Education IT Conference, April 26-28, 2016 Vancouver, BC.
*Walsh Marr, J. (2017). ''Infusion of a First Nations focus in an Academic English Course.'' TRU Learning at Intercultural Intersections
*Murphy, M, Potvin, G "Integrating language and technical education to improve learning outcomes for first-year international students in engineering programs". 13th Annual UBCO Learning Conference, May 3-4, 2017, Kelowna, BC.
* Zappa-Hollman, S. & Murphy, M. (2017, May). Assessment in adjunct courses: What and how? In Douglas, S. (Organizer). Canadian research perspectives on EAL teaching, learning, and assessment. Panel presentation at the annual meeting of BC Teacher of English to Speakers of Other Languages, Vancouver, BC, May 5.
* Allen, M., Dawson, J., and Wolfman, S. "Insights from using Appreciative Inquiry in a Course Evaluation." UBC Okanagan Learning Conference. Kelowna, BC. May, 2017.
* Berg, C. "Technological Advances Driving the Evolution of Teaching Practices. Do These Practices Engage Every Learner?" 13th Annual Learning Conference - Engaging Every Learner. Kelowna, BC. May 3-4, 2017.
* Gilley, B., Ives, J., (2017, May 3-4). “Two Stage Exams: Learning Together?” 13th Annual Learning Conference - Engaging Every Learner. Kelowna, BC.

===Workshops/Other Presentations===
* Ferreira, A.A. 'Research writing for graduate students: Language-based strategies'. Workshop for the UBC Faculty of Education
* Ferreira, A.A. ‘A multifunctional rubric for scaffolding instructional dialogue on writing’. Guest Lecture at UBC LLED 570 Theory and research in English language education: discourse perspectives. UBC Faculty of Education. March 21, 2017.
* Thieme, K. “Making Space for LGBTQIA Students.” Workshop delivered at Shasta College Faculty Development Day. Redding, CA, August 11, 2017.
* Zappa-Hollman, S. (2017, May). Collaboration between Language and Content Instructors: What do we know, and what do we need to know? Paper presentation at the Language in the Canadian University Colloquium*, Vantage College, University of British Columbia, Vancouver, B.C.
(SSHRC-Connection Grant sponsored)
* Shaw, A., Parker, S., & Zappa-Hollman, S. (2017, May). Cultivating success of English as an additional language students: A library flexible learning partnership. Poster presentation at the TLEF Showcase event, UBC, Vancouver.

==2016==
===International Conferences===
*Saunders, M.A., & '''Thieme, K'''. “Pedagogies of Social Justice: Transgender Studies Meets First-Year Writing Instruction.” Trans*Studies: An International Transdisciplinary Conference on Gender, Embodiment, and Sexuality. University of Arizona, Tucson, AZ, U.S.A. September 7-10, 2016.
*Fox, J. & Welsh, A. (2016, February 19-23). ''Lessons learned from a first-year experience program for international students''. Presented at the First Year Experience Conference, Orlando, FL.
*Peterson, J.H. (2016, March 16-19). ''Laughing at Pacifists: Public Shaming and Delegitimization of Non-Violent Tactics''. International Studies Association 2016 Annual Convention, Atlanta, GA.
*Peterson, J.H. (2016, March 16-19). ''Teaching Peace Authentically and Ethically—(Im)Possibilities''. Organizer, Chair and Participant of Roundtable. International Studies Association 2016 Annual Convention, Atlanta, GA.
*Peterson, J.H. (2016, March 16-19). ''The Turn To the Local: A Critical Assessment''. Invited Chair. International Studies Association 2016 Annual Convention, Atlanta, GA.
*Caplan, N., Zappa-Hollman, S., Pessoa, S., Miller, R. & Mitchell, T. (2016). "Discovering and Teaching the Grammar of Academic Writing." Workshop session. TESOL Annual Convention, Baltimore, April 4-9.
*Zappa-Hollman, S. (2016). "Embracing CLIL and SFL to Enhance Academic English Literacy Development." Paper Presentation. TESOL Annual Convention, Baltimore, April 4-9.
*Pessoa, S., Mitchell, T., Miller, R., Zappa-Hollman, S., & Seloni, L. (2016). "Working with faculty across the curriculum to develop writing pedagogy." Colloquium presentation. TESOL Annual Convention, Baltimore, April 4-9.
*Welsh, A., Grain, K., & Fox, J. (2016, October 12-15). "Peer review in a first year science course: Mapping pedagogical practices to student engagement and perceptions." Presented at the International Society for the Scholarship of Teaching & Learning Conference, Los Angeles, CA.
*Webb, A., & Welsh, A. (2016, October 12-15). "SoTL stories: Phenomenology as a methodology for SoTL research." Presented at the International Society for the Scholarship of Teaching & Learning Conference, Los Angeles, CA.
*G. Rieger “Development of a Blended edX Resource for Face-to-Face and Online Learning in Physics 100” TRESTLE, Boulder CO, Oct 2016 (international)
*G. Rieger and S. Reinsberg “Development of a Blended edX Resource for Face-to-Face and Online Learning in Physics 100”, MOOC Makers workshop, May 22, 2016 LINC 2016, Boston, USA (invited, international)
*Firas Moosvi, Stefan Reinsberg, and Georg Rieger "Teaching Experimental and Data Analysis Skills in Online Labs”, AAPT, Sacramento, CA, 2016 (presented by F. Moosvi, international)
*G. W. Rieger: “Experiments at Home: Student Learning in an Online Physics Lab”, The Learner, Vancouver, July 2016 (international).
*Leveridge, A. N. (2017, October). Timeline Wiki: Reflections on the Use of an Innovative Teaching Strategy. Presented at the First International Symposium on Emerging Technologies for Education. Rome, Italy.
*Ives, J., Holmes, N.G., Strubbe, L. (2016, July 17). “Authentic Experimentation in Labs Using Structured Quantitative Inquiry,” Workshop at American Association of Physicists Summer Meeting. July, 2016.

===National Conferences===
* Thieme, K. “A Feminist Theory of Political Deliberation: Francis Marion Beynon’s Editorial and Fictional Writing (1917-1919).” Speaking Her Mind: Canadian Women and Public Presence. University of Calgary, Calgary, AB. October 20-22, 2016.
* Welsh A, Shaw A and Fox JA. ''Interdisciplinary Collaboration as a Means to Support International Student Writing and Argumentation in a First Year Science Course''. Symposium on the Scholarship of Teaching and Learning. Banff, AB Nov 10-12, 2016
*Lekhi, P. (2016, June 5-8). ''Flipping the first-year classroom: My attempts, failures and successes''. Presented at First Year Experience Symposium in the Chemistry Education Division. Canadian Society of Chemistry (CSC Conference), Halifax, NS.
*Allen, M., Lekhi, P., & Leung, F. (2016, June 21-24). ''The development, delivery, and evaluation of an interdisciplinary research course for first-year international science students''. Society for Teaching and Learning in Higher Education (STLHE), London, ON.
* Peterson, J., McPhee, S., Barnes, S., & Welsh, A. (2016, July 27-29). ''The internationalizing of undergraduate curricula: Transforming cultural misunderstandings into unique pedagogical opportunities''. Internationalizing Higher Education Conference, Vancouver, BC.
*Murphy, M., & Potvin, G. (2016, June 19-22). ''Building Bridges: An approach to the integration of English language education in first-year engineering and applied science courses for international students''. CEEA Conference. Halifax, NS.
*Murphy, M., & Potvin, G. (2016, October 16-19). ''Integration of Chemical Engineering Education and English Language Training for First-Year International Students: A Collaborative Approach''. CSChE Conference. Quebec City, QC.
*Welsh, A., Shaw, A., & Fox, J. (2016, November 10-12). "Interdisciplinary collaboration as a means to support international student writing and argumentation in a first-year science course." Presented at the 7th Symposium on Scholarship of Teaching and Learning, Banff, AB.

===Local Conferences===
*Walsh Marr, J. (2016, July). ''Infusion of a First Nations focus in an Academic English Course.'' SFU Internationalizing Higher Education Conference, Burnaby, BC.
*Walsh Marr, J. (2016, June). ''Infusion of a First Nations focus in an Academic English Course.'' BCCIE Summer Seminar, Victoria, BC.
*Bates, S., Fox, J.A., & Jones, M. (2016, January 12). FoM Workshop on Educational Leadership. Faculty of Medicine, UBC, BC.
*Fox, J.A., Jones, M. (2016, February 15). Educational Leadership Workshop. UBC Okanagan, Kelowna, BC.
* Wilson, B. (2016, April 28-30). ''Integrating technology from the ground up''. BC TEAL Annual Conference, Vancouver, BC.
*Walsh Marr, J. (2016). ''Infusion of a First Nations focus in an Academic English Course.'' BC Teal Annual Conference
*Zappa-Hollman, S. (2016, April). "Academic discourse socialization through content and language integrated instruction in a first year undergraduate program for international students" Invited Research Panelist at upcoming BCTEAL Conference, Surrey, BC.
*G. Rieger Can the effectiveness of teaching methods be measured with final exam scores? UBC Science Education Open House, April 2016 (local)
*Rieger, G. (2016, January). EdX lightning talk, ''CTLT UBC edX workshop''.

===Workshops/Other Presentations===
*Barnes, S. J. (2016, January 27). ''Bipolar disorders and stigma'', Bell Let’s Talk Day Webinar.
*Barnes, S. J., Dhaliwal, R., Hambler, P., Lane, K., Lee, M., Smith, K., & Stanton, A. (2016, March 12). Co-organizer and facilitator of ''Degrees of well-being: Designing learning environments and engaging faculty members'' workshop at the Healthy Minds, Healthy Campuses Annual Summit 2016, Vancouver, Canada.
*Dawson, J. & Allen, M. (2016, April). "Understanding the Student Experience in Introductory Computer Science Courses", Poster at the UBC Science Education Open House.
*Gilley, B. (2016, January). ''Course transformations'', Kansas University, Lawrence, Kansas.
*Hellwig, L. (2016, March). ''Teaching English for Academic Purposes''. EAL Department, Vancouver Community College, Vancouver, Canada (workshop)
*Hellwig, L., Murphy, M., Riccardi, D., Shaw, A., & Walsh-Marr, J. (2016, March 22). ''Principled design and instruction of tasks: Examples from the EAP classroom''. Invited Guest Speaker Panel presentation for LLED 570. Organizer: Sandra Zappa-Hollman, Department of Language and Literacy Education, UBC, Vancouver, BC.
*Ives, J., Welsh, A., Allen, M., Leung, F. (2016, May 3). "Teaching in the Vantage One Science Program: Sharing Our Curricular and Pedagogical Insights from Teaching English Language Learners", UBC CTLT Spring Institute.
*Thieme, K. (2016, February). ''Revising, Revising, Revising,” Graduate student workshop on research on and strategies for revisions to article manuscripts.
*Thieme, K. (2016, January). ''Expected Genre Features while Grading,'' 1.5-hour faculty workshop on grading practices.
*Zappa-Hollman, S. (2016, March). "Metalanguage: Scaffolding that sticks around". Guest talk a the Arts Studies in Reading and Writing group, Faculty of Arts, UBC.
*Leveridge, A. N. & Wilson, B. (2017, May). Co-constructing Meaning Using Wiki-based Timeline Project, 2017 BC TEAL Annual Conference, Vancouver, BC.

==2015==
===International Conferences===
*Thieme, K. “The Making of a Political Theory: Francis Marion Beynon’s WWI-Novel ''Aleta Dey'' (1919).” Feminisms & Rhetorics. Arizona State University, Tempe, AZ, U.S.A. October 28-31, 2015.
*Atchison, C., Feig, A., Gilley, B., Stokes, A. & Hendricks, J. (2015, April). ''Confronting barriers to inclusivity: Planning and implementing an accessible geoscience field course for students with disabilities''. National Association for Research in Science Teaching Annual International Conference, Chicago, IL.
*Fox, J.A., & Welsh, A. (2015, February 7-10). ''UBC Vantage College: An innovative first-year program for international students''. Presented for the Conference on the First-Year Experience, Dallas, TX.
*Gilley, B. (2015, January). KEYNOTE: ''How people learn: Using research-based instructional strategies in the geosciences''. Geological Society of London Higher Education Network Conferences, Plymouth, UK.
*Hall, N., Singh, E., & Wilson, B. (2015, October 2-3). ''Teaching using principled technology-enabled pedagogy''. Tri-TESOL Conference, Des Moines, WA.
*Krieger, S., Allen, M. & Rawn, C. (2015, March). ''Are Females Disinclined to Tinker in Computer Science?.'' 46th ACM Technical Symposium on Computer Science Education, Kansas City, MI.
*McPhee, S.R. (2015, April 22-28). ''Teaching in the Middle East: Strategies and tools'' (Panel Presentation). Annual conference of the Association of American Geographers, Chicago, IL.
*McPhee, S.R. (2015, April 22-28). ''The integration of the kafala system into Dubai's institutional organization of the immigrant labour market''. Annual conference of the Association of American Geographers, Chicago, IL.
*McPhee, S.R. (2015, August 19-23). ''The integration of the kafala system into Dubai's institutional organization of the immigrant labour market''.Economic Geography Conference, Oxford, UK.
*Paradis, C., Atchison, C., Gilley, B., Feig, A., Stokes, A. (2015, July). ''The impact of inclusion: A student's perspective of participating in a fully-accessible geoscience field course''. Earth Educators Rendezvous Conference, Boulder, CO.
*Peterson, J.H. (2015, February 18-21). ''Resistance and the postpoliticalworld: (re) politicized peaces in an era of managerial politics''. International Studies Association Annual Convention, New Orleans, LA.
*Peterson, J.H. (2015, February 18-21). ''Local modes of peacebuilding''. Panelist. International Studies Association Annual Convention, New Orleans, LA.
*Pickren, G. (2015, April 25). ''Critical pedagogy in an English as a second language (ESL) setting''. Annual Meeting of the Association of American Geographers, Chicago, IL.
*Rea, J. and Riedlinger, M. (2016, March). ''The Situated Work of Meta-generic Commentary: The Risks and Rewards of Think-aloud Protocol'' Conference on College Composition and Communication. Tampa, FL.
*Stokes, A., Atchison, C., Feig, A. & Gilley, B. (2015, January). ''Delivering accessible fieldwork: Preliminary findings from a collaborative international study''. Geological Society of London Higher Education Network Conference, Plymouth, UK.
*Thieme, K., Fee, M & Grafton, K. (2015, May 7-9). ''Teaching Academic Writing about Literature on the Web''. Digital Diversity 2015: Writing, Feminism, Culture. University of Alberta and MacEwan University, Edmonton, AB.
*Waigand, A., Zappa-Hollman, S., Scales, A., Abu-Hassan, J., Asenavage, K., Fields, M., Bastien, E. (2015, March 25-29). ''Bridging Gaps: Easing the Transition From English Programs to University''. Panel Presentation,TESOL Annual Convention, Toronto, ON.
*Walsh Marr, J. (2015, October 2-3). ''Reformulating paraphrasing: Critical & pragmatic approaches''. Tri-TESOL Conference, Des Moines, WA.
*Welsh, A., Zappa-Hollman, S., Wilson, B., & Fox, J.A. (2015, October 27-30). ''Embedding program evaluation research into the implementation of an innovative new first year program for international students''. International Society for the Scholarship of Teaching and Learning Conference, Melbourne, AUS.
*Zappa-Hollman, S. & Fazel, I. (2015, March 25-29). ''Self and Peer-assessment in Academic Writing: Possibilities and Pitfalls''. Roundtable session. TESOL Annual Convention, Toronto.
*Zappa-Hollman, S., & Fox, J.A. (2015, September 2-4 - Declined offer, did not attend). ''Designing curricula with an integrated content and language learning model in a first-year university program for non-Anglophone students''. Integrating Content and Language in Higher Education International Conference, Brussels, Belgium.

===National Conferences===
*Bournot-Trites, M., Zappa-Hollman, S., & Ryan, R. (2015, March 21-24). ''Tandem Language Learning: Enhancing Motivation through Social Interactions''. Paper presentation. American Association of Applied Linguistics annual conference, Toronto, ON.
*Bournot-Trites, M. & Zappa-Hollman, S. (2015, July 15-17). ''Impact of study abroad on language teachers’ language, culture and legitimacy''. Paper Presentation. The Culture of Study Abroad for Second Languages, Halifax, NS.
*Ferreira, A. (2015, May). ''Tracking abstraction in academic discourse through nominal density''. UBC Language & Literacy Education Department Graduate Student Conference, Vancouver, BC.
*Ferreira, A. (2015, May 12). ''Academic writing that flows and resonates''. Graduate Pathways to Success, Vancouver, BC.
*Fox, J.A., Haggerty, J., Welsh, A., Wilson, B., & Zappa, S. (2015, June 16-19). ''Insights from the inaugural cohort of an innovative first-year undergraduate program for international students''. Poster presentation for the Scholarship of Teaching and Learning in Higher Education Conference, Vancouver, BC.
*Fox, J.A., Zappa-Hollman, S. (2015, November 22-24). ''Collaborations, partnerships and integration: Essential catalysts for the spread of best practices in international programs''. Canadian Bureau for International Education, Annual Conference, Niagara Falls, ON.
*Fox, J.A., Todd, B. (2015, March). ''UBC Vantage College: An innovative 1st year interdisciplinary program for international students''. Languages Canada 2015 Conference, Gatineau, QC.
*Gilley, B., Atchison, C., Feig, A. & Stokes, A. (2015, June). ''Full access to the Sea to Sky Highway: Offering an accessible field trip''. National Association of Geoscience Teachers Pacific Northwest Section, 2015 Annual Conference, Victoria, BC.
*Guhr, D., Bax, T., Fox, J.A., Walkey M., & Wilmhurst, G. (2015, November 22-24). ''How venture capital, global competition, and new dogmas are reshaping the language sector in Canada. Invited panelist for concurrent session'', Canadian Bureau for International Education, Annual Conference, Niagara Falls, ON.
*Rawn, C., & Fox, J.A. (2015, June 16-19). Capturing and learning from the experiences of tenure-track teaching faculty in Canada to develop a set of best practices. Half-day Preconference Workshop, 34th Annual Conference of the Society for Teaching and Learning in Higher Education, Vancouver, BC.
*Sens, A., Fox, J.A., Assanand, S., Rawn, C., & Hendricks, C. (2015, June 16-19). ''Taking your teaching beyond your classroom: Teaching practice and educational leadership''. Concurrent Session Presentation, 34th Annual Conference of the Society for Teaching and Learning in Higher Education, Vancouver, BC.
*Thieme, K. (2015, May 7-9) ''Francis Marion Beynon’s Aleta Dey (1919): A Theory of Empathetic Political Deliberation in Times of War.'' Association of Canadian College and University Teachers of English (ACCUTE). University of Ottawa, Ottawa, ON.
*Thieme, K. (2015, May 30-June 1). ''Providing Evidence in Scholarship on Canadian Literature.'' Association for Canadian and Québec Literatures (ACQL). University of Ottawa, Ottawa, ON.
*Welsh, A. (2015, June 16-19). ''Exploring the transformation of students' metacognition and learning in a large introductory science course''. Poster presentation for the Scholarship of Teaching and Learning in Higher Education Conference, Vancouver, BC.

===Local Conferences===
*Ferreira, A., Wilson, B., & Zappa-Hollman, S. (2015, May 22-23). ''Integrating content and language in the Vantage College curriculum''. BC TEAL Annual Conference, Vancouver, BC.
*Thieme, K. (2015, May 1). ''Love and Politics: Political Theory in Francis Marion Beynon’s WWI Novel''. ASRW Faculty Conference, UBC Vancouver.

===Workshops/Other Presentations===
*Barnes, S. J., Castellanos, C., & Fox, T. (2015, August). Co-organizer of ''Constructing microbial fuel cells, Mobile Bioenergy Lab'' workshop at the International Society for Electronic Arts (ISEA) Annual Conference 2015, Vancouver, BC.
*Barnes, S. J., Hambler, P., Lane, K., Lee, M., & Smith, K. (2015, December 10). Co-organizer and facilitator of ''Fostering student wellbeing in the learning environment: You have a vital role to play'' workshop at the UBC CTLT Winter Institute, Vancouver, BC.
*Fox, J.A., Ives, J. & Rieger, G. (2014, March 27). ''Physics in Vantage College''. UBC Department of Physics and Astronomy, Vancouver, BC.
*Fox, J.A., Krebs, C., Lewis, J., & Ahrensmeier, D.M. (2015, May 14). ''''Once we've engaged our students, how do we know they 'got it'? How do we know '''what''' they got?'' Invited Speakers Panel, Science and Technology Teaching and Learning Symposium, Vancouver Island University, Nanaimo, BC.
*Fox, J.A., (2015, May 14). ''Engaging students with the Nature of Science Card Game Workshop Session'', Science and Technology Teaching and Learning Symposium, Vancouver Island University, Nanaimo, BC.
*Gilley, B. (2015, January). ''Two stage exams: Learning together?'' Birmingham University, Birmingham, England.
*Gilley, B. (2015, October). ''The role of field trips in the development of strong learning communities on the Sea to Sky Highway''. Presentation at the Geological Society of America Annual General Meeting, Baltimore, MD.
*Hall, N., Singh, E., & Wilson, B. (2015, Nov 21). "Integrating technology from the ground up." BC TEAL, Vancouver, BC.
*Ives, J. (2015, April 13). Panelist. ''Practical strategies to maximize productive engagement in class''. Panel Discussion at UBC Science Education Open House 2015, Vancouver, BC.
*Ives, J. (2015, March 25). ''Using optical mark recognition software in teaching''. Physics education seminar for the UBC Department of Physics and Astronomy, UBC, Vancouver, BC.
*Rieger, G. (2015, March 25). ''Frequent Testing Enabled by Automatic Grading''. Physics education seminar for the UBC Department of Physics and Astronomy, UBC, Vancouver, BC.
*Ives, J., and Rieger, G.W. (2015, October). A worksheet-focused approach to facilitate a classroom with diverse levels of preparation, ''UBC Science Supper Series''.
*Krieger, S., Allen, M. & Rawn, C. (2015, April). ''Are Females Disinclined to Tinker in Computer Science?.'' UBC Science Education Open House, Vancouver, BC.
*Peterson, J.H. (2015, February). ''The rise of ISIS''. Panelist. UBC BarTalk
*Suderman, M., Fox, J.A. (2015, April 27). ''How we support international students @ UBC'', Internationalization Learning Day, UBC, Vancouver, BC.
*Thieme, K. (2015, November). ''Disciplinary Experience & Teaching Research Writing''. 1.5-hour faculty workshop.
*Walsh-Marr, J. (2015, December). ''Reformulating Paraphrasing''. University of Victoria English Language Centre.
*Walsh-Marr, J. (2015. October). ''Grammar workshop''. UBC Writing Centre.
*Zappa-Hollman, S. (2015, November 27). ''Expediting second language academic literacy development: Embracing integrated content and language instruction''. Guest talk at the University of Victoria, Linguistics Circle Seminar Series, Victoria, BC.

==2014==
===International Conferences===
*Fazel, I. & Zappa-Hollman, S. (2014, November 13-15). ''Self and Peer-assessment in Second Language Writing: Students’ Perspective''. Paper presentation. Symposium on Second Language Writing, Arizona State University. Tempe, Arizona, USA.
*McPhee, S.R., & Ferreira, A. (2014, April 8-12). ''Flexible learning, international students and geography - designing first year Geography courses for international students in a blended learning environment''. Annual conference of the Association of American Geographers, Tampa, FL.
*Welsh, A.J. (2014, October). ''Student perceptions as catalysts for change in teaching and learning in higher education''. Poster presentation for the International Society for the Scholarship of Teaching & Learning Conference, Quebec City, QC.
*Welsh, A.J. (2014, July). ''Exploring undergraduate students' metacognitive transformations in an organic chemistry course''. Paper presentation for the International STEM (Science, Technology, Engineering, and Mathematics) 2014 Conference, Vancouver, BC.
*Welsh, A.J. (2014, July). ''Exploring the supports and barriers to undergraduate student learning''. Paper presentation for the International Improving Undergraduate Teaching Conference, Vancouver, BC.

===National Conferences===
*Fox, J.A., Wilson, B., & Zappa, S. (2014, June 17-20). ''Designing a first year program for international students by adopting a multi-disciplinary approach''. Annual Conference of the Society for Teaching and Learning in Higher Education, Kingston, ON.
*Fox, J.A., Wilson, B. & Zappa-Hollman, S. (2014, July 23-25). ''UBC Vantage College: an innovative first year interdisciplinary program for international students''. Poster presentation at the International Conference on Improving University Teaching, UBC, Vancouver.
*Welsh, A.J. & Stewart, J. (2014, June). ''Students as key stakeholders: Exploring their perceptions of teaching and learning in an introductory organic chemistry course''. Poster presentation for the Scholarship of Teaching and Learning in Higher Education Conference, Kingston, ON.
*Welsh, A.J. (2014, May). ''Investigating undergraduate students' metacognitive transformations for enhanced science learning''. Paper presentation for the Canadian Society for the Study of Education Conference, St. Catherine's, ON.

===Local Conferences===
*Ferreira, A. (2014, May). ''Beyond scaffolding: A feedback dialogue in EAP writing as shared consciousness''. 17th Annual Investigating Our Practices Conference, UBC Faculty of Education, Vancouver, BC.
*Ferreira, A. (2014, August). ''A collegiate EAP curriculum from the view of the functional architecture of language''. Presented at the conference of the Linguistic Association of Canada & the US (LACUS), UBC, Vancouver, BC.
*Fox, J.A., Wilson, B., & Zappa, S. (2014, July 23-25). ''UBC Vantage College: an innovative first year interdisciplinary program for international students''. Improving University Teaching, Vancouver, BC.
*Gilley, B. (2014, May). ''How people learn: Using research based instructional strategies in your classes''. Vancouver Island University Science and Technology Symposium, Nanaimo, BC.
*Gilley, B. (2014, May). ''Classroom assessment techniques: What are students learning?''. Vancouver Island University Science and Technology Symposium, Nanaimo, BC.
*Reeder, K. & Zappa-Hollman, S., with support from other CILS members. (2014, February). ''CILS 20th anniversary celebrations lecture series. Intercultural Language studies: looking back, looking forward, featuring Dr. Jorg Roche. The future of intercultural engagement in Canadian higher education'', Vancouver, BC.
*Zappa-Hollman, S. (2014, January 31). ''CILS Retreat: Celebrating 20 years of the Centre for Intercultural Studies''. (Organizer). Commemorative video based on interviews conducted with 13 current and past members of the CILS advisory committee; Brainstorming session to map out the future of CILS, Vancouver, BC.

===Workshops/Other Presentations===
*Allen, M., Ferreira, A., Fox, J., Ives, J., Lekhi, A., Leung, F., Rieger, G., Zappa-Hollman, S. (2014, October 21). ''Vantage College: An innovative first-year program for international students''. UBC Science Supper Series, Vancouver.
*Allen, M., Fox, J. Ives, J., Lekhi, P., Leung, F, Rieger, G., Zappa., S. & Gilley, B. (2014, October). ''Science at Vantage College, Science Supper Series'', Vancouver, BC.
*Atchison, C., Gilley, B., Feig, A. & Stokes, A. (2014, October). ''Preliminary findings from an accessible field course developed through international collaboration'', Geological Society of America Annual General Meeting, Vancouver, BC.
*Gilley, B. (2014, January). ''Teaching large classes'', York University, Toronto, ON.
*Gilley, B. (2014, January). ''Two-stage exams: Learning together?'' York University, Toronto, ON.
*Gilley, B. (2014, March). ''Year 7 of 5: An update on CWSEI'', Teleconference at Cape Breton University, Sydney, NS.
*Jones, F., Gilley, B. & Harris, S. (2014, April). ''Changing the teaching culture in a large research oriented department'', Carl Wieman Science Education Initiative End of Year Event: Teaching Large Classes, UBC, Vancouver, BC.
*Jones, F., Gilley, B. & Harris, S. (2014, April). ''Student learning experiences in EOAS -- and other correlated data'', Carl Wieman Science Education Initiative End of Year Event: Teaching Large Classes, UBC, Vancouver, BC.
*Gilley, B. (2014, May). ''How people learn: Using research based instructional strategies in your classes'', University of Guelph, Guelph, ON.
*Gilley, B. (2014, May). ''Two-stage exams: Learning together?'' University of Guelph, Guelph, ON.
*Gilley, B. (2014, May). ''Learning outcomes: Goals, aims, purposes, objectives, etc.'', Langara College, Vancouver, BC.
*Gilley, B. Hanano, D., & Scoates, J. (2014, June). ''Teaching and learning activities in geochemistry: Examples and applications'', Workshop at Goldschmidt 2014, Sacramento, CA.
*Gilley, B., Hanano, D., & Scoates, J. (2014, June). ''How learning works: Useful techniques for future teachers'', Workshop at Goldschmidt 2014, Sacramento, CA.
*Jones, F., Gilley, B. & Harris, S. (2014, July). ''Comparing student, instructor and observer data to assess a 7-year department-wide education initiative'', UBC, Vancouver, BC.
*Gilley, B., Ivanochko, T., Knox, K (2014, July). ''Research-based instructional strategies for fostering behavioral change'', UBC, Vancouver, BC.
*Gilley, B. (2014, August). Instructional Skills Workshop, Simon Fraser University, Vancouver, BC.
*Gilley, B. (2014, September). ''Two-stage exams: Evidence of learning'', EOAS Research Roundup, Calgary, AB.
*Gilley, B. (2014, October). ''Research-based instructional strategies for fostering behavioral change''. Workshop for MAGNET trainees, Vancouver, BC.
*Gilley, B. (2014, September). ''An STLF is you!: Seven years goes fast'', CWSEI STLF Exit talk, UBC, Vancouver, BC.
*Gilley, B., Atchison, C., & Feig, A. (2014, October). ''GSA Field Trip #416: Full Access to the Geology of the Sea to Sky Highway'', Geological Society of America Annual General Meeting, Vancouver, BC.
*Gilley, B., Scoates, J. & Hickey, K. (2014, October). ''Transforming and upper level mineral deposits class through interactive engagement'', Geological Society of American Annual General Meeting, Vancouver, BC.
*Gilley, B., Knox, K. (2014, October). ''Research-based instructional strategies for fostering behavioral change'', Celebrate Learning Week, Centre for Teaching Learning and Technology, UBC, Vancouver, BC.
*Ives, J. & Stang, J. (2014, April 23). ''Supporting the flipped classroom in large introductory physics course'', Panelist, The Flipped Lab: TAs Supporting the Flipped Classroom - UBC Flipped Lab Workshop, Vancouver, BC.
*Ives, J. (June, 2014). ''Cueing and question reliability'', Talk, State of the Undergraduate Physics Curriculum Conference, UBC, BC.
*Ives, J. (2014). ''Measuring the effectiveness of collaborative group exams'', Talk and Poster Presentation, American Association of Physics Teachers Summer Meeting; Poster Presentation, Physics Education Research Conference.
*Ives, J. (2014). ''Using a delayed learning test to measure learning in two-stage collaborative exams'', Poster Presentation, Carl Wieman Science Education Initiative End-of-year Event, UBC, Vancouver, BC.
*Joanes, F., Scoates, J., Sutherland, S., Mindell, R. & Gilley, B. (2014, October). ''Assessing improvements of learning outcomes in transformed geoscience classes'' (https://gsa.confex.com/gsa/2014AM/webprogram/Paper248459.html), Geological Society of America Annual General Meeting, Vancouver, BC.
*Peterson, J. (2014, November). ''The future of global governance''. Panelist. UBC MUN.
*Rieger, G. (2014, January 22). ''Two-Stage Exams''. Presentation on the Global Physics Department blog site (http://globalphysicsdept.org).
*Todd, B. (2014, February). ''Simplified or bowdlerized? A new perspective on graded readers''. Language, Literature and Performing Arts Speakers' Series, Douglas College, Vancouver, BC.
*Todd, B., & Fox, Nick (2014, July). The horizon of expectations: Reading comprehension in the language classroom, Douglas College PD Workshop, Vancouver, BC.
*Waigand, A., Zappa-Hollman, S., Scales, A., Abu-Hassan, J., Asenavage, K., Fields, M., Bastien, E. (2015, March 25-29). ''Bridging Gaps: Easing the Transition From English Programs to University''. Panel Presentation. TESOL Annual Convention, Toronto, ON.
*Walsh-Marr, J. (2014). ''Writing workshop''. VanWest College, Vancouver, BC.
*Zappa-Hollman, S. (2014, February 25). ''Main issues in research on language socialization''. Guest talk for LLED 213: Introduction to Intercultural Communication. UBC-Ritsumeikan Academic Exchange Program, UBC.
*Zappa-Hollman, S. (2014, February 24). ''Language socialization studies: An overview''. Guest talk for LLED 213: Introduction to Intercultural Communication. UBC-Ritsumeikan Academic Exchange Program, Vancouver, BC.
*Zappa-Hollman, S. (2014, May 31). ''Overview of a functional approach to language teaching and learning''. Professional Development session, UBC Vantage College, Vancouver, BC.
*Zappa-Hollman, S. (2014, June 13). ''Functional approaches to language teaching and learning through CLIL: overview of a first-year undergraduate program''. English Language Institute, University of British Columbia, Vancouver, BC.
*Zappa-Hollman, S. & Wernicke, M. (2014, April 4). ''Modern Languages Workshop''. BC Language Coordination Association Annual Meeting. Richmond, BC.
*Zappa-Hollman, S. & Wilson, B. (2014, October 26). ''Providing feedback to English language learners''. Workshop for the UBC Vantage College TA Community, Vancouver, BC.

[[Category:Vantage College Curriculum]]

Sandbox:Vantage College Curriculum/Published Works

2021-03-06T02:18:53Z

GeorgRieger: /* Journal Articles */

=Publications=
This page lists publications of UBC Vantage College Faculty & Staff. We have included all works generated by Vantage faculty and staff members and these works may or may not be informed directly by their work in Vantage.

==2021==

=== Refereed Works ===
*

====Journal Articles====
* Walsh Marr, J., & Martin, J. L. (2021). Pomp and Circumstances: From Research, in Practice, for Students. ''Íkala'', ''26''(1), 227–242. DOI: 10.17533/udea.ikala.v26n01a03

==== Conference Proceedings ====
* Lightfoot, J., Riccardi, D. & Zappa-Hollman, S. (2021) “Thinking Like a Sociologist through Podcast Analysis in a First-year EAP Undergraduate Class”. Presented as part of the Colloquium entitled “From Pedagogical to Apprenticeship to Professional Genres: Navigating Tensions in Instructor Goals for Student Roles”. Presented at Annual American Association for Applied Linguistics Virtual Conference 2021, March 20 - 23, 2021.

===Non-refereed Works===
====Journal Articles====
*

====Conference Proceedings====
*

===Technical Reports===
*

===Books===
*

==2020==

=== Refereed Works ===
*

====Journal Articles====
Riccardi, D., Lightfoot, J., Lam, M., Lyon, K., Roberson, N. & Lolliott, S. (2019). Investigating the Effects of Reducing Linguistic Complexity on EAL Student Comprehension in First-year Undergraduate Assessments. ''Journal of English for Academic Purposes. (39).''
*

====Conference Proceedings====
Potvin, G, and Verrett, J. "Curriculum Renewal for Better Design-Related Student Outcomes in Second-Year Chemical and Biological Engineering" Proceedings of the 2020 Canadian Engineering Education Association Conference. Paper 21. 2020.

Ghaemi, R.V., and Potvin, G."Students' Perspective: Does Problem-Based Learning Increase Ownership of One's Education?" Proceedings of the 2020 Canadian Engineering Education Association Conference. Paper 26, 2020.

===Non-refereed Works===
====Journal Articles====
*

====Conference Proceedings====
*

===Technical Reports===
*

===Books===
Georg W. Rieger and Caroline L. Rieger, “Collaborative Assessment That Supports Learning: Overview and Student Perception”, in “Active Learning in College Science - The Case for Evidence-Based Practice”, Joel J. Mintzes and Emily M. Walter, Editors, 821 - 837. Springer Nature, Berlin (2020).
*

==2019==

=== Refereed Works ===
*

====Journal Articles====
* Walsh Marr, J. (2019). Making the Mechanics of Paraphrasing more Explicit through Grammatical Metaphor. ''Journal of English for Academic Purposes,'' 100783.
* Walsh Marr, J. (2019). An English Language Teacher's Pedagogical Response to Canada's Truth and Reconciliation Commission. ''New Directions for Teaching and Learning'', ''2019''(157), 91-103.
* Sharif, A., Welsh, A., Myers, J., Wilson, B., Chan, J., Cho, S., & Miller, J. (2019). Faculty Liaisons: an embedded approach for enriching teaching and learning in higher education. ''International Journal for Academic Development''. 24(3): 260-271. DOI: 10.1080/1360144X.2019.1584898.
* Moosvi, F., Reinsberg, S., and Rieger, G. (2019), “ Can a hands-on project lab be effective as a distance lab?” The International Review of Research in Open and Distributed Learning, 20(1).

====Conference Proceedings====
* Ghaemi, R.V., Peragovics, A., and Potvin, G. "International Student Perception of Collaborative Group Exams in a First-Year Engineering Chemistry Course." Proceedings of the 2019 Canadian Engineering Education Association Conference. June 2019.

*

===Non-refereed Works===
====Journal Articles====
*

====Conference Proceedings====
* Abello, J., Avalos-Rivera, A., Potvin, G., Motavas, S., Prodanovic, V. and Zappa-Hollman, S. "Motivation Behind International Undergraduate Students Choosing Engineering" Proceedings of the 2019 Canadian Engineering Education Association Conference. June 2019.

*

===Technical Reports===
*

===Books===
*

==2018==
===Refereed Works===

====Journal Articles====
* Rawn, C.D., Fox, J.A. (2018) Understanding the Work and Perceptions of Teaching Focused Faculty in a Changing Academic Landscape. Research in Higher Education 59 (5), 591-622
* Ferreira, A.A. & Zappa-Hollman, S. (forthcoming). ‘Disciplinary registers in a first- year program: a view from the context of curriculum’. ''Language, Context and Text: The Social Semiotics Forum'' (Inaugural Edition).
* Peterson JH (2018) 'Resisting Securitized and Militarized Understandings of Protection: Aesthetics as Counterpower' ''International Politics'', Online First version <nowiki>https://doi.org/10.1057/s41311-017-0139-</nowiki>
* Zappa-Hollman, S. (2018) Collaborations between EAP and disciplinary instructors: Factors and indicators of positive partnerships. ''International Journal of Bilingual Education and Bilingualism. doi:'' 10.1080/13670050.2018.1491946
* Martin, J. L. (2018). Writing about music: The selection and arrangement of notation in jazz students’ written texts. British Journal of Music Education, 35(1), 73–89. <nowiki>https://doi.org/10.1017/S0265051717000171</nowiki>
* Marshall, S., Walsh Marr, J. (2018). Teaching multilingual learners in Canadian writing-intensive classrooms: Pedagogy, binaries, and conflicting identities. ''Journal of Second Language Writing, 40,'' 32-43.
* McPhee, S. and Przedpelska, S.(2018), Experiential learning, community engagement, and student experience: Undergraduate field school course in rural British Columbia. ''The Canadian Geographer/Le Géographe canadien''. <nowiki>https://doi.org/10.1111/cag.12436</nowiki>

====Conference Proceedings====
* Holmes, R., Allen, M., and Craig, M.. "Dimensions of Experientialism for Software Engineering Education." Proceedings of the International Conference on Software Engineering 2018 Companion on Software Engineering Education and Training. May 2018.
* Allen, M., Berg, C., Dawson, J., and Leveridge, N.. "Insights from the Application of Universal Design Principles to Support English Language Learners." Proceedings of the 2018 Western Canadian Conference on Computing Education. May, 2018.
* Dawson, J., Allen, M., Campbell, A. and Valair, A. Designing an Introductory Programming Course to Improve Non-Majors' Experiences. Proceedings of the 49th ACM Technical Symposium on Computer Science Education. February, 2018
*Pringle, J., Potvin, G. "International Engineering Student Motivation to Develop Communication Skills: a Case for an Integrated Approach" Proceedings of the 2018 American Society for Engineering Education Conference. June, 2018.

===Non-refereed Works===

====Journal Articles====
====Conference Proceedings====
*Motavas, S., & Satti, S. “Integrating Sustainability into the Decision-Making Process in an Electrical Engineering Design Course”. International Conference on Education and New Learning Technologies (EDULEARN18). Palme de Mallorca, Spain. July 2-4, 2018.
*Abelló, J., Avalos-Rivera, A., Motavas, S., Prodanovic, V., & Zappa-Hollman, S., “Use of a Roleplaying Exercise to Illustrate Design Stakeholder Roles in a First-Year Design Course”. Canadian Engineering Education Association (CEEA) conference. Vancouver, BC. June 3-6, 2018.
*Pringle, J., Potvin, G. "The Right Tools for the Job: Discipline-Specific Language-Learning for First-Year International Engineering Students". Canadian Engineering Education Association (CEEA) conference. Vancouver, BC. June 3-6, 2018.

*Vaez Ghaemi, R., Potvin, G. "Implementation and Student Assessment of a Two-stage Midterm Exam in a First-year Physical Chemistry Course for International Students." Canadian Engineering Education Association (CEEA) conference. Vancouver, BC., June 3-6, 2018.

*Sheroubi, A., Potvin, G. "Humanitarian Engineering: A New Interdisciplinary Course on the Application of Engineering Skills to Local and Global Humanitarian Challenges." Canadian Engineering Education Association (CEEA) conference. Vancouver, BC., June 3-6, 2018.

===Technical Reports===

===Books===

==2017==
===Refereed Works===
====Journal Articles====
* Acai, A., Akesson, B., Allen, M., Chen, V., Mathany, C., McCollum, B., Spencer, J., Verwoord, R. “Success in Student-Faculty/Staff SoTL Partnerships: Motivations, Challenges, Power, and Definitions." Canadian Journal for the Scholarship of Teaching and Learning. Volume 8. Issue 2 (2017). Article 8. 19 pages. https://doi.org/10.5206/cjsotl-rcacea.2017.2.8
* Lekhi, P., Allen, M., Leung, F., Gilley, B., Rieger, G., Fox, J.A. “The Development and Delivery of a Multidisciplinary Research Course for First-Year International Science Students”. Collected Essays on Learning and Teaching. Volume 10. http://celt.uwindsor.ca/ojs/leddy/index.php/CELT/issue/archive
* McPhee, S. and Pickren, G., (2017). Blended learning with international students: a multiliteracies approach.''Journal of Geography in Higher Education'', pp.1-16.
* Welsh, A., Shaw, A., & Fox, J. (2017). The Pairing of a Science Communications and a Language Course to Enrich First-Year English Language Learners’ Writing and Argumentation Skills. Journal of College Science Teaching 46 (5): 64-72.
* Zappa-Hollman, S. (forthcoming). Collaborations between EAP and disciplinary instructors: Factors and indicators of positive partnerships. International Journal of Bilingual Education and Bilingualism (Special issue on CLIL in higher education).
* Kim, W. (2017). “It was like really uncomfortable but kind of comfortable”: An ethnographically-informed radio play of adult ESL classes with educational drama. The special issue of the Journal of Pedagogy, Pluralism, and Practice.
* Hendricks, C., Reinsberg, S., and Rieger, G. (2017),“ The adoption of an open textbook in a large physics course: An analysis of cost, outcomes, use, and perceptions” The International Review of Research in Open and Distributed Learning (IRRODL) 18 (4),78.
====Conference Proceedings====

*Motavas, S., Hellwig, L., & Prodanovic, V. (2017, June). “Integration of English Language Modules into the Introduction to Engineering Design Course in the Vantage College 1st Year Engineering Program at the University of British Columbia''"''. Proceedings of the 2017 Canadian Engineering Education Association (CEEA) Conference, Toronto, ON.
*Murphy, M., & Potvin, G. (2017, June). "Language as an Engineering Learning Tool: Integration of Language and Engineering Education for First-Year Students to Improve both Technical Learning Outcomes and Communication Skills". Proceedings of the 2017 Canadian Engineering Education Association (CEEA) Conference, Toronto, ON.
*Potvin, G. (2017, June). "Integrating Elements of Team-Based Learning and Increasing Independence in a 4th-Year Lab Course to Promote the Development of Critical Thinking, Problem-Solving and Troubleshooting Skills". Proceedings of the 2017 Canadian Engineering Education Association (CEEA) Conference, Toronto, ON.

===Non-refereed Works===
====Journal Articles====
*
====Conference Proceedings====
*

===Technical Reports===
*

===Books===
'''Book chapters'''
* Kobayashi, M., '''Zappa-Hollman, S'''. & Duff, P. A. (2017). Academic discourse socialization. Duff & May (Eds.) Language Socialization Volume: Encyclopedia of Language & Education, pp. 239-253. DOI: 10.1007/978-3-319-02255-0_18

* '''Zappa-Hollman, S.,''' & Duff, P. (2017). Conducting research on content-based language instruction. In M.A. Snow & D. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (2nd ed.) Michigan: University of Michigan Press.

==2016==
===Refereed Works===
====Journal Articles====
* Johnson, S. L., Moezpoor, M., Murray, G., Hole, R., Barnes, S. J., CREST.BD, & Michalak, E. E. (2016). Creativity and bipolar disorder: Igniting a dialog. ''Qualitative Health Research'', 26, 32-40. Percent contribution: 10%.
* Michalak, E. E., Jones, S., Lobhan, F., Algorta, G. P., Barnes, S. J., Berk, L., Berk, M., Hole, R., Lapsley, S., Maxwell, V., Milev, R., McManamy, J., Murray, G., Tohen, M., Tse, S., Sánchez de Carmona, M., Johnson, S. L., the ISBD Taskforce on Community Engagement, & CREST.BD. (2016). Harnessing the potential of community-based participatory research approaches in bipolar disorder. ''International Journal of Bipolar Disorders'', 4, 4. Percent contribution: 15%.
* Nobari A.H., Prodanovic V., Militzer M.. (2016). Heat transfer of a stationary steel plate during water jet impingement cooling. ''Int. J. Heat Mass Transfer''. IN REVIEW.
*Welsh, A., Shaw, A., & Fox, J. (in press). The Pairing of a Science Communications and a Language Course to Enrich First-Year English Language Learners’ Writing and Argumentation Skills. "Journal of College Science Teaching".
*G.W. Rieger, S.A. Reinsberg, and C.E. Wieman, Comment on “Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course”, Phys. Rev. Phys. Educ. Res. 12, 028001 (2016).

====Conference Proceedings====
*Berg, C. (2016, May). ''From buds to Bloom's: A proposal for growing strong students''. Proceedings of The 21st Western Canadian Conference on Computing Education (WCCCE), Kamloops, BC.
*Murphy, M., & Potvin, G. (2016, June). "Building Bridges: An approach to the integration of English language education in first-year engineering and applied science courses for international students". Proceedings of the 2016 Canadian Engineering Education Association (CEEA) Conference, Halifax, NS.
*Ives, J., van Lier, M., Sumah, N., Stang, J. (2016, July) “Examining Student Participation in Two-Phase Collaborative Exams through Video Analysis”, Physics Education Research Conference (PERC), Sacramento, California. (arXiv: 1607.03960)

===Non-refereed Works===
====Journal Articles====
*
====Conference Proceedings====
*

===Technical Reports===
Zappa-Hollman, S. (2016). On supporting academic English development across disciplines. Research report. University of British Columbia. <nowiki>http://isotl.ctlt.ubc.ca/category/showcase-projects/</nowiki>
*

===Books===
*Lekhi, P. & Nashon, S.M. (2016). How a flipped classroom promotes sophisticated epistemology: Example from a large 2nd year analytical chemistry course. In Muzyka (Ed.), ''The Flipped Classroom''. Washington, DC: ACS Books.
*Peterson, J.H. (2016). 'Humanitarianism and Peace' ''Palgrave Handbook of Disciplinary and Regional Approaches to Peace''. Oliver Richmond, Sandra Pagoda and Jasmin Ramovic eds. Palgrave.
*Howarth K. and Peterson J.H. eds. (2016). ''Linking Political Violence and Crime in Latin America: Myths, Realities and Complexities''. Lexington Books.

==2015==
===Refereed Works===
====Journal Articles====
*Lekhi, P. & Nussbaum, S. (2015). Strategic use of role playing in the training workshop for chemistry laboratory teaching assistants. ''Canadian Journal of Higher Education'', 45 (3), Special edition.
*McPhee, S. (2015). ‘Finding their way’: the negotiation of the city by low-skilled service sector migrant workers in Dublin. ''Urban Geography''
*Riedlinger, M.E. and Rea, J. (2015). Discourse ecology and knowledge niches: Negotiating the risks of radiation in online Canadian forums, post-Fukushima. ''Science, Technology & Human Values''. 40(4), 588-614. DOI: 10.1177/0162243915571166.
*Wieman, C. & Welsh, A. (2015). The connection between teaching methods and attribution errors. ''Educational Psychology Review'', p. 1-4. Available online at: https://link.springer.com/article/10.1007%2Fs10648-015-9317-3
*Zappa-Hollman, S. & Duff, P. A. (2015). Academic English socialization through Individual Networks of Practice. ''TESOL Quarterly'', 49(2), 333-368. DOI: 10.1002/tesq.188

====Conference Proceedings====
*Krieger, S., Allen, M., & Rawn, C. (2015). ''Are females disinclined to tinker in Computer Science?'' Proceedings of the 46th ACM Technical Symposium on Computer Science Education, pages 102 – 107
*Prodanovic V., Merida, W. (2015). ''Improvements of the UBC’s professional master program in clean energy engineering'', ICCE 2015, International Conference and Exhibition on Clean Energy, Ottawa, ON.

===Non-refereed Works===
====Journal Articles====
*
====Conference Proceedings====
*Peterson, J.H. (2015). ''Resistance and the post-political world: (re) politicized peaces in an era of managerial politics''. International Studies Association Annual Convention, New Orleans, LA.

===Technical Reports===
* Militzer M., Prodanovic V., Lockhart G. (2015, April). ''Accelerated cooling investigations at UBC pilot scale runout table, Phase 6c: Investigation of the effect of surface roughness on cooling efficiency – Additional Tests for top and bottom cooling'', Report prepared for AG Der Dillinger Hüttenwerke, Germany.

===Books===
*Green, A., '''McPhee, S'''., Ricker, B. and Temenos, C. (2014). ''British Columbia in a Global Context''. BC Campus Online Textbooks, http://opentextbc.ca/geography/
*Duff, P. A., Ferreira, A. A., & Zappa-Hollman, S. (2015). Putting (functional) grammar to work in content-based English for academic purposes instruction. In M. A. Christison, D. Christian, , P. A. Duff, & N. Spada. (Eds.). ''Research on teaching and learning English grammar''. New York: Routledge/Taylor & Francis.
* Peterson, J.H. (2015). 'Introduction' in ''Routledge Companion to Humanitarian Action''. Roger Mac Ginty and Jenny H Peterson, eds. Routledge: London.

==2014==
===Refereed Works===
====Journal Articles====
*Cassidy, A., Dee, J., Lam, V.K.Y., Welsh, A., Fox, J. (2014). Teaching assistants thrive in a collaborative team: A TA development case study. ''Transformative Dialogues'', 7(2), 1-14.
*Fox, J., Birol, G., Han, A., Cassidy, A., Welsh, A., Nakonechny, J., Berger, J., Peacock, S., Samuels, L. (2014). Enriching educational experiences through UBC's First Year Seminar in Science (SCIE 113). ''Collected Essays in Learning and Teaching'', 7(1), 1-18.
*Ives, J. (2014). Weekly Quizzes as Learning Experiences. ''Physics in Canada Special Issue''.
*McPhee, S. (2014). Ireland’s immigration policies (1997–present): Links to global trends of labour division and effects on national labour market structure. ''Local Economy'', 29(6–7), 579–597.
*McPhee, S. and O’Brien J. (2014). Motivation and Methods in Learning Arabic in an AFL Environment. ''Arab World English Journal'' (open access journal www.awej.org), 5 (4), 14-27. http://awej.org/index.php?option=com_content&view=article&id=572:siobhan-mcphee-josephine-o-brien&catid=53&Itemid=152
*Rieger, G.W., Sitwell, M., Carolan, J, & Roll, I. (2014) A Flipped” Approach To Large-Scale First-Year Physics Labs. Physics in Canada Special Issue 2014, ''Physics in Canada''. 70(2), 126 – 128.
*Rieger, G.W. and Heiner, C.E. (2014). Examinations that support collaborative learning: The students’ perspective. ''J. Coll. Scie. Teach'' 43(4), 41-47.
*Wieman, C.E., Rieger, G.W. and Heiner, C.E. (2014) Physics exams that promote collaborative learning. ''The Phys. Teach''. 52, 51.
*Zappa-Hollman, S. & Duff, P. A. (early online access August 1, 2014). Academic English socialization through Individual Networks of Practice. ''TESOL Quarterly''. 49(2), 333-368. doi: 10.1002/tesq.188

====Conference Proceedings====
*Holmes, N.G., Ives, J. & Bonn, D.A. (2014). The Impact of Targeting Scientific Reasoning on Student Attitudes about Experimental Physics. ''PERC 2014 Proceedings''. AIP Press.
*J. Ives. (2014). Measuring the Learning from Two-Stage Collaborative Group Exams, ''PERC 2014 Proceedings''. AIP Press (arXiv: 1407.6442v2).

===Non-refereed Works===
*
====Journal Articles====
*
====Conference Proceedings====
*Roll, I., Briseno, A., Yee, N., & Welsh, A. (2014, June). ''Not a magic bullet: The effect of scaffolding on knowledge and attitudes in online simulations''. In J. Polman, E. Kyza, I. Tabak, & K. O'Neill (Eds.), Proceedings from the ''International Conference of the Learning Sciences.'' Boulder, CO.

===Technical Reports===
*
===Books===
[[Category:Vantage College Curriculum]]

Documentation:Vantage College Curriculum/Committees

2020-01-17T21:44:35Z

GeorgRieger: /* Program Committee, Applied Science */

=Vantage College Committees=

== Service Committee Assignments 2019–2020 ==
Listed below are committee descriptions and suggested goals. It is recommended that each committee meet at least twice per term. At the end of each academic year, the chair of each committee will be asked to write a short summary (maximum one page) of the committee’s activities that year.

==Academic Executive==
*Gadhia, Atul
*Gilley, Brett
*Lolliot, Simon
*Potvin, Gabriel
*Rieger, Georg (Chair)
*Zappa-Hollman, Sandra

==Program Committees==
Goals: coordinate the curriculum in a Vantage stream (Arts, Applied Science, Management, or Science) or in the Vantage Academic English Program, promote collaborations between instructors, advocate teaching innovations.

The Academic Director and the Director of the Academic English Program are ex officio members of all curriculum committees.

===Academic English Program===
*Avalo-Rivera, Alys
*Ferreira, Alfredo
*Kim, Won
*Leveridge, Neil
*Lightfoot, Jennifer
*Lynch, Sarah
*Mahmood, Fatimah
*Martin, Jodie
*Mehdian, Noosha
*Pringle, John
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Todd, Brett
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (Chair)

===Program Committee, Applied Science ===
*Abello, Juan
*Eikenaar, Jannik
*Elnaggar, Ayman
*Goh, Ernest
*Jiang, Jennie
*LeBoe, Renee
*Mahmood, Fatimah
*Motavas, Saloome
*Najarian, Siamak
*Potvin, Gabriel (Chair)
*Pringle, John
*Prodanovic, Vladan
*Rieger, Georg (ex officio)
*Schroeder, Jonatan
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

===Program Committee, Arts===
*Campbell, Shane
*El-Bezre, Nazih
*Jafer, Waged
*Kim, Won
*Lighfoot, Jennifer
*Lyon, Katherine
*Lolliot, Simon (Chair)
*McPhee,Siobhán
*Ney, Stephen
*Peterson, Jenny
*Rea, Jackie
*Reed, Sam
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Thieme, Katja
*Todd, Brett
*Turan, Serbulent
*Unwalla, Pheroze
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)
*Zysk, Eva

===Program Committee, Science ===
*Allen, Meghan
*Bachmann, Sven
*Boroushaki, Shirin
*Brett, Wendy
*Donnelly, Caitlin
*Ferreira, Alfredo
*Gilley, Brett (Chair)
*(Ives, Joss)
*Johnson, Kayli
*Lekhi, Anka
*Leung, Fok-Shuen
*Leveridge, Neil
*Martin, Jodie
*Ola, Kemi
*Rieger, Georg
*Thomas, Anne
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

==Vantage Committees==
If you are interested on serving on any of these committees below, you can email your expression of interest to joanne.fox@ubc.ca

===Academic Outreach===
Goals: communicate information about the Vantage programs and educational innovation to the academic community and the public, spread successful practices and innovations, generate a public annual report on activities at Vantage.

*Hajdukovic, Daniela
*Jhangri, Sukh
*Martin, Jodie
*Riccardi, Daniel (Chair)
*Rieger, Georg
*Zappa-Hollman, Sandra

===Access, Diversity and Equity===
Goals: advocate diversity and equity, respond to access, diversity and equity issues, promote a culture of inclusion and justice.

*Allen, Meghan
*Ferreira, Laila
*Gadhia, Atul (Chair)
*(Ives, Joss)
*Schmiesing, Susanne
*Shaw, Amber

===Admissions and Transition===
Goals: adjudicate admissions and transition into degree programs, report on the composition of the entering class. While adjudication is done by stream, this committee meets to provide updates and spread successful practices.

The Academic Director is ex officio chair of this committee.

*Brett, Wendy
*Campbell, Shane
*Gadhia, Atul
*Gilley, Brett
*Jiang, Jennie
*Lolliot, Simon
*Potvin, Gabriel
*Riccardi, Daniel
*Rieger, Georg (Chair)
===Emerging Media Lab Working Group===
Goal: investigate, adopt, develop and share emerging media such as artificial intelligence, xR reality, and geo-aware applications to enhance teaching and learning.
*Baik, Sarah
*Gilley, Brett
*Goh, Ernest
*Jhangri, Sukh
*Johnson, Kayli
*Leveridge, Neil (Co-Chair)
*Lolliot, Simon
*Lyon, Katherine
*McPhee, Siobhán (Co-Chair)
*Unwalla, Pheroze
*Wilson, Brian

===Health & Safety===
Goals: ensure Orchard Commons meets the standards set out by Worksafe BC.

*Mahmood, Fatimah
*Riddell, Katherine (Chair)
*Schmiesing, Susanne
*Tsiu, Oscar
*Wilson, Brian

===Intercultural Communication===
Goals: organize programming to enhance intercultural understanding, respond to intercultural issues, develop a vision for intercultural communication at Vantage.

[[Documentation:Vantage_College_Curriculum/Committees/Intercultural_Communication|Intercultural Communication Committee Reading Group Resources]]

*Baumvol, Laura
*Campbell, Laura
*Eikenaar, Jannik
*Lekhi, Anka (Chair)
*Thieme, Katja
*Unwalla, Pheroze
*Walsh Marr, Jennifer

===Professional Development and Awards===
Goals: organize educational and professional development programs, nominate staff and faculty for awards.

*Ferreira, Alfredo (Chair)
*Hasan, Emrul
*Schmiesing, Susanne
*Todd, Brett
*Zappa-Hollman, Sandra
*Zysk, Eva

===Space & Facilities===
Goals: coordinate allocation of space and approve alterations at Orchard Commons, develop IT initiatives for Vantage programs, respond to Vantage-specific IT issues.

*Kim, Won
*Leveridge, Neil
*Schmiesing, Susanne (Chair)
*Tsui, Oscar
*Wilson, Brian

===Student Awards===
Goals: Propose and adjudicate student awards, including the Vantage One Excellence Award.

*Abello, Juan
*Baik, Sarah
*El-Bezre, Nazih
*Jiang, Jennie
*Johnson, Kayli (Chair)
*Lekhi, Anka

===Student Engagement===
Goals: work with Vantage Peer Mentors and other groups at UBC to organize events for Vantage students; work with other committees, as well as with Vantage student representatives and other units on campus to arrange a coherent, principled set of activities for Vantage students throughout the year, promote student engagement with the academy.

*Baik, Sarah (Co-chair)
*Brett, Wendy
*Elnaggar, Ayman
*Goh, Ernest
*Lightfoot, Jennifer (Co-chair)
*Sekhon, Manbeena

===TA Training===
Goals: organize Vantage-specific instructional training for TAs and new faculty.

*Allen, Meghan
*Campbell, Shane
*McPhee, Siobhán
*Motavas, Saloome (Co-chair)
*Pringle, John
*Wilson, Brian (Co-chair)

===Wellness===
Goals: organize social events and other programming to maintain the health and wellness of Vantage staff and faculty.

*Avalos-Rivera, Alys
*Jhangri, Sukh
*Lightfoot, Jennifer
*Peterson, Jenny (Chair)
*Ridell, Katherine

==Previous Committees==
[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2018-2019 2018-2019 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2017-2018 2017-2018 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2016-2017 2016-2017 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2015-2016 2015-2016 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2014-2015 2014-2015 Committee Members]

[[Category:Vantage College Curriculum]]

Documentation:Vantage College Curriculum/Committees

2020-01-17T21:17:28Z

GeorgRieger: /* Academic Outreach */

=Vantage College Committees=

== Service Committee Assignments 2019–2020 ==
Listed below are committee descriptions and suggested goals. It is recommended that each committee meet at least twice per term. At the end of each academic year, the chair of each committee will be asked to write a short summary (maximum one page) of the committee’s activities that year.

==Academic Executive==
*Gadhia, Atul
*Gilley, Brett
*Lolliot, Simon
*Potvin, Gabriel
*Rieger, Georg (Chair)
*Zappa-Hollman, Sandra

==Program Committees==
Goals: coordinate the curriculum in a Vantage stream (Arts, Applied Science, Management, or Science) or in the Vantage Academic English Program, promote collaborations between instructors, advocate teaching innovations.

The Academic Director and the Director of the Academic English Program are ex officio members of all curriculum committees.

===Academic English Program===
*Avalo-Rivera, Alys
*Ferreira, Alfredo
*Kim, Won
*Leveridge, Neil
*Lightfoot, Jennifer
*Lynch, Sarah
*Mahmood, Fatimah
*Martin, Jodie
*Mehdian, Noosha
*Pringle, John
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Todd, Brett
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (Chair)

===Program Committee, Applied Science ===
*Abello, Juan
*Eikenaar, Jannik
*Elnaggar, Ayman
*Goh, Ernest
*Jiang, Jennie
*LeBoe, Renee
*Mahmood, Fatimah
*Motavas, Saloome
*Najarian, Siamak
*Potvin, Gabriel (Chair)
*Pringle, John
*Prodanovic, Vladan
*Rieger, Georg (ex officio)
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

===Program Committee, Arts===
*Campbell, Shane
*El-Bezre, Nazih
*Jafer, Waged
*Kim, Won
*Lighfoot, Jennifer
*Lyon, Katherine
*Lolliot, Simon (Chair)
*McPhee,Siobhán
*Ney, Stephen
*Peterson, Jenny
*Rea, Jackie
*Reed, Sam
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Thieme, Katja
*Todd, Brett
*Turan, Serbulent
*Unwalla, Pheroze
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)
*Zysk, Eva

===Program Committee, Science ===
*Allen, Meghan
*Bachmann, Sven
*Boroushaki, Shirin
*Brett, Wendy
*Donnelly, Caitlin
*Ferreira, Alfredo
*Gilley, Brett (Chair)
*(Ives, Joss)
*Johnson, Kayli
*Lekhi, Anka
*Leung, Fok-Shuen
*Leveridge, Neil
*Martin, Jodie
*Ola, Kemi
*Rieger, Georg
*Thomas, Anne
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

==Vantage Committees==
If you are interested on serving on any of these committees below, you can email your expression of interest to joanne.fox@ubc.ca

===Academic Outreach===
Goals: communicate information about the Vantage programs and educational innovation to the academic community and the public, spread successful practices and innovations, generate a public annual report on activities at Vantage.

*Hajdukovic, Daniela
*Jhangri, Sukh
*Martin, Jodie
*Riccardi, Daniel (Chair)
*Rieger, Georg
*Zappa-Hollman, Sandra

===Access, Diversity and Equity===
Goals: advocate diversity and equity, respond to access, diversity and equity issues, promote a culture of inclusion and justice.

*Allen, Meghan
*Ferreira, Laila
*Gadhia, Atul (Chair)
*(Ives, Joss)
*Schmiesing, Susanne
*Shaw, Amber

===Admissions and Transition===
Goals: adjudicate admissions and transition into degree programs, report on the composition of the entering class. While adjudication is done by stream, this committee meets to provide updates and spread successful practices.

The Academic Director is ex officio chair of this committee.

*Brett, Wendy
*Campbell, Shane
*Gadhia, Atul
*Gilley, Brett
*Jiang, Jennie
*Lolliot, Simon
*Potvin, Gabriel
*Riccardi, Daniel
*Rieger, Georg (Chair)
===Emerging Media Lab Working Group===
Goal: investigate, adopt, develop and share emerging media such as artificial intelligence, xR reality, and geo-aware applications to enhance teaching and learning.
*Baik, Sarah
*Gilley, Brett
*Goh, Ernest
*Jhangri, Sukh
*Johnson, Kayli
*Leveridge, Neil (Co-Chair)
*Lolliot, Simon
*Lyon, Katherine
*McPhee, Siobhán (Co-Chair)
*Unwalla, Pheroze
*Wilson, Brian

===Health & Safety===
Goals: ensure Orchard Commons meets the standards set out by Worksafe BC.

*Mahmood, Fatimah
*Riddell, Katherine (Chair)
*Schmiesing, Susanne
*Tsiu, Oscar
*Wilson, Brian

===Intercultural Communication===
Goals: organize programming to enhance intercultural understanding, respond to intercultural issues, develop a vision for intercultural communication at Vantage.

[[Documentation:Vantage_College_Curriculum/Committees/Intercultural_Communication|Intercultural Communication Committee Reading Group Resources]]

*Baumvol, Laura
*Campbell, Laura
*Eikenaar, Jannik
*Lekhi, Anka (Chair)
*Thieme, Katja
*Unwalla, Pheroze
*Walsh Marr, Jennifer

===Professional Development and Awards===
Goals: organize educational and professional development programs, nominate staff and faculty for awards.

*Ferreira, Alfredo (Chair)
*Hasan, Emrul
*Schmiesing, Susanne
*Todd, Brett
*Zappa-Hollman, Sandra
*Zysk, Eva

===Space & Facilities===
Goals: coordinate allocation of space and approve alterations at Orchard Commons, develop IT initiatives for Vantage programs, respond to Vantage-specific IT issues.

*Kim, Won
*Leveridge, Neil
*Schmiesing, Susanne (Chair)
*Tsui, Oscar
*Wilson, Brian

===Student Awards===
Goals: Propose and adjudicate student awards, including the Vantage One Excellence Award.

*Abello, Juan
*Baik, Sarah
*El-Bezre, Nazih
*Jiang, Jennie
*Johnson, Kayli (Chair)
*Lekhi, Anka

===Student Engagement===
Goals: work with Vantage Peer Mentors and other groups at UBC to organize events for Vantage students; work with other committees, as well as with Vantage student representatives and other units on campus to arrange a coherent, principled set of activities for Vantage students throughout the year, promote student engagement with the academy.

*Baik, Sarah (Co-chair)
*Brett, Wendy
*Elnaggar, Ayman
*Goh, Ernest
*Lightfoot, Jennifer (Co-chair)
*Sekhon, Manbeena

===TA Training===
Goals: organize Vantage-specific instructional training for TAs and new faculty.

*Allen, Meghan
*Campbell, Shane
*McPhee, Siobhán
*Motavas, Saloome (Co-chair)
*Pringle, John
*Wilson, Brian (Co-chair)

===Wellness===
Goals: organize social events and other programming to maintain the health and wellness of Vantage staff and faculty.

*Avalos-Rivera, Alys
*Jhangri, Sukh
*Lightfoot, Jennifer
*Peterson, Jenny (Chair)
*Ridell, Katherine

==Previous Committees==
[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2018-2019 2018-2019 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2017-2018 2017-2018 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2016-2017 2016-2017 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2015-2016 2015-2016 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2014-2015 2014-2015 Committee Members]

[[Category:Vantage College Curriculum]]

Documentation:Vantage College Curriculum/Committees

2020-01-17T21:10:40Z

GeorgRieger: /* Program Committee, Science */

=Vantage College Committees=

== Service Committee Assignments 2019–2020 ==
Listed below are committee descriptions and suggested goals. It is recommended that each committee meet at least twice per term. At the end of each academic year, the chair of each committee will be asked to write a short summary (maximum one page) of the committee’s activities that year.

==Academic Executive==
*Gadhia, Atul
*Gilley, Brett
*Lolliot, Simon
*Potvin, Gabriel
*Rieger, Georg (Chair)
*Zappa-Hollman, Sandra

==Program Committees==
Goals: coordinate the curriculum in a Vantage stream (Arts, Applied Science, Management, or Science) or in the Vantage Academic English Program, promote collaborations between instructors, advocate teaching innovations.

The Academic Director and the Director of the Academic English Program are ex officio members of all curriculum committees.

===Academic English Program===
*Avalo-Rivera, Alys
*Ferreira, Alfredo
*Kim, Won
*Leveridge, Neil
*Lightfoot, Jennifer
*Lynch, Sarah
*Mahmood, Fatimah
*Martin, Jodie
*Mehdian, Noosha
*Pringle, John
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Todd, Brett
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (Chair)

===Program Committee, Applied Science ===
*Abello, Juan
*Eikenaar, Jannik
*Elnaggar, Ayman
*Goh, Ernest
*Jiang, Jennie
*LeBoe, Renee
*Mahmood, Fatimah
*Motavas, Saloome
*Najarian, Siamak
*Potvin, Gabriel (Chair)
*Pringle, John
*Prodanovic, Vladan
*Rieger, Georg (ex officio)
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

===Program Committee, Arts===
*Campbell, Shane
*El-Bezre, Nazih
*Jafer, Waged
*Kim, Won
*Lighfoot, Jennifer
*Lyon, Katherine
*Lolliot, Simon (Chair)
*McPhee,Siobhán
*Ney, Stephen
*Peterson, Jenny
*Rea, Jackie
*Reed, Sam
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Thieme, Katja
*Todd, Brett
*Turan, Serbulent
*Unwalla, Pheroze
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)
*Zysk, Eva

===Program Committee, Science ===
*Allen, Meghan
*Bachmann, Sven
*Boroushaki, Shirin
*Brett, Wendy
*Donnelly, Caitlin
*Ferreira, Alfredo
*Gilley, Brett (Chair)
*(Ives, Joss)
*Johnson, Kayli
*Lekhi, Anka
*Leung, Fok-Shuen
*Leveridge, Neil
*Martin, Jodie
*Ola, Kemi
*Rieger, Georg
*Thomas, Anne
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

==Vantage Committees==
If you are interested on serving on any of these committees below, you can email your expression of interest to joanne.fox@ubc.ca

===Academic Outreach===
Goals: communicate information about the Vantage programs and educational innovation to the academic community and the public, spread successful practices and innovations, generate a public annual report on activities at Vantage.

*Jhangri, Sukh
*Martin, Jodie
*Riccardi, Daniel (Chair)
*Rieger, Georg
*Zappa-Hollman, Sandra

===Access, Diversity and Equity===
Goals: advocate diversity and equity, respond to access, diversity and equity issues, promote a culture of inclusion and justice.

*Allen, Meghan
*Ferreira, Laila
*Gadhia, Atul (Chair)
*(Ives, Joss)
*Schmiesing, Susanne
*Shaw, Amber

===Admissions and Transition===
Goals: adjudicate admissions and transition into degree programs, report on the composition of the entering class. While adjudication is done by stream, this committee meets to provide updates and spread successful practices.

The Academic Director is ex officio chair of this committee.

*Brett, Wendy
*Campbell, Shane
*Gadhia, Atul
*Gilley, Brett
*Jiang, Jennie
*Lolliot, Simon
*Potvin, Gabriel
*Riccardi, Daniel
*Rieger, Georg (Chair)
===Emerging Media Lab Working Group===
Goal: investigate, adopt, develop and share emerging media such as artificial intelligence, xR reality, and geo-aware applications to enhance teaching and learning.
*Baik, Sarah
*Gilley, Brett
*Goh, Ernest
*Jhangri, Sukh
*Johnson, Kayli
*Leveridge, Neil (Co-Chair)
*Lolliot, Simon
*Lyon, Katherine
*McPhee, Siobhán (Co-Chair)
*Unwalla, Pheroze
*Wilson, Brian

===Health & Safety===
Goals: ensure Orchard Commons meets the standards set out by Worksafe BC.

*Mahmood, Fatimah
*Riddell, Katherine (Chair)
*Schmiesing, Susanne
*Tsiu, Oscar
*Wilson, Brian

===Intercultural Communication===
Goals: organize programming to enhance intercultural understanding, respond to intercultural issues, develop a vision for intercultural communication at Vantage.

[[Documentation:Vantage_College_Curriculum/Committees/Intercultural_Communication|Intercultural Communication Committee Reading Group Resources]]

*Baumvol, Laura
*Campbell, Laura
*Eikenaar, Jannik
*Lekhi, Anka (Chair)
*Thieme, Katja
*Unwalla, Pheroze
*Walsh Marr, Jennifer

===Professional Development and Awards===
Goals: organize educational and professional development programs, nominate staff and faculty for awards.

*Ferreira, Alfredo (Chair)
*Hasan, Emrul
*Schmiesing, Susanne
*Todd, Brett
*Zappa-Hollman, Sandra
*Zysk, Eva

===Space & Facilities===
Goals: coordinate allocation of space and approve alterations at Orchard Commons, develop IT initiatives for Vantage programs, respond to Vantage-specific IT issues.

*Kim, Won
*Leveridge, Neil
*Schmiesing, Susanne (Chair)
*Tsui, Oscar
*Wilson, Brian

===Student Awards===
Goals: Propose and adjudicate student awards, including the Vantage One Excellence Award.

*Abello, Juan
*Baik, Sarah
*El-Bezre, Nazih
*Jiang, Jennie
*Johnson, Kayli (Chair)
*Lekhi, Anka

===Student Engagement===
Goals: work with Vantage Peer Mentors and other groups at UBC to organize events for Vantage students; work with other committees, as well as with Vantage student representatives and other units on campus to arrange a coherent, principled set of activities for Vantage students throughout the year, promote student engagement with the academy.

*Baik, Sarah (Co-chair)
*Brett, Wendy
*Elnaggar, Ayman
*Goh, Ernest
*Lightfoot, Jennifer (Co-chair)
*Sekhon, Manbeena

===TA Training===
Goals: organize Vantage-specific instructional training for TAs and new faculty.

*Allen, Meghan
*Campbell, Shane
*McPhee, Siobhán
*Motavas, Saloome (Co-chair)
*Pringle, John
*Wilson, Brian (Co-chair)

===Wellness===
Goals: organize social events and other programming to maintain the health and wellness of Vantage staff and faculty.

*Avalos-Rivera, Alys
*Jhangri, Sukh
*Lightfoot, Jennifer
*Peterson, Jenny (Chair)
*Ridell, Katherine

==Previous Committees==
[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2018-2019 2018-2019 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2017-2018 2017-2018 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2016-2017 2016-2017 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2015-2016 2015-2016 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2014-2015 2014-2015 Committee Members]

[[Category:Vantage College Curriculum]]

Documentation:Vantage College Curriculum/Committees

2020-01-17T20:48:42Z

GeorgRieger: /* Academic English Program */

=Vantage College Committees=

== Service Committee Assignments 2019–2020 ==
Listed below are committee descriptions and suggested goals. It is recommended that each committee meet at least twice per term. At the end of each academic year, the chair of each committee will be asked to write a short summary (maximum one page) of the committee’s activities that year.

==Academic Executive==
*Gadhia, Atul
*Gilley, Brett
*Lolliot, Simon
*Potvin, Gabriel
*Rieger, Georg (Chair)
*Zappa-Hollman, Sandra

==Program Committees==
Goals: coordinate the curriculum in a Vantage stream (Arts, Applied Science, Management, or Science) or in the Vantage Academic English Program, promote collaborations between instructors, advocate teaching innovations.

The Academic Director and the Director of the Academic English Program are ex officio members of all curriculum committees.

===Academic English Program===
*Avalo-Rivera, Alys
*Ferreira, Alfredo
*Kim, Won
*Leveridge, Neil
*Lightfoot, Jennifer
*Lynch, Sarah
*Mahmood, Fatimah
*Martin, Jodie
*Mehdian, Noosha
*Pringle, John
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Todd, Brett
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (Chair)

===Program Committee, Applied Science ===
*Abello, Juan
*Eikenaar, Jannik
*Elnaggar, Ayman
*Goh, Ernest
*Jiang, Jennie
*LeBoe, Renee
*Mahmood, Fatimah
*Motavas, Saloome
*Najarian, Siamak
*Potvin, Gabriel (Chair)
*Pringle, John
*Prodanovic, Vladan
*Rieger, Georg (ex officio)
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

===Program Committee, Arts===
*Campbell, Shane
*El-Bezre, Nazih
*Jafer, Waged
*Kim, Won
*Lighfoot, Jennifer
*Lyon, Katherine
*Lolliot, Simon (Chair)
*McPhee,Siobhán
*Ney, Stephen
*Peterson, Jenny
*Rea, Jackie
*Reed, Sam
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Thieme, Katja
*Todd, Brett
*Turan, Serbulent
*Unwalla, Pheroze
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)
*Zysk, Eva

===Program Committee, Science ===
*Allen, Meghan
*Bachmann, Sven
*Boroushaki, Shirin
*Brett, Wendy
*Donnelly, Caitlin
*Ferreira, Alfredo
*Gilley, Brett (Chair)
*(Ives, Joss)
*Johnson, Kayli
*Lekhi, Anka
*Leung, Fok-Shuen
*Leveridge, Neil
*Ola, Kemi
*Rieger, Georg
*Thomas, Anne
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

==Vantage Committees==
If you are interested on serving on any of these committees below, you can email your expression of interest to joanne.fox@ubc.ca

===Academic Outreach===
Goals: communicate information about the Vantage programs and educational innovation to the academic community and the public, spread successful practices and innovations, generate a public annual report on activities at Vantage.

*Jhangri, Sukh
*Martin, Jodie
*Riccardi, Daniel (Chair)
*Rieger, Georg
*Zappa-Hollman, Sandra

===Access, Diversity and Equity===
Goals: advocate diversity and equity, respond to access, diversity and equity issues, promote a culture of inclusion and justice.

*Allen, Meghan
*Ferreira, Laila
*Gadhia, Atul (Chair)
*(Ives, Joss)
*Schmiesing, Susanne
*Shaw, Amber

===Admissions and Transition===
Goals: adjudicate admissions and transition into degree programs, report on the composition of the entering class. While adjudication is done by stream, this committee meets to provide updates and spread successful practices.

The Academic Director is ex officio chair of this committee.

*Brett, Wendy
*Campbell, Shane
*Gadhia, Atul
*Gilley, Brett
*Jiang, Jennie
*Lolliot, Simon
*Potvin, Gabriel
*Riccardi, Daniel
*Rieger, Georg (Chair)
===Emerging Media Lab Working Group===
Goal: investigate, adopt, develop and share emerging media such as artificial intelligence, xR reality, and geo-aware applications to enhance teaching and learning.
*Baik, Sarah
*Gilley, Brett
*Goh, Ernest
*Jhangri, Sukh
*Johnson, Kayli
*Leveridge, Neil (Co-Chair)
*Lolliot, Simon
*Lyon, Katherine
*McPhee, Siobhán (Co-Chair)
*Unwalla, Pheroze
*Wilson, Brian

===Health & Safety===
Goals: ensure Orchard Commons meets the standards set out by Worksafe BC.

*Mahmood, Fatimah
*Riddell, Katherine (Chair)
*Schmiesing, Susanne
*Tsiu, Oscar
*Wilson, Brian

===Intercultural Communication===
Goals: organize programming to enhance intercultural understanding, respond to intercultural issues, develop a vision for intercultural communication at Vantage.

[[Documentation:Vantage_College_Curriculum/Committees/Intercultural_Communication|Intercultural Communication Committee Reading Group Resources]]

*Baumvol, Laura
*Campbell, Laura
*Eikenaar, Jannik
*Lekhi, Anka (Chair)
*Thieme, Katja
*Unwalla, Pheroze
*Walsh Marr, Jennifer

===Professional Development and Awards===
Goals: organize educational and professional development programs, nominate staff and faculty for awards.

*Ferreira, Alfredo (Chair)
*Hasan, Emrul
*Schmiesing, Susanne
*Todd, Brett
*Zappa-Hollman, Sandra
*Zysk, Eva

===Space & Facilities===
Goals: coordinate allocation of space and approve alterations at Orchard Commons, develop IT initiatives for Vantage programs, respond to Vantage-specific IT issues.

*Kim, Won
*Leveridge, Neil
*Schmiesing, Susanne (Chair)
*Tsui, Oscar
*Wilson, Brian

===Student Awards===
Goals: Propose and adjudicate student awards, including the Vantage One Excellence Award.

*Abello, Juan
*Baik, Sarah
*El-Bezre, Nazih
*Jiang, Jennie
*Johnson, Kayli (Chair)
*Lekhi, Anka

===Student Engagement===
Goals: work with Vantage Peer Mentors and other groups at UBC to organize events for Vantage students; work with other committees, as well as with Vantage student representatives and other units on campus to arrange a coherent, principled set of activities for Vantage students throughout the year, promote student engagement with the academy.

*Baik, Sarah (Co-chair)
*Brett, Wendy
*Elnaggar, Ayman
*Goh, Ernest
*Lightfoot, Jennifer (Co-chair)
*Sekhon, Manbeena

===TA Training===
Goals: organize Vantage-specific instructional training for TAs and new faculty.

*Allen, Meghan
*Campbell, Shane
*McPhee, Siobhán
*Motavas, Saloome (Co-chair)
*Pringle, John
*Wilson, Brian (Co-chair)

===Wellness===
Goals: organize social events and other programming to maintain the health and wellness of Vantage staff and faculty.

*Avalos-Rivera, Alys
*Jhangri, Sukh
*Lightfoot, Jennifer
*Peterson, Jenny (Chair)
*Ridell, Katherine

==Previous Committees==
[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2018-2019 2018-2019 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2017-2018 2017-2018 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2016-2017 2016-2017 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2015-2016 2015-2016 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2014-2015 2014-2015 Committee Members]

[[Category:Vantage College Curriculum]]

Documentation:Vantage College Curriculum/Committees

2020-01-17T20:46:49Z

GeorgRieger: /* Academic English Program */

=Vantage College Committees=

== Service Committee Assignments 2019–2020 ==
Listed below are committee descriptions and suggested goals. It is recommended that each committee meet at least twice per term. At the end of each academic year, the chair of each committee will be asked to write a short summary (maximum one page) of the committee’s activities that year.

==Academic Executive==
*Gadhia, Atul
*Gilley, Brett
*Lolliot, Simon
*Potvin, Gabriel
*Rieger, Georg (Chair)
*Zappa-Hollman, Sandra

==Program Committees==
Goals: coordinate the curriculum in a Vantage stream (Arts, Applied Science, Management, or Science) or in the Vantage Academic English Program, promote collaborations between instructors, advocate teaching innovations.

The Academic Director and the Director of the Academic English Program are ex officio members of all curriculum committees.

===Academic English Program===
*Avalo-Rivera, Alys
*Ferreira, Alfredo
*Kim, Won
*Leveridge, Neil
*Lightfoot, Jennifer
*Lynch, Sarah
*Mahmood, Fatimah
*Mehdian, Noosha
*Pringle, John
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Todd, Brett
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (Chair)

===Program Committee, Applied Science ===
*Abello, Juan
*Eikenaar, Jannik
*Elnaggar, Ayman
*Goh, Ernest
*Jiang, Jennie
*LeBoe, Renee
*Mahmood, Fatimah
*Motavas, Saloome
*Najarian, Siamak
*Potvin, Gabriel (Chair)
*Pringle, John
*Prodanovic, Vladan
*Rieger, Georg (ex officio)
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

===Program Committee, Arts===
*Campbell, Shane
*El-Bezre, Nazih
*Jafer, Waged
*Kim, Won
*Lighfoot, Jennifer
*Lyon, Katherine
*Lolliot, Simon (Chair)
*McPhee,Siobhán
*Ney, Stephen
*Peterson, Jenny
*Rea, Jackie
*Reed, Sam
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Thieme, Katja
*Todd, Brett
*Turan, Serbulent
*Unwalla, Pheroze
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)
*Zysk, Eva

===Program Committee, Science ===
*Allen, Meghan
*Bachmann, Sven
*Boroushaki, Shirin
*Brett, Wendy
*Donnelly, Caitlin
*Ferreira, Alfredo
*Gilley, Brett (Chair)
*(Ives, Joss)
*Johnson, Kayli
*Lekhi, Anka
*Leung, Fok-Shuen
*Leveridge, Neil
*Ola, Kemi
*Rieger, Georg
*Thomas, Anne
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

==Vantage Committees==
If you are interested on serving on any of these committees below, you can email your expression of interest to joanne.fox@ubc.ca

===Academic Outreach===
Goals: communicate information about the Vantage programs and educational innovation to the academic community and the public, spread successful practices and innovations, generate a public annual report on activities at Vantage.

*Jhangri, Sukh
*Martin, Jodie
*Riccardi, Daniel (Chair)
*Rieger, Georg
*Zappa-Hollman, Sandra

===Access, Diversity and Equity===
Goals: advocate diversity and equity, respond to access, diversity and equity issues, promote a culture of inclusion and justice.

*Allen, Meghan
*Ferreira, Laila
*Gadhia, Atul (Chair)
*(Ives, Joss)
*Schmiesing, Susanne
*Shaw, Amber

===Admissions and Transition===
Goals: adjudicate admissions and transition into degree programs, report on the composition of the entering class. While adjudication is done by stream, this committee meets to provide updates and spread successful practices.

The Academic Director is ex officio chair of this committee.

*Brett, Wendy
*Campbell, Shane
*Gadhia, Atul
*Gilley, Brett
*Jiang, Jennie
*Lolliot, Simon
*Potvin, Gabriel
*Riccardi, Daniel
*Rieger, Georg (Chair)
===Emerging Media Lab Working Group===
Goal: investigate, adopt, develop and share emerging media such as artificial intelligence, xR reality, and geo-aware applications to enhance teaching and learning.
*Baik, Sarah
*Gilley, Brett
*Goh, Ernest
*Jhangri, Sukh
*Johnson, Kayli
*Leveridge, Neil (Co-Chair)
*Lolliot, Simon
*Lyon, Katherine
*McPhee, Siobhán (Co-Chair)
*Unwalla, Pheroze
*Wilson, Brian

===Health & Safety===
Goals: ensure Orchard Commons meets the standards set out by Worksafe BC.

*Mahmood, Fatimah
*Riddell, Katherine (Chair)
*Schmiesing, Susanne
*Tsiu, Oscar
*Wilson, Brian

===Intercultural Communication===
Goals: organize programming to enhance intercultural understanding, respond to intercultural issues, develop a vision for intercultural communication at Vantage.

[[Documentation:Vantage_College_Curriculum/Committees/Intercultural_Communication|Intercultural Communication Committee Reading Group Resources]]

*Baumvol, Laura
*Campbell, Laura
*Eikenaar, Jannik
*Lekhi, Anka (Chair)
*Thieme, Katja
*Unwalla, Pheroze
*Walsh Marr, Jennifer

===Professional Development and Awards===
Goals: organize educational and professional development programs, nominate staff and faculty for awards.

*Ferreira, Alfredo (Chair)
*Hasan, Emrul
*Schmiesing, Susanne
*Todd, Brett
*Zappa-Hollman, Sandra
*Zysk, Eva

===Space & Facilities===
Goals: coordinate allocation of space and approve alterations at Orchard Commons, develop IT initiatives for Vantage programs, respond to Vantage-specific IT issues.

*Kim, Won
*Leveridge, Neil
*Schmiesing, Susanne (Chair)
*Tsui, Oscar
*Wilson, Brian

===Student Awards===
Goals: Propose and adjudicate student awards, including the Vantage One Excellence Award.

*Abello, Juan
*Baik, Sarah
*El-Bezre, Nazih
*Jiang, Jennie
*Johnson, Kayli (Chair)
*Lekhi, Anka

===Student Engagement===
Goals: work with Vantage Peer Mentors and other groups at UBC to organize events for Vantage students; work with other committees, as well as with Vantage student representatives and other units on campus to arrange a coherent, principled set of activities for Vantage students throughout the year, promote student engagement with the academy.

*Baik, Sarah (Co-chair)
*Brett, Wendy
*Elnaggar, Ayman
*Goh, Ernest
*Lightfoot, Jennifer (Co-chair)
*Sekhon, Manbeena

===TA Training===
Goals: organize Vantage-specific instructional training for TAs and new faculty.

*Allen, Meghan
*Campbell, Shane
*McPhee, Siobhán
*Motavas, Saloome (Co-chair)
*Pringle, John
*Wilson, Brian (Co-chair)

===Wellness===
Goals: organize social events and other programming to maintain the health and wellness of Vantage staff and faculty.

*Avalos-Rivera, Alys
*Jhangri, Sukh
*Lightfoot, Jennifer
*Peterson, Jenny (Chair)
*Ridell, Katherine

==Previous Committees==
[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2018-2019 2018-2019 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2017-2018 2017-2018 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2016-2017 2016-2017 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2015-2016 2015-2016 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2014-2015 2014-2015 Committee Members]

[[Category:Vantage College Curriculum]]

Documentation:Vantage College Curriculum/Committees

2020-01-09T02:47:52Z

GeorgRieger: /* Academic Outreach */

=Vantage College Committees=

== Service Committee Assignments 2019–2020 ==
Listed below are committee descriptions and suggested goals. It is recommended that each committee meet at least twice per term. At the end of each academic year, the chair of each committee will be asked to write a short summary (maximum one page) of the committee’s activities that year.

==Academic Executive==
*Gadhia, Atul
*Gilley, Brett
*Lolliot, Simon
*Potvin, Gabriel
*Rieger, Georg (Chair)
*Zappa-Hollman, Sandra

==Program Committees==
Goals: coordinate the curriculum in a Vantage stream (Arts, Applied Science, Management, or Science) or in the Vantage Academic English Program, promote collaborations between instructors, advocate teaching innovations.

The Academic Director and the Director of the Academic English Program are ex officio members of all curriculum committees.

===Academic English Program===
*Avalo-Rivera, Alys
*Ferreira, Alfredo
*Gradin, Christopher
*Kim, Won
*Leveridge, Neil
*Lightfoot, Jennifer
*Lynch, Sarah
*Mahmood, Fatimah
*Mehdian, Noosha
*Pringle, John
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Todd, Brett
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (Chair)

===Program Committee, Applied Science ===
*Abello, Juan
*Eikenaar, Jannik
*Elnaggar, Ayman
*Goh, Ernest
*Jiang, Jennie
*LeBoe, Renee
*Mahmood, Fatimah
*Motavas, Saloome
*Najarian, Siamak
*Potvin, Gabriel (Chair)
*Pringle, John
*Prodanovic, Vladan
*Rieger, Georg (ex officio)
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

===Program Committee, Arts===
*Campbell, Shane
*El-Bezre, Nazih
*Jafer, Waged
*Kim, Won
*Lighfoot, Jennifer
*Lyon, Katherine
*Lolliot, Simon (Chair)
*McPhee,Siobhán
*Ney, Stephen
*Peterson, Jenny
*Rea, Jackie
*Reed, Sam
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Thieme, Katja
*Todd, Brett
*Turan, Serbulent
*Unwalla, Pheroze
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)
*Zysk, Eva

===Program Committee, Science ===
*Allen, Meghan
*Bachmann, Sven
*Boroushaki, Shirin
*Brett, Wendy
*Donnelly, Caitlin
*Ferreira, Alfredo
*Gilley, Brett (Chair)
*(Ives, Joss)
*Johnson, Kayli
*Lekhi, Anka
*Leung, Fok-Shuen
*Leveridge, Neil
*Ola, Kemi
*Rieger, Georg
*Thomas, Anne
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

==Vantage Committees==
If you are interested on serving on any of these committees below, you can email your expression of interest to joanne.fox@ubc.ca

===Academic Outreach===
Goals: communicate information about the Vantage programs and educational innovation to the academic community and the public, spread successful practices and innovations, generate a public annual report on activities at Vantage.

*Jhangri, Sukh
*Martin, Jodie
*Riccardi, Daniel (Chair)
*Rieger, Georg
*Zappa-Hollman, Sandra

===Access, Diversity and Equity===
Goals: advocate diversity and equity, respond to access, diversity and equity issues, promote a culture of inclusion and justice.

*Allen, Meghan
*Ferreira, Laila
*Gadhia, Atul (Chair)
*(Ives, Joss)
*Schmiesing, Susanne
*Shaw, Amber

===Admissions and Transition===
Goals: adjudicate admissions and transition into degree programs, report on the composition of the entering class. While adjudication is done by stream, this committee meets to provide updates and spread successful practices.

The Academic Director is ex officio chair of this committee.

*Brett, Wendy
*Campbell, Shane
*Gadhia, Atul
*Gilley, Brett
*Jiang, Jennie
*Lolliot, Simon
*Potvin, Gabriel
*Riccardi, Daniel
*Rieger, Georg (Chair)
===Emerging Media Lab Working Group===
Goal: investigate, adopt, develop and share emerging media such as artificial intelligence, xR reality, and geo-aware applications to enhance teaching and learning.
*Baik, Sarah
*Gilley, Brett
*Goh, Ernest
*Jhangri, Sukh
*Johnson, Kayli
*Leveridge, Neil (Co-Chair)
*Lolliot, Simon
*Lyon, Katherine
*McPhee, Siobhán (Co-Chair)
*Unwalla, Pheroze
*Wilson, Brian

===Health & Safety===
Goals: ensure Orchard Commons meets the standards set out by Worksafe BC.

*Mahmood, Fatimah
*Riddell, Katherine (Chair)
*Schmiesing, Susanne
*Tsiu, Oscar
*Wilson, Brian

===Intercultural Communication===
Goals: organize programming to enhance intercultural understanding, respond to intercultural issues, develop a vision for intercultural communication at Vantage.

[[Documentation:Vantage_College_Curriculum/Committees/Intercultural_Communication|Intercultural Communication Committee Reading Group Resources]]

*Baumvol, Laura
*Campbell, Laura
*Eikenaar, Jannik
*Lekhi, Anka (Chair)
*Thieme, Katja
*Unwalla, Pheroze
*Walsh Marr, Jennifer

===Professional Development and Awards===
Goals: organize educational and professional development programs, nominate staff and faculty for awards.

*Ferreira, Alfredo (Chair)
*Hasan, Emrul
*Schmiesing, Susanne
*Todd, Brett
*Zappa-Hollman, Sandra
*Zysk, Eva

===Space & Facilities===
Goals: coordinate allocation of space and approve alterations at Orchard Commons, develop IT initiatives for Vantage programs, respond to Vantage-specific IT issues.

*Kim, Won
*Leveridge, Neil
*Schmiesing, Susanne (Chair)
*Tsui, Oscar
*Wilson, Brian

===Student Awards===
Goals: Propose and adjudicate student awards, including the Vantage One Excellence Award.

*Abello, Juan
*Baik, Sarah
*El-Bezre, Nazih
*Jiang, Jennie
*Johnson, Kayli (Chair)
*Lekhi, Anka

===Student Engagement===
Goals: work with Vantage Peer Mentors and other groups at UBC to organize events for Vantage students; work with other committees, as well as with Vantage student representatives and other units on campus to arrange a coherent, principled set of activities for Vantage students throughout the year, promote student engagement with the academy.

*Baik, Sarah (Co-chair)
*Brett, Wendy
*Elnaggar, Ayman
*Goh, Ernest
*Lightfoot, Jennifer (Co-chair)
*Sekhon, Manbeena

===TA Training===
Goals: organize Vantage-specific instructional training for TAs and new faculty.

*Allen, Meghan
*Campbell, Shane
*McPhee, Siobhán
*Motavas, Saloome (Co-chair)
*Pringle, John
*Wilson, Brian (Co-chair)

===Wellness===
Goals: organize social events and other programming to maintain the health and wellness of Vantage staff and faculty.

*Avalos-Rivera, Alys
*Jhangri, Sukh
*Lightfoot, Jennifer
*Peterson, Jenny (Chair)
*Ridell, Katherine

==Previous Committees==
[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2018-2019 2018-2019 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2017-2018 2017-2018 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2016-2017 2016-2017 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2015-2016 2015-2016 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2014-2015 2014-2015 Committee Members]

[[Category:Vantage College Curriculum]]

Documentation:Vantage College Curriculum/Committees

2020-01-09T02:47:13Z

GeorgRieger: /* Intercultural Communication */

=Vantage College Committees=

== Service Committee Assignments 2019–2020 ==
Listed below are committee descriptions and suggested goals. It is recommended that each committee meet at least twice per term. At the end of each academic year, the chair of each committee will be asked to write a short summary (maximum one page) of the committee’s activities that year.

==Academic Executive==
*Gadhia, Atul
*Gilley, Brett
*Lolliot, Simon
*Potvin, Gabriel
*Rieger, Georg (Chair)
*Zappa-Hollman, Sandra

==Program Committees==
Goals: coordinate the curriculum in a Vantage stream (Arts, Applied Science, Management, or Science) or in the Vantage Academic English Program, promote collaborations between instructors, advocate teaching innovations.

The Academic Director and the Director of the Academic English Program are ex officio members of all curriculum committees.

===Academic English Program===
*Avalo-Rivera, Alys
*Ferreira, Alfredo
*Gradin, Christopher
*Kim, Won
*Leveridge, Neil
*Lightfoot, Jennifer
*Lynch, Sarah
*Mahmood, Fatimah
*Mehdian, Noosha
*Pringle, John
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Todd, Brett
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (Chair)

===Program Committee, Applied Science ===
*Abello, Juan
*Eikenaar, Jannik
*Elnaggar, Ayman
*Goh, Ernest
*Jiang, Jennie
*LeBoe, Renee
*Mahmood, Fatimah
*Motavas, Saloome
*Najarian, Siamak
*Potvin, Gabriel (Chair)
*Pringle, John
*Prodanovic, Vladan
*Rieger, Georg (ex officio)
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

===Program Committee, Arts===
*Campbell, Shane
*El-Bezre, Nazih
*Jafer, Waged
*Kim, Won
*Lighfoot, Jennifer
*Lyon, Katherine
*Lolliot, Simon (Chair)
*McPhee,Siobhán
*Ney, Stephen
*Peterson, Jenny
*Rea, Jackie
*Reed, Sam
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Thieme, Katja
*Todd, Brett
*Turan, Serbulent
*Unwalla, Pheroze
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)
*Zysk, Eva

===Program Committee, Science ===
*Allen, Meghan
*Bachmann, Sven
*Boroushaki, Shirin
*Brett, Wendy
*Donnelly, Caitlin
*Ferreira, Alfredo
*Gilley, Brett (Chair)
*(Ives, Joss)
*Johnson, Kayli
*Lekhi, Anka
*Leung, Fok-Shuen
*Leveridge, Neil
*Ola, Kemi
*Rieger, Georg
*Thomas, Anne
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

==Vantage Committees==
If you are interested on serving on any of these committees below, you can email your expression of interest to joanne.fox@ubc.ca

===Academic Outreach===
Goals: communicate information about the Vantage programs and educational innovation to the academic community and the public, spread successful practices and innovations, generate a public annual report on activities at Vantage.

*Jhangri, Sukh
*Martin, Jodie
*Riccardi, Daniel
*Rieger, Georg (Chair)
*Zappa-Hollman, Sandra

===Access, Diversity and Equity===
Goals: advocate diversity and equity, respond to access, diversity and equity issues, promote a culture of inclusion and justice.

*Allen, Meghan
*Ferreira, Laila
*Gadhia, Atul (Chair)
*(Ives, Joss)
*Schmiesing, Susanne
*Shaw, Amber

===Admissions and Transition===
Goals: adjudicate admissions and transition into degree programs, report on the composition of the entering class. While adjudication is done by stream, this committee meets to provide updates and spread successful practices.

The Academic Director is ex officio chair of this committee.

*Brett, Wendy
*Campbell, Shane
*Gadhia, Atul
*Gilley, Brett
*Jiang, Jennie
*Lolliot, Simon
*Potvin, Gabriel
*Riccardi, Daniel
*Rieger, Georg (Chair)
===Emerging Media Lab Working Group===
Goal: investigate, adopt, develop and share emerging media such as artificial intelligence, xR reality, and geo-aware applications to enhance teaching and learning.
*Baik, Sarah
*Gilley, Brett
*Goh, Ernest
*Jhangri, Sukh
*Johnson, Kayli
*Leveridge, Neil (Co-Chair)
*Lolliot, Simon
*Lyon, Katherine
*McPhee, Siobhán (Co-Chair)
*Unwalla, Pheroze
*Wilson, Brian

===Health & Safety===
Goals: ensure Orchard Commons meets the standards set out by Worksafe BC.

*Mahmood, Fatimah
*Riddell, Katherine (Chair)
*Schmiesing, Susanne
*Tsiu, Oscar
*Wilson, Brian

===Intercultural Communication===
Goals: organize programming to enhance intercultural understanding, respond to intercultural issues, develop a vision for intercultural communication at Vantage.

[[Documentation:Vantage_College_Curriculum/Committees/Intercultural_Communication|Intercultural Communication Committee Reading Group Resources]]

*Baumvol, Laura
*Campbell, Laura
*Eikenaar, Jannik
*Lekhi, Anka (Chair)
*Thieme, Katja
*Unwalla, Pheroze
*Walsh Marr, Jennifer

===Professional Development and Awards===
Goals: organize educational and professional development programs, nominate staff and faculty for awards.

*Ferreira, Alfredo (Chair)
*Hasan, Emrul
*Schmiesing, Susanne
*Todd, Brett
*Zappa-Hollman, Sandra
*Zysk, Eva

===Space & Facilities===
Goals: coordinate allocation of space and approve alterations at Orchard Commons, develop IT initiatives for Vantage programs, respond to Vantage-specific IT issues.

*Kim, Won
*Leveridge, Neil
*Schmiesing, Susanne (Chair)
*Tsui, Oscar
*Wilson, Brian

===Student Awards===
Goals: Propose and adjudicate student awards, including the Vantage One Excellence Award.

*Abello, Juan
*Baik, Sarah
*El-Bezre, Nazih
*Jiang, Jennie
*Johnson, Kayli (Chair)
*Lekhi, Anka

===Student Engagement===
Goals: work with Vantage Peer Mentors and other groups at UBC to organize events for Vantage students; work with other committees, as well as with Vantage student representatives and other units on campus to arrange a coherent, principled set of activities for Vantage students throughout the year, promote student engagement with the academy.

*Baik, Sarah (Co-chair)
*Brett, Wendy
*Elnaggar, Ayman
*Goh, Ernest
*Lightfoot, Jennifer (Co-chair)
*Sekhon, Manbeena

===TA Training===
Goals: organize Vantage-specific instructional training for TAs and new faculty.

*Allen, Meghan
*Campbell, Shane
*McPhee, Siobhán
*Motavas, Saloome (Co-chair)
*Pringle, John
*Wilson, Brian (Co-chair)

===Wellness===
Goals: organize social events and other programming to maintain the health and wellness of Vantage staff and faculty.

*Avalos-Rivera, Alys
*Jhangri, Sukh
*Lightfoot, Jennifer
*Peterson, Jenny (Chair)
*Ridell, Katherine

==Previous Committees==
[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2018-2019 2018-2019 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2017-2018 2017-2018 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2016-2017 2016-2017 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2015-2016 2015-2016 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2014-2015 2014-2015 Committee Members]

[[Category:Vantage College Curriculum]]

Documentation:Vantage College Curriculum/Committees

2019-12-20T20:23:55Z

GeorgRieger: /* Academic Outreach */

=Vantage College Committees=

== Service Committee Assignments 2019–2020 ==
Listed below are committee descriptions and suggested goals. It is recommended that each committee meet at least twice per term. At the end of each academic year, the chair of each committee will be asked to write a short summary (maximum one page) of the committee’s activities that year.

==Academic Executive==
*Gadhia, Atul
*Gilley, Brett
*Lolliot, Simon
*Potvin, Gabriel
*Rieger, Georg (Chair)
*Zappa-Hollman, Sandra

==Program Committees==
Goals: coordinate the curriculum in a Vantage stream (Arts, Applied Science, Management, or Science) or in the Vantage Academic English Program, promote collaborations between instructors, advocate teaching innovations.

The Academic Director and the Director of the Academic English Program are ex officio members of all curriculum committees.

===Academic English Program===
*Avalo-Rivera, Alys
*Ferreira, Alfredo
*Gradin, Christopher
*Kim, Won
*Leveridge, Neil
*Lightfoot, Jennifer
*Lynch, Sarah
*Mahmood, Fatimah
*Mehdian, Noosha
*Pringle, John
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Todd, Brett
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (Chair)

===Program Committee, Applied Science ===
*Abello, Juan
*Eikenaar, Jannik
*Elnaggar, Ayman
*Goh, Ernest
*Jiang, Jennie
*LeBoe, Renee
*Mahmood, Fatimah
*Motavas, Saloome
*Najarian, Siamak
*Potvin, Gabriel (Chair)
*Pringle, John
*Prodanovic, Vladan
*Rieger, Georg (ex officio)
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

===Program Committee, Arts===
*Campbell, Shane
*El-Bezre, Nazih
*Jafer, Waged
*Kim, Won
*Lighfoot, Jennifer
*Lyon, Katherine
*Lolliot, Simon (Chair)
*McPhee,Siobhán
*Ney, Stephen
*Peterson, Jenny
*Rea, Jackie
*Reed, Sam
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Thieme, Katja
*Todd, Brett
*Turan, Serbulent
*Unwalla, Pheroze
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)
*Zysk, Eva

===Program Committee, Science ===
*Allen, Meghan
*Bachmann, Sven
*Boroushaki, Shirin
*Brett, Wendy
*Donnelly, Caitlin
*Ferreira, Alfredo
*Gilley, Brett (Chair)
*(Ives, Joss)
*Johnson, Kayli
*Lekhi, Anka
*Leung, Fok-Shuen
*Leveridge, Neil
*Ola, Kemi
*Rieger, Georg
*Thomas, Anne
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

==Vantage Committees==
If you are interested on serving on any of these committees below, you can email your expression of interest to joanne.fox@ubc.ca

===Academic Outreach===
Goals: communicate information about the Vantage programs and educational innovation to the academic community and the public, spread successful practices and innovations, generate a public annual report on activities at Vantage.

*Jhangri, Sukh
*Martin, Jodie
*Riccardi, Daniel
*Rieger, Georg (Chair)
*Zappa-Hollman, Sandra

===Access, Diversity and Equity===
Goals: advocate diversity and equity, respond to access, diversity and equity issues, promote a culture of inclusion and justice.

*Allen, Meghan
*Ferreira, Laila
*Gadhia, Atul (Chair)
*(Ives, Joss)
*Schmiesing, Susanne
*Shaw, Amber

===Admissions and Transition===
Goals: adjudicate admissions and transition into degree programs, report on the composition of the entering class. While adjudication is done by stream, this committee meets to provide updates and spread successful practices.

The Academic Director is ex officio chair of this committee.

*Brett, Wendy
*Campbell, Shane
*Gadhia, Atul
*Gilley, Brett
*Jiang, Jennie
*Lolliot, Simon
*Potvin, Gabriel
*Riccardi, Daniel
*Rieger, Georg (Chair)
===Emerging Media Lab Working Group===
Goal: investigate, adopt, develop and share emerging media such as artificial intelligence, xR reality, and geo-aware applications to enhance teaching and learning.
*Baik, Sarah
*Gilley, Brett
*Goh, Ernest
*Jhangri, Sukh
*Johnson, Kayli
*Leveridge, Neil (Co-Chair)
*Lolliot, Simon
*Lyon, Katherine
*McPhee, Siobhán (Co-Chair)
*Unwalla, Pheroze
*Wilson, Brian

===Health & Safety===
Goals: ensure Orchard Commons meets the standards set out by Worksafe BC.

*Mahmood, Fatimah
*Riddell, Katherine (Chair)
*Schmiesing, Susanne
*Tsiu, Oscar
*Wilson, Brian

===Intercultural Communication===
Goals: organize programming to enhance intercultural understanding, respond to intercultural issues, develop a vision for intercultural communication at Vantage.

[[Documentation:Vantage_College_Curriculum/Committees/Intercultural_Communication|Intercultural Communication Committee Reading Group Resources]]

*Campbell, Laura
*Eikenaar, Jannik
*Lekhi, Anka (Chair)
*Thieme, Katja
*Unwalla, Pheroze
*Walsh Marr, Jennifer

===Professional Development and Awards===
Goals: organize educational and professional development programs, nominate staff and faculty for awards.

*Ferreira, Alfredo (Chair)
*Hasan, Emrul
*Schmiesing, Susanne
*Todd, Brett
*Zappa-Hollman, Sandra
*Zysk, Eva

===Space & Facilities===
Goals: coordinate allocation of space and approve alterations at Orchard Commons, develop IT initiatives for Vantage programs, respond to Vantage-specific IT issues.

*Kim, Won
*Leveridge, Neil
*Schmiesing, Susanne (Chair)
*Tsui, Oscar
*Wilson, Brian

===Student Awards===
Goals: Propose and adjudicate student awards, including the Vantage One Excellence Award.

*Abello, Juan
*Baik, Sarah
*El-Bezre, Nazih
*Jiang, Jennie
*Johnson, Kayli (Chair)
*Lekhi, Anka

===Student Engagement===
Goals: work with Vantage Peer Mentors and other groups at UBC to organize events for Vantage students; work with other committees, as well as with Vantage student representatives and other units on campus to arrange a coherent, principled set of activities for Vantage students throughout the year, promote student engagement with the academy.

*Baik, Sarah (Co-chair)
*Brett, Wendy
*Elnaggar, Ayman
*Goh, Ernest
*Lightfoot, Jennifer (Co-chair)
*Sekhon, Manbeena

===TA Training===
Goals: organize Vantage-specific instructional training for TAs and new faculty.

*Allen, Meghan
*Campbell, Shane
*McPhee, Siobhán
*Motavas, Saloome (Co-chair)
*Pringle, John
*Wilson, Brian (Co-chair)

===Wellness===
Goals: organize social events and other programming to maintain the health and wellness of Vantage staff and faculty.

*Avalos-Rivera, Alys
*Jhangri, Sukh
*Lightfoot, Jennifer
*Peterson, Jenny (Chair)
*Ridell, Katherine

==Previous Committees==
[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2018-2019 2018-2019 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2017-2018 2017-2018 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2016-2017 2016-2017 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2015-2016 2015-2016 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2014-2015 2014-2015 Committee Members]

[[Category:Vantage College Curriculum]]

Documentation:Vantage College Curriculum/Committees

2019-12-20T20:23:34Z

GeorgRieger: /* Academic Outreach */

=Vantage College Committees=

== Service Committee Assignments 2019–2020 ==
Listed below are committee descriptions and suggested goals. It is recommended that each committee meet at least twice per term. At the end of each academic year, the chair of each committee will be asked to write a short summary (maximum one page) of the committee’s activities that year.

==Academic Executive==
*Gadhia, Atul
*Gilley, Brett
*Lolliot, Simon
*Potvin, Gabriel
*Rieger, Georg (Chair)
*Zappa-Hollman, Sandra

==Program Committees==
Goals: coordinate the curriculum in a Vantage stream (Arts, Applied Science, Management, or Science) or in the Vantage Academic English Program, promote collaborations between instructors, advocate teaching innovations.

The Academic Director and the Director of the Academic English Program are ex officio members of all curriculum committees.

===Academic English Program===
*Avalo-Rivera, Alys
*Ferreira, Alfredo
*Gradin, Christopher
*Kim, Won
*Leveridge, Neil
*Lightfoot, Jennifer
*Lynch, Sarah
*Mahmood, Fatimah
*Mehdian, Noosha
*Pringle, John
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Todd, Brett
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (Chair)

===Program Committee, Applied Science ===
*Abello, Juan
*Eikenaar, Jannik
*Elnaggar, Ayman
*Goh, Ernest
*Jiang, Jennie
*LeBoe, Renee
*Mahmood, Fatimah
*Motavas, Saloome
*Najarian, Siamak
*Potvin, Gabriel (Chair)
*Pringle, John
*Prodanovic, Vladan
*Rieger, Georg (ex officio)
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

===Program Committee, Arts===
*Campbell, Shane
*El-Bezre, Nazih
*Jafer, Waged
*Kim, Won
*Lighfoot, Jennifer
*Lyon, Katherine
*Lolliot, Simon (Chair)
*McPhee,Siobhán
*Ney, Stephen
*Peterson, Jenny
*Rea, Jackie
*Reed, Sam
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Thieme, Katja
*Todd, Brett
*Turan, Serbulent
*Unwalla, Pheroze
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)
*Zysk, Eva

===Program Committee, Science ===
*Allen, Meghan
*Bachmann, Sven
*Boroushaki, Shirin
*Brett, Wendy
*Donnelly, Caitlin
*Ferreira, Alfredo
*Gilley, Brett (Chair)
*(Ives, Joss)
*Johnson, Kayli
*Lekhi, Anka
*Leung, Fok-Shuen
*Leveridge, Neil
*Ola, Kemi
*Rieger, Georg
*Thomas, Anne
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

==Vantage Committees==
If you are interested on serving on any of these committees below, you can email your expression of interest to joanne.fox@ubc.ca

===Academic Outreach===
Goals: communicate information about the Vantage programs and educational innovation to the academic community and the public, spread successful practices and innovations, generate a public annual report on activities at Vantage.

*Ho, Larissa
*Jhangri, Sukh
*Martin, Jodie
*Riccardi, Daniel
*Rieger, Georg (Chair)
*Zappa-Hollman, Sandra

===Access, Diversity and Equity===
Goals: advocate diversity and equity, respond to access, diversity and equity issues, promote a culture of inclusion and justice.

*Allen, Meghan
*Ferreira, Laila
*Gadhia, Atul (Chair)
*(Ives, Joss)
*Schmiesing, Susanne
*Shaw, Amber

===Admissions and Transition===
Goals: adjudicate admissions and transition into degree programs, report on the composition of the entering class. While adjudication is done by stream, this committee meets to provide updates and spread successful practices.

The Academic Director is ex officio chair of this committee.

*Brett, Wendy
*Campbell, Shane
*Gadhia, Atul
*Gilley, Brett
*Jiang, Jennie
*Lolliot, Simon
*Potvin, Gabriel
*Riccardi, Daniel
*Rieger, Georg (Chair)
===Emerging Media Lab Working Group===
Goal: investigate, adopt, develop and share emerging media such as artificial intelligence, xR reality, and geo-aware applications to enhance teaching and learning.
*Baik, Sarah
*Gilley, Brett
*Goh, Ernest
*Jhangri, Sukh
*Johnson, Kayli
*Leveridge, Neil (Co-Chair)
*Lolliot, Simon
*Lyon, Katherine
*McPhee, Siobhán (Co-Chair)
*Unwalla, Pheroze
*Wilson, Brian

===Health & Safety===
Goals: ensure Orchard Commons meets the standards set out by Worksafe BC.

*Mahmood, Fatimah
*Riddell, Katherine (Chair)
*Schmiesing, Susanne
*Tsiu, Oscar
*Wilson, Brian

===Intercultural Communication===
Goals: organize programming to enhance intercultural understanding, respond to intercultural issues, develop a vision for intercultural communication at Vantage.

[[Documentation:Vantage_College_Curriculum/Committees/Intercultural_Communication|Intercultural Communication Committee Reading Group Resources]]

*Campbell, Laura
*Eikenaar, Jannik
*Lekhi, Anka (Chair)
*Thieme, Katja
*Unwalla, Pheroze
*Walsh Marr, Jennifer

===Professional Development and Awards===
Goals: organize educational and professional development programs, nominate staff and faculty for awards.

*Ferreira, Alfredo (Chair)
*Hasan, Emrul
*Schmiesing, Susanne
*Todd, Brett
*Zappa-Hollman, Sandra
*Zysk, Eva

===Space & Facilities===
Goals: coordinate allocation of space and approve alterations at Orchard Commons, develop IT initiatives for Vantage programs, respond to Vantage-specific IT issues.

*Kim, Won
*Leveridge, Neil
*Schmiesing, Susanne (Chair)
*Tsui, Oscar
*Wilson, Brian

===Student Awards===
Goals: Propose and adjudicate student awards, including the Vantage One Excellence Award.

*Abello, Juan
*Baik, Sarah
*El-Bezre, Nazih
*Jiang, Jennie
*Johnson, Kayli (Chair)
*Lekhi, Anka

===Student Engagement===
Goals: work with Vantage Peer Mentors and other groups at UBC to organize events for Vantage students; work with other committees, as well as with Vantage student representatives and other units on campus to arrange a coherent, principled set of activities for Vantage students throughout the year, promote student engagement with the academy.

*Baik, Sarah (Co-chair)
*Brett, Wendy
*Elnaggar, Ayman
*Goh, Ernest
*Lightfoot, Jennifer (Co-chair)
*Sekhon, Manbeena

===TA Training===
Goals: organize Vantage-specific instructional training for TAs and new faculty.

*Allen, Meghan
*Campbell, Shane
*McPhee, Siobhán
*Motavas, Saloome (Co-chair)
*Pringle, John
*Wilson, Brian (Co-chair)

===Wellness===
Goals: organize social events and other programming to maintain the health and wellness of Vantage staff and faculty.

*Avalos-Rivera, Alys
*Jhangri, Sukh
*Lightfoot, Jennifer
*Peterson, Jenny (Chair)
*Ridell, Katherine

==Previous Committees==
[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2018-2019 2018-2019 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2017-2018 2017-2018 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2016-2017 2016-2017 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2015-2016 2015-2016 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2014-2015 2014-2015 Committee Members]

[[Category:Vantage College Curriculum]]

Documentation:Vantage College Curriculum/Committees

2019-09-24T23:57:53Z

GeorgRieger: /* Academic Executive */

=Vantage College Committees=

== Service Committee Assignments 2019–2020 ==
Listed below are committee descriptions and suggested goals. It is recommended that each committee meet at least twice per term. At the end of each academic year, the chair of each committee will be asked to write a short summary (maximum one page) of the committee’s activities that year.

==Academic Executive==
*Gadhia, Atul
*Gilley, Brett
*Lolliot, Simon
*Potvin, Gabriel
*Rieger, Georg (Chair)
*Zappa-Hollman, Sandra

==Program Committees==
Goals: coordinate the curriculum in a Vantage stream (Arts, Applied Science, Management, or Science) or in the Vantage Academic English Program, promote collaborations between instructors, advocate teaching innovations.

The Academic Director and the Director of the Academic English Program are ex officio members of all curriculum committees.

===Academic English Program===
*Avalo-Rivera, Alys
*Ferreira, Alfredo
*Gradin, Christopher
*Kim, Won
*Leveridge, Neil
*Lightfoot, Jennifer
*Lynch, Sarah
*Mahmood, Fatimah
*Mehdian, Noosha
*Pringle, John
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Todd, Brett
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (Chair)

===Program Committee, Applied Science ===
*Abello, Juan
*Eikenaar, Jannik
*Elnaggar, Ayman
*Goh, Ernest
*Jiang, Jennie
*LeBoe, Renee
*Mahmood, Fatimah
*Motavas, Saloome
*Najarian, Siamak
*Potvin, Gabriel (Chair)
*Pringle, John
*Prodanovic, Vladan
*Rieger, Georg (ex officio)
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

===Program Committee, Arts===
*Campbell, Shane
*El-Bezre, Nazih
*Jafer, Waged
*Kim, Won
*Lighfoot, Jennifer
*Lyon, Katherine
*Lolliot, Simon (Chair)
*McPhee,Siobhán
*Ney, Stephen
*Peterson, Jenny
*Rea, Jackie
*Reed, Sam
*Riccardi, Daniel
*Rieger, Georg (ex officio)
*Shaw, Amber
*Thieme, Katja
*Todd, Brett
*Turan, Serbulent
*Unwalla, Pheroze
*Walsh Marr, Jennifer
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)
*Zysk, Eva

===Program Committee, Science ===
*Allen, Meghan
*Bachmann, Sven
*Boroushaki, Shirin
*Brett, Wendy
*Donnelly, Caitlin
*Ferreira, Alfredo
*Gilley, Brett (Chair)
*(Ives, Joss)
*Johnson, Kayli
*Lekhi, Anka
*Leung, Fok-Shuen
*Leveridge, Neil
*Ola, Kemi
*Rieger, Georg
*Thomas, Anne
*Wilson, Brian
*Zappa-Hollman, Sandra (ex officio)

==Vantage Committees==
If you are interested on serving on any of these committees below, you can email your expression of interest to joanne.fox@ubc.ca

===Academic Outreach===
Goals: communicate information about the Vantage programs and educational innovation to the academic community and the public, spread successful practices and innovations, generate a public annual report on activities at Vantage.

*Ho, Larissa
*Jhangri, Sukh
*Martin, Jodie
*Riccardi, Daniel
*Rieger, Georg (Chair)
*Unwalla, Pheroze
*Zappa-Hollman, Sandra

===Access, Diversity and Equity===
Goals: advocate diversity and equity, respond to access, diversity and equity issues, promote a culture of inclusion and justice.

*Allen, Meghan
*Ferreira, Laila
*Gadhia, Atul (Chair)
*(Ives, Joss)
*Schmiesing, Susanne
*Shaw, Amber

===Admissions and Transition===
Goals: adjudicate admissions and transition into degree programs, report on the composition of the entering class. While adjudication is done by stream, this committee meets to provide updates and spread successful practices.

The Academic Director is ex officio chair of this committee.

*Brett, Wendy
*Campbell, Shane
*Gadhia, Atul
*Gilley, Brett
*Jiang, Jennie
*Lolliot, Simon
*Potvin, Gabriel
*Riccardi, Daniel
*Rieger, Georg (Chair)
===Emerging Media Lab Working Group===
Goal: investigate, adopt, develop and share emerging media such as artificial intelligence, xR reality, and geo-aware applications to enhance teaching and learning.
*Baik, Sarah
*Gilley, Brett
*Goh, Ernest
*Jhangri, Sukh
*Johnson, Kayli
*Leveridge, Neil (Co-Chair)
*Lolliot, Simon
*Lyon, Katherine
*McPhee, Siobhán (Co-Chair)
*Unwalla, Pheroze
*Wilson, Brian

===Health & Safety===
Goals: ensure Orchard Commons meets the standards set out by Worksafe BC.

*Mahmood, Fatimah
*Riddell, Katherine (Chair)
*Schmiesing, Susanne
*Tsiu, Oscar
*Wilson, Brian

===Intercultural Communication===
Goals: organize programming to enhance intercultural understanding, respond to intercultural issues, develop a vision for intercultural communication at Vantage.

[[Documentation:Vantage_College_Curriculum/Committees/Intercultural_Communication|Intercultural Communication Committee Reading Group Resources]]

*Campbell, Laura
*Eikenaar, Jannik
*Lekhi, Anka (Chair)
*Ney, Stephen
*Thieme, Katja
*Walsh Marr, Jennifer

===Professional Development and Awards===
Goals: organize educational and professional development programs, nominate staff and faculty for awards.

*Ferreira, Alfredo (Chair)
*Hasan, Emrul
*Schmiesing, Susanne
*Todd, Brett
*Zappa-Hollman, Sandra
*Zysk, Eva

===Space & Facilities===
Goals: coordinate allocation of space and approve alterations at Orchard Commons, develop IT initiatives for Vantage programs, respond to Vantage-specific IT issues.

*Kim, Won
*Leveridge, Neil
*Schmiesing, Susanne (Chair)
*Tsui, Oscar
*Wilson, Brian

===Student Awards===
Goals: Propose and adjudicate student awards, including the Vantage One Excellence Award.

*Abello, Juan
*Baik, Sarah
*El-Bezre, Nazih
*Jiang, Jennie
*Johnson, Kayli (Chair)
*Lekhi, Anka

===Student Engagement===
Goals: work with Vantage Peer Mentors and other groups at UBC to organize events for Vantage students; work with other committees, as well as with Vantage student representatives and other units on campus to arrange a coherent, principled set of activities for Vantage students throughout the year, promote student engagement with the academy.

*Baik, Sarah (Co-chair)
*Brett, Wendy
*Elnaggar, Ayman
*Goh, Ernest
*Lightfoot, Jennifer (Co-chair)
*Sekhon, Manbeena

===TA Training===
Goals: organize Vantage-specific instructional training for TAs and new faculty.

*Allen, Meghan
*Campbell, Shane
*McPhee, Siobhán
*Motavas, Saloome (Co-chair)
*Pringle, John
*Wilson, Brian (Co-chair)

===Wellness===
Goals: organize social events and other programming to maintain the health and wellness of Vantage staff and faculty.

*Avalos-Rivera, Alys
*Jhangri, Sukh
*Lightfoot, Jennifer
*Peterson, Jenny (Chair)
*Ridell, Katherine

==Previous Committees==
[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2018-2019 2018-2019 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2017-2018 2017-2018 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2016-2017 2016-2017 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2015-2016 2015-2016 Committee Members]

[http://wiki.ubc.ca/Documentation:Vantage_College_Curriculum/Committees/2014-2015 2014-2015 Committee Members]

[[Category:Vantage College Curriculum]]

Sandbox:Vantage College Curriculum/Awards Received

2017-04-13T22:25:00Z

GeorgRieger: /* Grants */

Sandbox:Vantage College Curriculum/Awards Received

2017-04-13T22:24:19Z

GeorgRieger: /* Grants */

Sandbox:Vantage College Curriculum/Published Works

2017-04-13T22:21:44Z

GeorgRieger: /* Journal Articles */

=Publications=
This page lists publications of UBC Vantage College Faculty & Staff. We have included all works generated by Vantage faculty members and these works may or may not be informed directly by their work in Vantage.
==2017==
===Refereed Works===
====Journal Articles====
* Priyanka Lekhi, Meghan Allen, Fok-Shuen Leung, Brett Gilley, Georg Rieger, and Joanne A. Fox. “The Development and Delivery of a Multidisciplinary Research Course for First-Year International Science Students”. Collected Essays on Learning and Teaching (in press). Volume 10. http://celt.uwindsor.ca/ojs/leddy/index.php/CELT/issue/archive

====Conference Proceedings====
*

===Non-refereed Works===
====Journal Articles====
*
====Conference Proceedings====
*

===Technical Reports===
*

===Books===
*

==2016==
===Refereed Works===
====Journal Articles====
* Johnson, S. L., Moezpoor, M., Murray, G., Hole, R., Barnes, S. J., CREST.BD, & Michalak, E. E. (2016). Creativity and bipolar disorder: Igniting a dialog. ''Qualitative Health Research'', 26, 32-40. Percent contribution: 10%.
* Michalak, E. E., Jones, S., Lobhan, F., Algorta, G. P., Barnes, S. J., Berk, L., Berk, M., Hole, R., Lapsley, S., Maxwell, V., Milev, R., McManamy, J., Murray, G., Tohen, M., Tse, S., Sánchez de Carmona, M., Johnson, S. L., the ISBD Taskforce on Community Engagement, & CREST.BD. (2016). Harnessing the potential of community-based participatory research approaches in bipolar disorder. ''International Journal of Bipolar Disorders'', 4, 4. Percent contribution: 15%.
* Nobari A.H., Prodanovic V., Militzer M.. (2016). Heat transfer of a stationary steel plate during water jet impingement cooling. ''Int. J. Heat Mass Transfer''. IN REVIEW.
*Welsh, A., Shaw, A., & Fox, J. (in press). The Pairing of a Science Communications and a Language Course to Enrich First-Year English Language Learners’ Writing and Argumentation Skills. "Journal of College Science Teaching".
*G.W. Rieger, S.A. Reinsberg, and C.E. Wieman, Comment on “Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course”, Phys. Rev. Phys. Educ. Res. 12, 028001 (2016).

====Conference Proceedings====
*Berg, C. (2016, May). ''From buds to Bloom's: A proposal for growing strong students''. Proceedings of The 21st Western Canadian Conference on Computing Education (WCCCE), Kamloops, BC.
*Murphy, M., & Potvin, G. (2016, June). "Building Bridges: An approach to the integration of English language education in first-year engineering and applied science courses for international students". Proceedings of the 2016 Canadian Engineering Education Association (CEEA) Conference, Halifax, NS.

===Non-refereed Works===
====Journal Articles====
*
====Conference Proceedings====
*

===Technical Reports===
*

===Books===
*Lekhi, P. & Nashon, S.M. (2016). How a flipped classroom promotes sophisticated epistemology: Example from a large 2nd year analytical chemistry course. In Muzyka (Ed.), ''The Flipped Classroom''. Washington, DC: ACS Books.
*Peterson, J.H. (2016). 'Humanitarianism and Peace' ''Palgrave Handbook of Disciplinary and Regional Approaches to Peace''. Oliver Richmond, Sandra Pagoda and Jasmin Ramovic eds. Palgrave.
*Howarth K. and Peterson J.H. eds. (2016). ''Linking Political Violence and Crime in Latin America: Myths, Realities and Complexities''. Lexington Books.

==2015==
===Refereed Works===
====Journal Articles====
*Lekhi, P. & Nussbaum, S. (2015). Strategic use of role playing in the training workshop for chemistry laboratory teaching assistants. ''Canadian Journal of Higher Education'', 45 (3), Special edition.
*McPhee, S. (2015). ‘Finding their way’: the negotiation of the city by low-skilled service sector migrant workers in Dublin. ''Urban Geography''
*Riedlinger, M.E. and Rea, J. (2015). Discourse ecology and knowledge niches: Negotiating the risks of radiation in online Canadian forums, post-Fukushima. ''Science, Technology & Human Values''. 40(4), 588-614. DOI: 10.1177/0162243915571166.
*Wieman, C. & Welsh, A. (2015). The connection between teaching methods and attribution errors. ''Educational Psychology Review'', p. 1-4. Available online at: https://link.springer.com/article/10.1007%2Fs10648-015-9317-3
*Zappa-Hollman, S. & Duff, P. A. (2015). Academic English socialization through Individual Networks of Practice. ''TESOL Quarterly'', 49(2), 333-368. DOI: 10.1002/tesq.188

====Conference Proceedings====
*Krieger, S., Allen, M., & Rawn, C. (2015). ''Are females disinclined to tinker in Computer Science?'' Proceedings of the 46th ACM Technical Symposium on Computer Science Education, pages 102 – 107
*Prodanovic V., Merida, W. (2015). ''Improvements of the UBC’s professional master program in clean energy engineering'', ICCE 2015, International Conference and Exhibition on Clean Energy, Ottawa, ON.

===Non-refereed Works===
====Journal Articles====
*
====Conference Proceedings====
*Peterson, J.H. (2015). ''Resistance and the post-political world: (re) politicized peaces in an era of managerial politics''. International Studies Association Annual Convention, New Orleans, LA.

===Technical Reports===
* Militzer M., Prodanovic V., Lockhart G. (2015, April). ''Accelerated cooling investigations at UBC pilot scale runout table, Phase 6c: Investigation of the effect of surface roughness on cooling efficiency – Additional Tests for top and bottom cooling'', Report prepared for AG Der Dillinger Hüttenwerke, Germany.

===Books===
*Green, A., McPhee, S., Ricker, B. and Temenos, C. (2014). ''British Columbia in a Global Context''. BC Campus Online Textbooks, http://opentextbc.ca/geography/
*Duff, P. A., Ferreira, A. A., & Zappa-Hollman, S. (2015). Putting (functional) grammar to work in content-based English for academic purposes instruction. In M. A. Christison, D. Christian, , P. A. Duff, & N. Spada. (Eds.). ''Research on teaching and learning English grammar''. New York: Routledge/Taylor & Francis.
* Peterson, J.H. (2015). 'Introduction' in ''Routledge Companion to Humanitarian Action''. Roger Mac Ginty and Jenny H Peterson, eds. Routledge: London.

==2014==
===Refereed Works===
====Journal Articles====
*Cassidy, A., Dee, J., Lam, V.K.Y., Welsh, A., Fox, J. (2014). Teaching assistants thrive in a collaborative team: A TA development case study. ''Transformative Dialogues'', 7(2), 1-14.
*Fox, J., Birol, G., Han, A., Cassidy, A., Welsh, A., Nakonechny, J., Berger, J., Peacock, S., Samuels, L. (2014). Enriching educational experiences through UBC's First Year Seminar in Science (SCIE 113). ''Collected Essays in Learning and Teaching'', 7(1), 1-18.
*Ives, J. (2014). Weekly Quizzes as Learning Experiences. ''Physics in Canada Special Issue''.
*McPhee, S. (2014). Ireland’s immigration policies (1997–present): Links to global trends of labour division and effects on national labour market structure. ''Local Economy'', 29(6–7), 579–597.
*McPhee, S. and O’Brien J. (2014). Motivation and Methods in Learning Arabic in an AFL Environment. ''Arab World English Journal'' (open access journal www.awej.org), 5 (4), 14-27. http://awej.org/index.php?option=com_content&view=article&id=572:siobhan-mcphee-josephine-o-brien&catid=53&Itemid=152
*Rieger, G.W., Sitwell, M., Carolan, J, & Roll, I. (2014) A Flipped” Approach To Large-Scale First-Year Physics Labs. Physics in Canada Special Issue 2014, ''Physics in Canada''. 70(2), 126 – 128.
*Rieger, G.W. and Heiner, C.E. (2014). Examinations that support collaborative learning: The students’ perspective. ''J. Coll. Scie. Teach'' 43(4), 41-47.
*Wieman, C.E., Rieger, G.W. and Heiner, C.E. (2014) Physics exams that promote collaborative learning. ''The Phys. Teach''. 52, 51.
*Zappa-Hollman, S. & Duff, P. A. (early online access August 1, 2014). Academic English socialization through Individual Networks of Practice. ''TESOL Quarterly''. 49(2), 333-368. doi: 10.1002/tesq.188

====Conference Proceedings====
*Holmes, N.G., Ives, J. & Bonn, D.A. (2014). The Impact of Targeting Scientific Reasoning on Student Attitudes about Experimental Physics. ''PERC 2014 Proceedings''. AIP Press.
*J. Ives. (2014). Measuring the Learning from Two-Stage Collaborative Group Exams, ''PERC 2014 Proceedings''. AIP Press (arXiv: 1407.6442v2).

===Non-refereed Works===
*
====Journal Articles====
*
====Conference Proceedings====
*Roll, I., Briseno, A., Yee, N., & Welsh, A. (2014, June). ''Not a magic bullet: The effect of scaffolding on knowledge and attitudes in online simulations''. In J. Polman, E. Kyza, I. Tabak, & K. O'Neill (Eds.), Proceedings from the ''International Conference of the Learning Sciences.'' Boulder, CO.

===Technical Reports===
*
===Books===
*

[[Category:Vantage College Curriculum]]

Sandbox:Vantage College Curriculum/Published Works

2017-04-13T22:21:18Z

GeorgRieger: /* Journal Articles */

=Publications=
This page lists publications of UBC Vantage College Faculty & Staff. We have included all works generated by Vantage faculty members and these works may or may not be informed directly by their work in Vantage.
==2017==
===Refereed Works===
====Journal Articles====
* Priyanka Lekhi, Meghan Allen, Fok-Shuen Leung, Brett Gilley, Georg Rieger, and Joanne A. Fox. “The Development and Delivery of a Multidisciplinary Research Course for First-Year International Science Students”. Collected Essays on Learning and Teaching (in press). Volume 10. http://celt.uwindsor.ca/ojs/leddy/index.php/CELT/issue/archive

====Conference Proceedings====
*

===Non-refereed Works===
====Journal Articles====
*
====Conference Proceedings====
*

===Technical Reports===
*

===Books===
*

==2016==
===Refereed Works===
====Journal Articles====
* Johnson, S. L., Moezpoor, M., Murray, G., Hole, R., Barnes, S. J., CREST.BD, & Michalak, E. E. (2016). Creativity and bipolar disorder: Igniting a dialog. ''Qualitative Health Research'', 26, 32-40. Percent contribution: 10%.
* Michalak, E. E., Jones, S., Lobhan, F., Algorta, G. P., Barnes, S. J., Berk, L., Berk, M., Hole, R., Lapsley, S., Maxwell, V., Milev, R., McManamy, J., Murray, G., Tohen, M., Tse, S., Sánchez de Carmona, M., Johnson, S. L., the ISBD Taskforce on Community Engagement, & CREST.BD. (2016). Harnessing the potential of community-based participatory research approaches in bipolar disorder. ''International Journal of Bipolar Disorders'', 4, 4. Percent contribution: 15%.
* Nobari A.H., Prodanovic V., Militzer M.. (2016). Heat transfer of a stationary steel plate during water jet impingement cooling. ''Int. J. Heat Mass Transfer''. IN REVIEW.
*Welsh, A., Shaw, A., & Fox, J. (in press). The Pairing of a Science Communications and a Language Course to Enrich First-Year English Language Learners’ Writing and Argumentation Skills. "Journal of College Science Teaching".

====Conference Proceedings====
*Berg, C. (2016, May). ''From buds to Bloom's: A proposal for growing strong students''. Proceedings of The 21st Western Canadian Conference on Computing Education (WCCCE), Kamloops, BC.
*Murphy, M., & Potvin, G. (2016, June). "Building Bridges: An approach to the integration of English language education in first-year engineering and applied science courses for international students". Proceedings of the 2016 Canadian Engineering Education Association (CEEA) Conference, Halifax, NS.

===Non-refereed Works===
====Journal Articles====
*
====Conference Proceedings====
*

===Technical Reports===
*

===Books===
*Lekhi, P. & Nashon, S.M. (2016). How a flipped classroom promotes sophisticated epistemology: Example from a large 2nd year analytical chemistry course. In Muzyka (Ed.), ''The Flipped Classroom''. Washington, DC: ACS Books.
*Peterson, J.H. (2016). 'Humanitarianism and Peace' ''Palgrave Handbook of Disciplinary and Regional Approaches to Peace''. Oliver Richmond, Sandra Pagoda and Jasmin Ramovic eds. Palgrave.
*Howarth K. and Peterson J.H. eds. (2016). ''Linking Political Violence and Crime in Latin America: Myths, Realities and Complexities''. Lexington Books.

==2015==
===Refereed Works===
====Journal Articles====
*Lekhi, P. & Nussbaum, S. (2015). Strategic use of role playing in the training workshop for chemistry laboratory teaching assistants. ''Canadian Journal of Higher Education'', 45 (3), Special edition.
*McPhee, S. (2015). ‘Finding their way’: the negotiation of the city by low-skilled service sector migrant workers in Dublin. ''Urban Geography''
*Riedlinger, M.E. and Rea, J. (2015). Discourse ecology and knowledge niches: Negotiating the risks of radiation in online Canadian forums, post-Fukushima. ''Science, Technology & Human Values''. 40(4), 588-614. DOI: 10.1177/0162243915571166.
*Wieman, C. & Welsh, A. (2015). The connection between teaching methods and attribution errors. ''Educational Psychology Review'', p. 1-4. Available online at: https://link.springer.com/article/10.1007%2Fs10648-015-9317-3
*Zappa-Hollman, S. & Duff, P. A. (2015). Academic English socialization through Individual Networks of Practice. ''TESOL Quarterly'', 49(2), 333-368. DOI: 10.1002/tesq.188

====Conference Proceedings====
*Krieger, S., Allen, M., & Rawn, C. (2015). ''Are females disinclined to tinker in Computer Science?'' Proceedings of the 46th ACM Technical Symposium on Computer Science Education, pages 102 – 107
*Prodanovic V., Merida, W. (2015). ''Improvements of the UBC’s professional master program in clean energy engineering'', ICCE 2015, International Conference and Exhibition on Clean Energy, Ottawa, ON.

===Non-refereed Works===
====Journal Articles====
*
====Conference Proceedings====
*Peterson, J.H. (2015). ''Resistance and the post-political world: (re) politicized peaces in an era of managerial politics''. International Studies Association Annual Convention, New Orleans, LA.

===Technical Reports===
* Militzer M., Prodanovic V., Lockhart G. (2015, April). ''Accelerated cooling investigations at UBC pilot scale runout table, Phase 6c: Investigation of the effect of surface roughness on cooling efficiency – Additional Tests for top and bottom cooling'', Report prepared for AG Der Dillinger Hüttenwerke, Germany.

===Books===
*Green, A., McPhee, S., Ricker, B. and Temenos, C. (2014). ''British Columbia in a Global Context''. BC Campus Online Textbooks, http://opentextbc.ca/geography/
*Duff, P. A., Ferreira, A. A., & Zappa-Hollman, S. (2015). Putting (functional) grammar to work in content-based English for academic purposes instruction. In M. A. Christison, D. Christian, , P. A. Duff, & N. Spada. (Eds.). ''Research on teaching and learning English grammar''. New York: Routledge/Taylor & Francis.
* Peterson, J.H. (2015). 'Introduction' in ''Routledge Companion to Humanitarian Action''. Roger Mac Ginty and Jenny H Peterson, eds. Routledge: London.

==2014==
===Refereed Works===
====Journal Articles====
*Cassidy, A., Dee, J., Lam, V.K.Y., Welsh, A., Fox, J. (2014). Teaching assistants thrive in a collaborative team: A TA development case study. ''Transformative Dialogues'', 7(2), 1-14.
*Fox, J., Birol, G., Han, A., Cassidy, A., Welsh, A., Nakonechny, J., Berger, J., Peacock, S., Samuels, L. (2014). Enriching educational experiences through UBC's First Year Seminar in Science (SCIE 113). ''Collected Essays in Learning and Teaching'', 7(1), 1-18.
*Ives, J. (2014). Weekly Quizzes as Learning Experiences. ''Physics in Canada Special Issue''.
*McPhee, S. (2014). Ireland’s immigration policies (1997–present): Links to global trends of labour division and effects on national labour market structure. ''Local Economy'', 29(6–7), 579–597.
*McPhee, S. and O’Brien J. (2014). Motivation and Methods in Learning Arabic in an AFL Environment. ''Arab World English Journal'' (open access journal www.awej.org), 5 (4), 14-27. http://awej.org/index.php?option=com_content&view=article&id=572:siobhan-mcphee-josephine-o-brien&catid=53&Itemid=152
*Rieger, G.W., Sitwell, M., Carolan, J, & Roll, I. (2014) A Flipped” Approach To Large-Scale First-Year Physics Labs. Physics in Canada Special Issue 2014, ''Physics in Canada''. 70(2), 126 – 128.
*Rieger, G.W. and Heiner, C.E. (2014). Examinations that support collaborative learning: The students’ perspective. ''J. Coll. Scie. Teach'' 43(4), 41-47.
*Wieman, C.E., Rieger, G.W. and Heiner, C.E. (2014) Physics exams that promote collaborative learning. ''The Phys. Teach''. 52, 51.
*Zappa-Hollman, S. & Duff, P. A. (early online access August 1, 2014). Academic English socialization through Individual Networks of Practice. ''TESOL Quarterly''. 49(2), 333-368. doi: 10.1002/tesq.188

====Conference Proceedings====
*Holmes, N.G., Ives, J. & Bonn, D.A. (2014). The Impact of Targeting Scientific Reasoning on Student Attitudes about Experimental Physics. ''PERC 2014 Proceedings''. AIP Press.
*J. Ives. (2014). Measuring the Learning from Two-Stage Collaborative Group Exams, ''PERC 2014 Proceedings''. AIP Press (arXiv: 1407.6442v2).

===Non-refereed Works===
*
====Journal Articles====
*
====Conference Proceedings====
*Roll, I., Briseno, A., Yee, N., & Welsh, A. (2014, June). ''Not a magic bullet: The effect of scaffolding on knowledge and attitudes in online simulations''. In J. Polman, E. Kyza, I. Tabak, & K. O'Neill (Eds.), Proceedings from the ''International Conference of the Learning Sciences.'' Boulder, CO.

===Technical Reports===
*
===Books===
*

[[Category:Vantage College Curriculum]]

Sandbox:Vantage College Curriculum/Published Works

2017-04-13T22:20:23Z

GeorgRieger: /* Journal Articles */

=Publications=
This page lists publications of UBC Vantage College Faculty & Staff. We have included all works generated by Vantage faculty members and these works may or may not be informed directly by their work in Vantage.
==2017==
===Refereed Works===
====Journal Articles====
* Priyanka Lekhi, Meghan Allen, Fok-Shuen Leung, Brett Gilley, Georg Rieger, and Joanne A. Fox. “The Development and Delivery of a Multidisciplinary Research Course for First-Year International Science Students”. Collected Essays on Learning and Teaching (in press). Volume 10. http://celt.uwindsor.ca/ojs/leddy/index.php/CELT/issue/archive
*G.W. Rieger, S.A. Reinsberg, and C.E. Wieman, Comment on “Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course”, Phys. Rev. Phys. Educ. Res. 12, 028001 (2016).

====Conference Proceedings====
*

===Non-refereed Works===
====Journal Articles====
*
====Conference Proceedings====
*

===Technical Reports===
*

===Books===
*

==2016==
===Refereed Works===
====Journal Articles====
* Johnson, S. L., Moezpoor, M., Murray, G., Hole, R., Barnes, S. J., CREST.BD, & Michalak, E. E. (2016). Creativity and bipolar disorder: Igniting a dialog. ''Qualitative Health Research'', 26, 32-40. Percent contribution: 10%.
* Michalak, E. E., Jones, S., Lobhan, F., Algorta, G. P., Barnes, S. J., Berk, L., Berk, M., Hole, R., Lapsley, S., Maxwell, V., Milev, R., McManamy, J., Murray, G., Tohen, M., Tse, S., Sánchez de Carmona, M., Johnson, S. L., the ISBD Taskforce on Community Engagement, & CREST.BD. (2016). Harnessing the potential of community-based participatory research approaches in bipolar disorder. ''International Journal of Bipolar Disorders'', 4, 4. Percent contribution: 15%.
* Nobari A.H., Prodanovic V., Militzer M.. (2016). Heat transfer of a stationary steel plate during water jet impingement cooling. ''Int. J. Heat Mass Transfer''. IN REVIEW.
*Welsh, A., Shaw, A., & Fox, J. (in press). The Pairing of a Science Communications and a Language Course to Enrich First-Year English Language Learners’ Writing and Argumentation Skills. "Journal of College Science Teaching".

====Conference Proceedings====
*Berg, C. (2016, May). ''From buds to Bloom's: A proposal for growing strong students''. Proceedings of The 21st Western Canadian Conference on Computing Education (WCCCE), Kamloops, BC.
*Murphy, M., & Potvin, G. (2016, June). "Building Bridges: An approach to the integration of English language education in first-year engineering and applied science courses for international students". Proceedings of the 2016 Canadian Engineering Education Association (CEEA) Conference, Halifax, NS.

===Non-refereed Works===
====Journal Articles====
*
====Conference Proceedings====
*

===Technical Reports===
*

===Books===
*Lekhi, P. & Nashon, S.M. (2016). How a flipped classroom promotes sophisticated epistemology: Example from a large 2nd year analytical chemistry course. In Muzyka (Ed.), ''The Flipped Classroom''. Washington, DC: ACS Books.
*Peterson, J.H. (2016). 'Humanitarianism and Peace' ''Palgrave Handbook of Disciplinary and Regional Approaches to Peace''. Oliver Richmond, Sandra Pagoda and Jasmin Ramovic eds. Palgrave.
*Howarth K. and Peterson J.H. eds. (2016). ''Linking Political Violence and Crime in Latin America: Myths, Realities and Complexities''. Lexington Books.

==2015==
===Refereed Works===
====Journal Articles====
*Lekhi, P. & Nussbaum, S. (2015). Strategic use of role playing in the training workshop for chemistry laboratory teaching assistants. ''Canadian Journal of Higher Education'', 45 (3), Special edition.
*McPhee, S. (2015). ‘Finding their way’: the negotiation of the city by low-skilled service sector migrant workers in Dublin. ''Urban Geography''
*Riedlinger, M.E. and Rea, J. (2015). Discourse ecology and knowledge niches: Negotiating the risks of radiation in online Canadian forums, post-Fukushima. ''Science, Technology & Human Values''. 40(4), 588-614. DOI: 10.1177/0162243915571166.
*Wieman, C. & Welsh, A. (2015). The connection between teaching methods and attribution errors. ''Educational Psychology Review'', p. 1-4. Available online at: https://link.springer.com/article/10.1007%2Fs10648-015-9317-3
*Zappa-Hollman, S. & Duff, P. A. (2015). Academic English socialization through Individual Networks of Practice. ''TESOL Quarterly'', 49(2), 333-368. DOI: 10.1002/tesq.188

====Conference Proceedings====
*Krieger, S., Allen, M., & Rawn, C. (2015). ''Are females disinclined to tinker in Computer Science?'' Proceedings of the 46th ACM Technical Symposium on Computer Science Education, pages 102 – 107
*Prodanovic V., Merida, W. (2015). ''Improvements of the UBC’s professional master program in clean energy engineering'', ICCE 2015, International Conference and Exhibition on Clean Energy, Ottawa, ON.

===Non-refereed Works===
====Journal Articles====
*
====Conference Proceedings====
*Peterson, J.H. (2015). ''Resistance and the post-political world: (re) politicized peaces in an era of managerial politics''. International Studies Association Annual Convention, New Orleans, LA.

===Technical Reports===
* Militzer M., Prodanovic V., Lockhart G. (2015, April). ''Accelerated cooling investigations at UBC pilot scale runout table, Phase 6c: Investigation of the effect of surface roughness on cooling efficiency – Additional Tests for top and bottom cooling'', Report prepared for AG Der Dillinger Hüttenwerke, Germany.

===Books===
*Green, A., McPhee, S., Ricker, B. and Temenos, C. (2014). ''British Columbia in a Global Context''. BC Campus Online Textbooks, http://opentextbc.ca/geography/
*Duff, P. A., Ferreira, A. A., & Zappa-Hollman, S. (2015). Putting (functional) grammar to work in content-based English for academic purposes instruction. In M. A. Christison, D. Christian, , P. A. Duff, & N. Spada. (Eds.). ''Research on teaching and learning English grammar''. New York: Routledge/Taylor & Francis.
* Peterson, J.H. (2015). 'Introduction' in ''Routledge Companion to Humanitarian Action''. Roger Mac Ginty and Jenny H Peterson, eds. Routledge: London.

==2014==
===Refereed Works===
====Journal Articles====
*Cassidy, A., Dee, J., Lam, V.K.Y., Welsh, A., Fox, J. (2014). Teaching assistants thrive in a collaborative team: A TA development case study. ''Transformative Dialogues'', 7(2), 1-14.
*Fox, J., Birol, G., Han, A., Cassidy, A., Welsh, A., Nakonechny, J., Berger, J., Peacock, S., Samuels, L. (2014). Enriching educational experiences through UBC's First Year Seminar in Science (SCIE 113). ''Collected Essays in Learning and Teaching'', 7(1), 1-18.
*Ives, J. (2014). Weekly Quizzes as Learning Experiences. ''Physics in Canada Special Issue''.
*McPhee, S. (2014). Ireland’s immigration policies (1997–present): Links to global trends of labour division and effects on national labour market structure. ''Local Economy'', 29(6–7), 579–597.
*McPhee, S. and O’Brien J. (2014). Motivation and Methods in Learning Arabic in an AFL Environment. ''Arab World English Journal'' (open access journal www.awej.org), 5 (4), 14-27. http://awej.org/index.php?option=com_content&view=article&id=572:siobhan-mcphee-josephine-o-brien&catid=53&Itemid=152
*Rieger, G.W., Sitwell, M., Carolan, J, & Roll, I. (2014) A Flipped” Approach To Large-Scale First-Year Physics Labs. Physics in Canada Special Issue 2014, ''Physics in Canada''. 70(2), 126 – 128.
*Rieger, G.W. and Heiner, C.E. (2014). Examinations that support collaborative learning: The students’ perspective. ''J. Coll. Scie. Teach'' 43(4), 41-47.
*Wieman, C.E., Rieger, G.W. and Heiner, C.E. (2014) Physics exams that promote collaborative learning. ''The Phys. Teach''. 52, 51.
*Zappa-Hollman, S. & Duff, P. A. (early online access August 1, 2014). Academic English socialization through Individual Networks of Practice. ''TESOL Quarterly''. 49(2), 333-368. doi: 10.1002/tesq.188

====Conference Proceedings====
*Holmes, N.G., Ives, J. & Bonn, D.A. (2014). The Impact of Targeting Scientific Reasoning on Student Attitudes about Experimental Physics. ''PERC 2014 Proceedings''. AIP Press.
*J. Ives. (2014). Measuring the Learning from Two-Stage Collaborative Group Exams, ''PERC 2014 Proceedings''. AIP Press (arXiv: 1407.6442v2).

===Non-refereed Works===
*
====Journal Articles====
*
====Conference Proceedings====
*Roll, I., Briseno, A., Yee, N., & Welsh, A. (2014, June). ''Not a magic bullet: The effect of scaffolding on knowledge and attitudes in online simulations''. In J. Polman, E. Kyza, I. Tabak, & K. O'Neill (Eds.), Proceedings from the ''International Conference of the Learning Sciences.'' Boulder, CO.

===Technical Reports===
*
===Books===
*

[[Category:Vantage College Curriculum]]

Sandbox:Vantage College Curriculum/Conference Presentations

2017-04-13T22:18:50Z

GeorgRieger:

=Conference and Workshop Presentations=
This page lists conferences and workshops where Vantage College Faculty & Staff present their work. We have included all works presented by Vantage faculty members and these works may or may not be informed directly by their work in Vantage.

==2017==
===International Conferences===
* Fox, J.A., Welsh, A., Marken, K., Suderman, M. ''Enriching International Student Experiences and Institutional Practices for Fostering Student Success''. 36th Annual First Year Experience Conference, Atlanta, Georgia. February 11-14th, 2017.
*Walsh Marr, J. (2017). ''Infusion of a First Nations focus in an Academic English Course.'' TESOL Annual Convention, Seattle, WA.

===National Conferences===
*

===Local Conferences===
* Fox JA, Hultquist J, Hu S, MacDonald K, Tiessen E ''Evolution of learning space design and the impact on facility planning and user experience''. BCNET Annual Higher Education IT Conference, April 26-28, 2016 Vancouver, BC.
*Walsh Marr, J. (2017). ''Infusion of a First Nations focus in an Academic English Course.'' TRU Learning at Intercultural Intersections

===Workshops/Other Presentations===
*

==2016==
===International Conferences===
*Fox, J. & Welsh, A. (2016, February 19-23). ''Lessons learned from a first-year experience program for international students''. Presented at the First Year Experience Conference, Orlando, FL.
*Peterson, J.H. (2016, March 16-19). ''Laughing at Pacifists: Public Shaming and Delegitimization of Non-Violent Tactics''. International Studies Association 2016 Annual Convention, Atlanta, GA.
*Peterson, J.H. (2016, March 16-19). ''Teaching Peace Authentically and Ethically—(Im)Possibilities''. Organizer, Chair and Participant of Roundtable. International Studies Association 2016 Annual Convention, Atlanta, GA.
*Peterson, J.H. (2016, March 16-19). ''The Turn To the Local: A Critical Assessment''. Invited Chair. International Studies Association 2016 Annual Convention, Atlanta, GA.
*Caplan, N., Zappa-Hollman, S., Pessoa, S., Miller, R. & Mitchell, T. (2016). "Discovering and Teaching the Grammar of Academic Writing." Workshop session. TESOL Annual Convention, Baltimore, April 4-9.
*Zappa-Hollman, S. (2016). "Embracing CLIL and SFL to Enhance Academic English Literacy Development." Paper Presentation. TESOL Annual Convention, Baltimore, April 4-9.
*Pessoa, S., Mitchell, T., Miller, R., Zappa-Hollman, S., & Seloni, L. (2016). "Working with faculty across the curriculum to develop writing pedagogy." Colloquium presentation. TESOL Annual Convention, Baltimore, April 4-9.
*Welsh, A., Grain, K., & Fox, J. (2016, October 12-15). "Peer review in a first year science course: Mapping pedagogical practices to student engagement and perceptions." Presented at the International Society for the Scholarship of Teaching & Learning Conference, Los Angeles, CA.
*Webb, A., & Welsh, A. (2016, October 12-15). "SoTL stories: Phenomenology as a methodology for SoTL research." Presented at the International Society for the Scholarship of Teaching & Learning Conference, Los Angeles, CA.
*G. Rieger “Development of a Blended edX Resource for Face-to-Face and Online Learning in Physics 100” TRESTLE, Boulder CO, Oct 2016 (international)
*G. Rieger and S. Reinsberg “Development of a Blended edX Resource for Face-to-Face and Online Learning in Physics 100”, MOOC Makers workshop, May 22, 2016 LINC 2016, Boston, USA (invited, international)
*Firas Moosvi, Stefan Reinsberg, and Georg Rieger "Teaching Experimental and Data Analysis Skills in Online Labs”, AAPT, Sacramento, CA, 2016 (presented by F. Moosvi, international)
*G. W. Rieger: “Experiments at Home: Student Learning in an Online Physics Lab”, The Learner, Vancouver, July 2016 (international).

===National Conferences===
* Welsh A, Shaw A and Fox JA. ''Interdisciplinary Collaboration as a Means to Support International Student Writing and Argumentation in a First Year Science Course''. Symposium on the Scholarship of Teaching and Learning. Banff, AB Nov 10-12, 2016
*Lekhi, P. (2016, June 5-8). ''Flipping the first-year classroom: My attempts, failures and successes''. Presented at First Year Experience Symposium in the Chemistry Education Division. Canadian Society of Chemistry (CSC Conference), Halifax, NS.
*Allen, M., Lekhi, P., & Leung, F. (2016, June 21-24). ''The development, delivery, and evaluation of an interdisciplinary research course for first-year international science students''. Society for Teaching and Learning in Higher Education (STLHE), London, ON.
* Peterson, J., McPhee, S., Barnes, S., & Welsh, A. (2016, July 27-29). ''The internationalizing of undergraduate curricula: Transforming cultural misunderstandings into unique pedagogical opportunities''. Internationalizing Higher Education Conference, Vancouver, BC.
*Murphy, M., & Potvin, G. (2016, June 19-22). ''Building Bridges: An approach to the integration of English language education in first-year engineering and applied science courses for international students''. CEEA Conference. Halifax, NS.
*Murphy, M., & Potvin, G. (2016, October 16-19). ''Integration of Chemical Engineering Education and English Language Training for First-Year International Students: A Collaborative Approach''. CSChE Conference. Quebec City, QC.
*Welsh, A., Shaw, A., & Fox, J. (2016, November 10-12). "Interdisciplinary collaboration as a means to support international student writing and argumentation in a first-year science course." Presented at the 7th Symposium on Scholarship of Teaching and Learning, Banff, AB.

===Local Conferences===
*Walsh Marr, J. (2016, July). ''Infusion of a First Nations focus in an Academic English Course.'' SFU Internationalizing Higher Education Conference, Burnaby, BC.
*Walsh Marr, J. (2016, June). ''Infusion of a First Nations focus in an Academic English Course.'' BCCIE Summer Seminar, Victoria, BC.
*Bates, S., Fox, J.A., & Jones, M. (2016, January 12). FoM Workshop on Educational Leadership. Faculty of Medicine, UBC, BC.
*Fox, J.A., Jones, M. (2016, February 15). Educational Leadership Workshop. UBC Okanagan, Kelowna, BC.
* Wilson, B. (2016, April 28-30). ''Integrating technology from the ground up''. BC TEAL Annual Conference, Vancouver, BC.
*Walsh Marr, J. (2016). ''Infusion of a First Nations focus in an Academic English Course.'' BC Teal Annual Conference
*Zappa-Hollman, S. (2016, April). "Academic discourse socialization through content and language integrated instruction in a first year undergraduate program for international students" Invited Research Panelist at upcoming BCTEAL Conference, Surrey, BC.
*G. Rieger Can the effectiveness of teaching methods be measured with final exam scores? UBC Science Education Open House, April 2016 (local)

===Workshops/Other Presentations===
*Barnes, S. J. (2016, January 27). ''Bipolar disorders and stigma'', Bell Let’s Talk Day Webinar.
*Barnes, S. J., Dhaliwal, R., Hambler, P., Lane, K., Lee, M., Smith, K., & Stanton, A. (2016, March 12). Co-organizer and facilitator of ''Degrees of well-being: Designing learning environments and engaging faculty members'' workshop at the Healthy Minds, Healthy Campuses Annual Summit 2016, Vancouver, Canada.
*Dawson, J. & Allen, M. (2016, April). "Understanding the Student Experience in Introductory Computer Science Courses", Poster at the UBC Science Education Open House.
*Gilley, B. (2016, January). ''Course transformations'', Kansas University, Lawrence, Kansas.
*Hellwig, L. (2016, March). ''Teaching English for Academic Purposes''. EAL Department, Vancouver Community College, Vancouver, Canada (workshop)
*Hellwig, L., Murphy, M., Riccardi, D., Shaw, A., & Walsh-Marr, J. (2016, March 22). ''Principled design and instruction of tasks: Examples from the EAP classroom''. Invited Guest Speaker Panel presentation for LLED 570. Organizer: Sandra Zappa-Hollman, Department of Language and Literacy Education, UBC, Vancouver, BC.
*Ives, J., Welsh, A., Allen, M., Leung, F. (2016, May 3). "Teaching in the Vantage One Science Program: Sharing Our Curricular and Pedagogical Insights from Teaching English Language Learners", UBC CTLT Spring Institute.
*Thieme, K. (2016, February). ''Revising, Revising, Revising,” Graduate student workshop on research on and strategies for revisions to article manuscripts.
*Thieme, K. (2016, January). ''Expected Genre Features while Grading,'' 1.5-hour faculty workshop on grading practices.
*Zappa-Hollman, S. (2016, March). "Metalanguage: Scaffolding that sticks around". Guest talk a the Arts Studies in Reading and Writing group, Faculty of Arts, UBC.

==2015==
===International Conferences===
*Atchison, C., Feig, A., Gilley, B., Stokes, A. & Hendricks, J. (2015, April). ''Confronting barriers to inclusivity: Planning and implementing an accessible geoscience field course for students with disabilities''. National Association for Research in Science Teaching Annual International Conference, Chicago, IL.
*Fox, J.A., & Welsh, A. (2015, February 7-10). ''UBC Vantage College: An innovative first-year program for international students''. Presented for the Conference on the First-Year Experience, Dallas, TX.
*Gilley, B. (2015, January). KEYNOTE: ''How people learn: Using research-based instructional strategies in the geosciences''. Geological Society of London Higher Education Network Conferences, Plymouth, UK.
*Hall, N., Singh, E., & Wilson, B. (2015, October 2-3). ''Teaching using principled technology-enabled pedagogy''. Tri-TESOL Conference, Des Moines, WA.
*Krieger, S., Allen, M. & Rawn, C. (2015, March). ''Are Females Disinclined to Tinker in Computer Science?.'' 46th ACM Technical Symposium on Computer Science Education, Kansas City, MI.
*McPhee, S.R. (2015, April 22-28). ''Teaching in the Middle East: Strategies and tools'' (Panel Presentation). Annual conference of the Association of American Geographers, Chicago, IL.
*McPhee, S.R. (2015, April 22-28). ''The integration of the kafala system into Dubai's institutional organization of the immigrant labour market''. Annual conference of the Association of American Geographers, Chicago, IL.
*McPhee, S.R. (2015, August 19-23). ''The integration of the kafala system into Dubai's institutional organization of the immigrant labour market''.Economic Geography Conference, Oxford, UK.
*Paradis, C., Atchison, C., Gilley, B., Feig, A., Stokes, A. (2015, July). ''The impact of inclusion: A student's perspective of participating in a fully-accessible geoscience field course''. Earth Educators Rendezvous Conference, Boulder, CO.
*Peterson, J.H. (2015, February 18-21). ''Resistance and the postpoliticalworld: (re) politicized peaces in an era of managerial politics''. International Studies Association Annual Convention, New Orleans, LA.
*Peterson, J.H. (2015, February 18-21). ''Local modes of peacebuilding''. Panelist. International Studies Association Annual Convention, New Orleans, LA.
*Pickren, G. (2015, April 25). ''Critical pedagogy in an English as a second language (ESL) setting''. Annual Meeting of the Association of American Geographers, Chicago, IL.
*Rea, J. and Riedlinger, M. (2016, March). ''The Situated Work of Meta-generic Commentary: The Risks and Rewards of Think-aloud Protocol'' Conference on College Composition and Communication. Tampa, FL.
*Stokes, A., Atchison, C., Feig, A. & Gilley, B. (2015, January). ''Delivering accessible fieldwork: Preliminary findings from a collaborative international study''. Geological Society of London Higher Education Network Conference, Plymouth, UK.
*Thieme, K., Fee, M & Grafton, K. (2015, May 7-9). ''Teaching Academic Writing about Literature on the Web''. Digital Diversity 2015: Writing, Feminism, Culture. University of Alberta and MacEwan University, Edmonton, AB.
*Thieme, K. (October 28-31, ). ''The Making of a Political Theory: Francis Marion Beynon’s WWI-Novel Aleta Dey (1919).'' Feminisms & Rhetorics. Arizona State University, Tempe, AZ.
*Waigand, A., Zappa-Hollman, S., Scales, A., Abu-Hassan, J., Asenavage, K., Fields, M., Bastien, E. (2015, March 25-29). ''Bridging Gaps: Easing the Transition From English Programs to University''. Panel Presentation,TESOL Annual Convention, Toronto, ON.
*Walsh Marr, J. (2015, October 2-3). ''Reformulating paraphrasing: Critical & pragmatic approaches''. Tri-TESOL Conference, Des Moines, WA.
*Welsh, A., Zappa-Hollman, S., Wilson, B., & Fox, J.A. (2015, October 27-30). ''Embedding program evaluation research into the implementation of an innovative new first year program for international students''. International Society for the Scholarship of Teaching and Learning Conference, Melbourne, AUS.
*Zappa-Hollman, S. & Fazel, I. (2015, March 25-29). ''Self and Peer-assessment in Academic Writing: Possibilities and Pitfalls''. Roundtable session. TESOL Annual Convention, Toronto.
*Zappa-Hollman, S., & Fox, J.A. (2015, September 2-4 - Declined offer, did not attend). ''Designing curricula with an integrated content and language learning model in a first-year university program for non-Anglophone students''. Integrating Content and Language in Higher Education International Conference, Brussels, Belgium.

===National Conferences===
*Bournot-Trites, M., Zappa-Hollman, S., & Ryan, R. (2015, March 21-24). ''Tandem Language Learning: Enhancing Motivation through Social Interactions''. Paper presentation. American Association of Applied Linguistics annual conference, Toronto, ON.
*Bournot-Trites, M. & Zappa-Hollman, S. (2015, July 15-17). ''Impact of study abroad on language teachers’ language, culture and legitimacy''. Paper Presentation. The Culture of Study Abroad for Second Languages, Halifax, NS.
*Ferreira, A. (2015, May). ''Tracking abstraction in academic discourse through nominal density''. UBC Language & Literacy Education Department Graduate Student Conference, Vancouver, BC.
*Ferreira, A. (2015, May 12). ''Academic writing that flows and resonates''. Graduate Pathways to Success, Vancouver, BC.
*Fox, J.A., Haggerty, J., Welsh, A., Wilson, B., & Zappa, S. (2015, June 16-19). ''Insights from the inaugural cohort of an innovative first-year undergraduate program for international students''. Poster presentation for the Scholarship of Teaching and Learning in Higher Education Conference, Vancouver, BC.
*Fox, J.A., Zappa-Hollman, S. (2015, November 22-24). ''Collaborations, partnerships and integration: Essential catalysts for the spread of best practices in international programs''. Canadian Bureau for International Education, Annual Conference, Niagara Falls, ON.
*Fox, J.A., Todd, B. (2015, March). ''UBC Vantage College: An innovative 1st year interdisciplinary program for international students''. Languages Canada 2015 Conference, Gatineau, QC.
*Gilley, B., Atchison, C., Feig, A. & Stokes, A. (2015, June). ''Full access to the Sea to Sky Highway: Offering an accessible field trip''. National Association of Geoscience Teachers Pacific Northwest Section, 2015 Annual Conference, Victoria, BC.
*Guhr, D., Bax, T., Fox, J.A., Walkey M., & Wilmhurst, G. (2015, November 22-24). ''How venture capital, global competition, and new dogmas are reshaping the language sector in Canada. Invited panelist for concurrent session'', Canadian Bureau for International Education, Annual Conference, Niagara Falls, ON.
*Rawn, C., & Fox, J.A. (2015, June 16-19). Capturing and learning from the experiences of tenure-track teaching faculty in Canada to develop a set of best practices. Half-day Preconference Workshop, 34th Annual Conference of the Society for Teaching and Learning in Higher Education, Vancouver, BC.
*Sens, A., Fox, J.A., Assanand, S., Rawn, C., & Hendricks, C. (2015, June 16-19). ''Taking your teaching beyond your classroom: Teaching practice and educational leadership''. Concurrent Session Presentation, 34th Annual Conference of the Society for Teaching and Learning in Higher Education, Vancouver, BC.
*Thieme, K. (2015, May 7-9) ''Francis Marion Beynon’s Aleta Dey (1919): A Theory of Empathetic Political Deliberation in Times of War.'' Association of Canadian College and University Teachers of English (ACCUTE). University of Ottawa, Ottawa, ON.
*Thieme, K. (2015, May 30-June 1). ''Providing Evidence in Scholarship on Canadian Literature.'' Association for Canadian and Québec Literatures (ACQL). University of Ottawa, Ottawa, ON.
*Welsh, A. (2015, June 16-19). ''Exploring the transformation of students' metacognition and learning in a large introductory science course''. Poster presentation for the Scholarship of Teaching and Learning in Higher Education Conference, Vancouver, BC.

===Local Conferences===
*Ferreira, A., Wilson, B., & Zappa-Hollman, S. (2015, May 22-23). ''Integrating content and language in the Vantage College curriculum''. BC TEAL Annual Conference, Vancouver, BC.
*Thieme, K. (2015, May 1). ''Love and Politics: Political Theory in Francis Marion Beynon’s WWI Novel''. ASRW Faculty Conference, UBC Vancouver.

===Workshops/Other Presentations===
*Barnes, S. J., Castellanos, C., & Fox, T. (2015, August). Co-organizer of ''Constructing microbial fuel cells, Mobile Bioenergy Lab'' workshop at the International Society for Electronic Arts (ISEA) Annual Conference 2015, Vancouver, BC.
*Barnes, S. J., Hambler, P., Lane, K., Lee, M., & Smith, K. (2015, December 10). Co-organizer and facilitator of ''Fostering student wellbeing in the learning environment: You have a vital role to play'' workshop at the UBC CTLT Winter Institute, Vancouver, BC.
*Fox, J.A., Ives, J. & Rieger, G. (2014, March 27). ''Physics in Vantage College''. UBC Department of Physics and Astronomy, Vancouver, BC.
*Fox, J.A., Krebs, C., Lewis, J., & Ahrensmeier, D.M. (2015, May 14). ''''Once we've engaged our students, how do we know they 'got it'? How do we know '''what''' they got?'' Invited Speakers Panel, Science and Technology Teaching and Learning Symposium, Vancouver Island University, Nanaimo, BC.
*Fox, J.A., (2015, May 14). ''Engaging students with the Nature of Science Card Game Workshop Session'', Science and Technology Teaching and Learning Symposium, Vancouver Island University, Nanaimo, BC.
*Gilley, B. (2015, January). ''Two stage exams: Learning together?'' Birmingham University, Birmingham, England.
*Gilley, B. (2015, October). ''The role of field trips in the development of strong learning communities on the Sea to Sky Highway''. Presentation at the Geological Society of America Annual General Meeting, Baltimore, MD.
*Hall, N., Singh, E., & Wilson, B. (2015, Nov 21). "Integrating technology from the ground up." BC TEAL, Vancouver, BC.
*Ives, J. (2015, April 13). Panelist. ''Practical strategies to maximize productive engagement in class''. Panel Discussion at UBC Science Education Open House 2015, Vancouver, BC.
*Ives, J. (2015, March 25). ''Using optical mark recognition software in teaching''. Physics education seminar for the UBC Department of Physics and Astronomy, UBC, Vancouver, BC.
*Rieger, G. (2015, March 25). ''Frequent Testing Enabled by Automatic Grading''. Physics education seminar for the UBC Department of Physics and Astronomy, UBC, Vancouver, BC.
*Ives, J., and Rieger, G.W. (2015, October). A worksheet-focused approach to facilitate a classroom with diverse levels of preparation, ''UBC Science Supper Series''.
*Rieger, G. (2016, January). EdX lightning talk, ''CTLT UBC edX workshop''.
*Krieger, S., Allen, M. & Rawn, C. (2015, April). ''Are Females Disinclined to Tinker in Computer Science?.'' UBC Science Education Open House, Vancouver, BC.
*Peterson, J.H. (2015, February). ''The rise of ISIS''. Panelist. UBC BarTalk
*Suderman, M., Fox, J.A. (2015, April 27). ''How we support international students @ UBC'', Internationalization Learning Day, UBC, Vancouver, BC.
*Thieme, K. (2015, November). ''Disciplinary Experience & Teaching Research Writing''. 1.5-hour faculty workshop.
*Walsh-Marr, J. (2015, December). ''Reformulating Paraphrasing''. University of Victoria English Language Centre.
*Walsh-Marr, J. (2015. October). ''Grammar workshop''. UBC Writing Centre.
*Zappa-Hollman, S. (2015, November 27). ''Expediting second language academic literacy development: Embracing integrated content and language instruction''. Guest talk at the University of Victoria, Linguistics Circle Seminar Series, Victoria, BC.

==2014==
===International Conferences===
*Fazel, I. & Zappa-Hollman, S. (2014, November 13-15). ''Self and Peer-assessment in Second Language Writing: Students’ Perspective''. Paper presentation. Symposium on Second Language Writing, Arizona State University. Tempe, Arizona, USA.
*McPhee, S.R., & Ferreira, A. (2014, April 8-12). ''Flexible learning, international students and geography - designing first year Geography courses for international students in a blended learning environment''. Annual conference of the Association of American Geographers, Tampa, FL.
*McPhee, S.R. (2014, November 6-8). ''The Integration of the Kafala System into Dubai’s Institutional Organization of the Immigrant Labour Market.'' Polanyi Annual Conference: Concordia University, Montreal, QC.
*Welsh, A.J. (2014, October). ''Student perceptions as catalysts for change in teaching and learning in higher education''. Poster presentation for the International Society for the Scholarship of Teaching & Learning Conference, Quebec City, QC.
*Welsh, A.J. (2014, July). ''Exploring undergraduate students' metacognitive transformations in an organic chemistry course''. Paper presentation for the International STEM (Science, Technology, Engineering, and Mathematics) 2014 Conference, Vancouver, BC.
*Welsh, A.J. (2014, July). ''Exploring the supports and barriers to undergraduate student learning''. Paper presentation for the International Improving Undergraduate Teaching Conference, Vancouver, BC.

===National Conferences===
*Fox, J.A., Wilson, B., & Zappa, S. (2014, June 17-20). ''Designing a first year program for international students by adopting a multi-disciplinary approach''. Annual Conference of the Society for Teaching and Learning in Higher Education, Kingston, ON.
*Fox, J.A., Wilson, B. & Zappa-Hollman, S. (2014, July 23-25). ''UBC Vantage College: an innovative first year interdisciplinary program for international students''. Poster presentation at the International Conference on Improving University Teaching, UBC, Vancouver.
*Welsh, A.J. & Stewart, J. (2014, June). ''Students as key stakeholders: Exploring their perceptions of teaching and learning in an introductory organic chemistry course''. Poster presentation for the Scholarship of Teaching and Learning in Higher Education Conference, Kingston, ON.
*Welsh, A.J. (2014, May). ''Investigating undergraduate students' metacognitive transformations for enhanced science learning''. Paper presentation for the Canadian Society for the Study of Education Conference, St. Catherine's, ON.

===Local Conferences===
*Ferreira, A. (2014, May). ''Beyond scaffolding: A feedback dialogue in EAP writing as shared consciousness''. 17th Annual Investigating Our Practices Conference, UBC Faculty of Education, Vancouver, BC.
*Ferreira, A. (2014, August). ''A collegiate EAP curriculum from the view of the functional architecture of language''. Presented at the conference of the Linguistic Association of Canada & the US (LACUS), UBC, Vancouver, BC.
*Fox, J.A., Wilson, B., & Zappa, S. (2014, July 23-25). ''UBC Vantage College: an innovative first year interdisciplinary program for international students''. Improving University Teaching, Vancouver, BC.
*Gilley, B. (2014, May). ''How people learn: Using research based instructional strategies in your classes''. Vancouver Island University Science and Technology Symposium, Nanaimo, BC.
*Gilley, B. (2014, May). ''Classroom assessment techniques: What are students learning?''. Vancouver Island University Science and Technology Symposium, Nanaimo, BC.
*Reeder, K. & Zappa-Hollman, S., with support from other CILS members. (2014, February). ''CILS 20th anniversary celebrations lecture series. Intercultural Language studies: looking back, looking forward, featuring Dr. Jorg Roche. The future of intercultural engagement in Canadian higher education'', Vancouver, BC.
*Zappa-Hollman, S. (2014, January 31). ''CILS Retreat: Celebrating 20 years of the Centre for Intercultural Studies''. (Organizer). Commemorative video based on interviews conducted with 13 current and past members of the CILS advisory committee; Brainstorming session to map out the future of CILS, Vancouver, BC.

===Workshops/Other Presentations===
*Allen, M., Ferreira, A., Fox, J., Ives, J., Lekhi, A., Leung, F., Rieger, G., Zappa-Hollman, S. (2014, October 21). ''Vantage College: An innovative first-year program for international students''. UBC Science Supper Series, Vancouver.
*Allen, M., Fox, J. Ives, J., Lekhi, P., Leung, F, Rieger, G., Zappa., S. & Gilley, B. (2014, October). ''Science at Vantage College, Science Supper Series'', Vancouver, BC.
*Atchison, C., Gilley, B., Feig, A. & Stokes, A. (2014, October). ''Preliminary findings from an accessible field course developed through international collaboration'', Geological Society of America Annual General Meeting, Vancouver, BC.
*Gilley, B. (2014, January). ''Teaching large classes'', York University, Toronto, ON.
*Gilley, B. (2014, January). ''Two-stage exams: Learning together?'' York University, Toronto, ON.
*Gilley, B. (2014, March). ''Year 7 of 5: An update on CWSEI'', Teleconference at Cape Breton University, Sydney, NS.
*Jones, F., Gilley, B. & Harris, S. (2014, April). ''Changing the teaching culture in a large research oriented department'', Carl Wieman Science Education Initiative End of Year Event: Teaching Large Classes, UBC, Vancouver, BC.
*Jones, F., Gilley, B. & Harris, S. (2014, April). ''Student learning experiences in EOAS -- and other correlated data'', Carl Wieman Science Education Initiative End of Year Event: Teaching Large Classes, UBC, Vancouver, BC.
*Gilley, B. (2014, May). ''How people learn: Using research based instructional strategies in your classes'', University of Guelph, Guelph, ON.
*Gilley, B. (2014, May). ''Two-stage exams: Learning together?'' University of Guelph, Guelph, ON.
*Gilley, B. (2014, May). ''Learning outcomes: Goals, aims, purposes, objectives, etc.'', Langara College, Vancouver, BC.
*Gilley, B. Hanano, D., & Scoates, J. (2014, June). ''Teaching and learning activities in geochemistry: Examples and applications'', Workshop at Goldschmidt 2014, Sacramento, CA.
*Gilley, B., Hanano, D., & Scoates, J. (2014, June). ''How learning works: Useful techniques for future teachers'', Workshop at Goldschmidt 2014, Sacramento, CA.
*Jones, F., Gilley, B. & Harris, S. (2014, July). ''Comparing student, instructor and observer data to assess a 7-year department-wide education initiative'', UBC, Vancouver, BC.
*Gilley, B., Ivanochko, T., Knox, K (2014, July). ''Research-based instructional strategies for fostering behavioral change'', UBC, Vancouver, BC.
*Gilley, B. (2014, August). Instructional Skills Workshop, Simon Fraser University, Vancouver, BC.
*Gilley, B. (2014, September). ''Two-stage exams: Evidence of learning'', EOAS Research Roundup, Calgary, AB.
*Gilley, B. (2014, October). ''Research-based instructional strategies for fostering behavioral change''. Workshop for MAGNET trainees, Vancouver, BC.
*Gilley, B. (2014, September). ''An STLF is you!: Seven years goes fast'', CWSEI STLF Exit talk, UBC, Vancouver, BC.
*Gilley, B., Atchison, C., & Feig, A. (2014, October). ''GSA Field Trip #416: Full Access to the Geology of the Sea to Sky Highway'', Geological Society of America Annual General Meeting, Vancouver, BC.
*Gilley, B., Scoates, J. & Hickey, K. (2014, October). ''Transforming and upper level mineral deposits class through interactive engagement'', Geological Society of American Annual General Meeting, Vancouver, BC.
*Gilley, B., Knox, K. (2014, October). ''Research-based instructional strategies for fostering behavioral change'', Celebrate Learning Week, Centre for Teaching Learning and Technology, UBC, Vancouver, BC.
*Ives, J. & Stang, J. (2014, April 23). ''Supporting the flipped classroom in large introductory physics course'', Panelist, The Flipped Lab: TAs Supporting the Flipped Classroom - UBC Flipped Lab Workshop, Vancouver, BC.
*Ives, J. (June, 2014). ''Cueing and question reliability'', Talk, State of the Undergraduate Physics Curriculum Conference, UBC, BC.
*Ives, J. (2014). ''Measuring the effectiveness of collaborative group exams'', Talk and Poster Presentation, American Association of Physics Teachers Summer Meeting; Poster Presentation, Physics Education Research Conference.
*Ives, J. (2014). ''Using a delayed learning test to measure learning in two-stage collaborative exams'', Poster Presentation, Carl Wieman Science Education Initiative End-of-year Event, UBC, Vancouver, BC.
*Joanes, F., Scoates, J., Sutherland, S., Mindell, R. & Gilley, B. (2014, October). ''Assessing improvements of learning outcomes in transformed geoscience classes'' (https://gsa.confex.com/gsa/2014AM/webprogram/Paper248459.html), Geological Society of America Annual General Meeting, Vancouver, BC.
*Peterson, J. (2014, November). ''The future of global governance''. Panelist. UBC MUN.
*Rieger, G. (2014, January 22). ''Two-Stage Exams''. Presentation on the Global Physics Department blog site (http://globalphysicsdept.org).
*Todd, B. (2014, February). ''Simplified or bowdlerized? A new perspective on graded readers''. Language, Literature and Performing Arts Speakers' Series, Douglas College, Vancouver, BC.
*Todd, B., & Fox, Nick (2014, July). The horizon of expectations: Reading comprehension in the language classroom, Douglas College PD Workshop, Vancouver, BC.
*Waigand, A., Zappa-Hollman, S., Scales, A., Abu-Hassan, J., Asenavage, K., Fields, M., Bastien, E. (2015, March 25-29). ''Bridging Gaps: Easing the Transition From English Programs to University''. Panel Presentation. TESOL Annual Convention, Toronto, ON.
*Walsh-Marr, J. (2014). ''Writing workshop''. VanWest College, Vancouver, BC.
*Zappa-Hollman, S. (2014, February 25). ''Main issues in research on language socialization''. Guest talk for LLED 213: Introduction to Intercultural Communication. UBC-Ritsumeikan Academic Exchange Program, UBC.
*Zappa-Hollman, S. (2014, February 24). ''Language socialization studies: An overview''. Guest talk for LLED 213: Introduction to Intercultural Communication. UBC-Ritsumeikan Academic Exchange Program, Vancouver, BC.
*Zappa-Hollman, S. (2014, May 31). ''Overview of a functional approach to language teaching and learning''. Professional Development session, UBC Vantage College, Vancouver, BC.
*Zappa-Hollman, S. (2014, June 13). ''Functional approaches to language teaching and learning through CLIL: overview of a first-year undergraduate program''. English Language Institute, University of British Columbia, Vancouver, BC.
*Zappa-Hollman, S. & Wernicke, M. (2014, April 4). ''Modern Languages Workshop''. BC Language Coordination Association Annual Meeting. Richmond, BC.
*Zappa-Hollman, S. & Wilson, B. (2014, October 26). ''Providing feedback to English language learners''. Workshop for the UBC Vantage College TA Community, Vancouver, BC.

[[Category:Vantage College Curriculum]]

Sandbox:Vantage College Curriculum/Conference Presentations

2017-03-06T23:36:57Z

GeorgRieger:

=Conference and Workshop Presentations=
This page lists conferences and workshops where Vantage College Faculty & Staff present their work. We have included all works presented by Vantage faculty members and these works may or may not be informed directly by their work in Vantage.

==2017==
===International Conferences===
*

===National Conferences===
*

===Local Conferences===
*

===Workshops/Other Presentations===
*

==2016==
===International Conferences===
*Fox, J. & Welsh, A. (2016, February 19-23). ''Lessons learned from a first-year experience program for international students''. Presented at the First Year Experience Conference, Orlando, FL.
*Peterson, J.H. (2016, March 16-19). ''Laughing at Pacifists: Public Shaming and Delegitimization of Non-Violent Tactics''. International Studies Association 2016 Annual Convention, Atlanta, GA.
*Peterson, J.H. (2016, March 16-19). ''Teaching Peace Authentically and Ethically—(Im)Possibilities''. Organizer, Chair and Participant of Roundtable. International Studies Association 2016 Annual Convention, Atlanta, GA.
*Peterson, J.H. (2016, March 16-19). ''The Turn To the Local: A Critical Assessment''. Invited Chair. International Studies Association 2016 Annual Convention, Atlanta, GA.
*Caplan, N., Zappa-Hollman, S., Pessoa, S., Miller, R. & Mitchell, T. (2016). "Discovering and Teaching the Grammar of Academic Writing." Workshop session. TESOL Annual Convention, Baltimore, April 4-9.
*Zappa-Hollman, S. (2016). "Embracing CLIL and SFL to Enhance Academic English Literacy Development." Paper Presentation. TESOL Annual Convention, Baltimore, April 4-9.
*Pessoa, S., Mitchell, T., Miller, R., Zappa-Hollman, S., & Seloni, L. (2016). "Working with faculty across the curriculum to develop writing pedagogy." Colloquium presentation. TESOL Annual Convention, Baltimore, April 4-9.
*Welsh, A., Grain, K., & Fox, J. (2016, October 12-15). "Peer review in a first year science course: Mapping pedagogical practices to student engagement and perceptions." Presented at the International Society for the Scholarship of Teaching & Learning Conference, Los Angeles, CA.
*Webb, A., & Welsh, A. (2016, October 12-15). "SoTL stories: Phenomenology as a methodology for SoTL research." Presented at the International Society for the Scholarship of Teaching & Learning Conference, Los Angeles, CA.

===National Conferences===
*Lekhi, P. (2016, June 5-8). ''Flipping the first-year classroom: My attempts, failures and successes''. Presented at First Year Experience Symposium in the Chemistry Education Division. Canadian Society of Chemistry (CSC Conference), Halifax, NS.
*Allen, M., Lekhi, P., & Leung, F. (2016, June 21-24). ''The development, delivery, and evaluation of an interdisciplinary research course for first-year international science students''. Society for Teaching and Learning in Higher Education (STLHE), London, ON.
* Peterson, J., McPhee, S., Barnes, S., & Welsh, A. (2016, July 27-29). ''The internationalizing of undergraduate curricula: Transforming cultural misunderstandings into unique pedagogical opportunities''. Internationalizing Higher Education Conference, Vancouver, BC.
*Murphy, M., & Potvin, G. (2016, June 19-22). ''Building Bridges: An approach to the integration of English language education in first-year engineering and applied science courses for international students''. CEEA Conference. Halifax, NS.
*Murphy, M., & Potvin, G. (2016, October 16-19). ''Integration of Chemical Engineering Education and English Language Training for First-Year International Students: A Collaborative Approach''. CSChE Conference. Quebec City, QC.
*Welsh, A., Shaw, A., & Fox, J. (2016, November 10-12). "Interdisciplinary collaboration as a means to support international student writing and argumentation in a first-year science course." Presented at the 7th Symposium on Scholarship of Teaching and Learning, Banff, AB.

===Local Conferences===
*Bates, S., Fox, J.A., & Jones, M. (2016, January 12). FoM Workshop on Educational Leadership. Faculty of Medicine, UBC, BC.
*Fox, J.A., Jones, M. (2016, February 15). Educational Leadership Workshop. UBC Okanagan, Kelowna, BC.
* Wilson, B. (2016, April 28-30). ''Integrating technology from the ground up''. BC TEAL Annual Conference, Vancouver, BC.
*Zappa-Hollman, S. (2016, April). "Academic discourse socialization through content and language integrated instruction in a first year undergraduate program for international students" Invited Research Panelist at upcoming BCTEAL Conference, Surrey, BC.

===Workshops/Other Presentations===
*Barnes, S. J. (2016, January 27). ''Bipolar disorders and stigma'', Bell Let’s Talk Day Webinar.
*Barnes, S. J., Dhaliwal, R., Hambler, P., Lane, K., Lee, M., Smith, K., & Stanton, A. (2016, March 12). Co-organizer and facilitator of ''Degrees of well-being: Designing learning environments and engaging faculty members'' workshop at the Healthy Minds, Healthy Campuses Annual Summit 2016, Vancouver, Canada.
*Dawson, J. & Allen, M. (2016, April). "Understanding the Student Experience in Introductory Computer Science Courses", Poster at the UBC Science Education Open House.
*Gilley, B. (2016, January). ''Course transformations'', Kansas University, Lawrence, Kansas.
*Hellwig, L. (2016, March). ''Teaching English for Academic Purposes''. EAL Department, Vancouver Community College, Vancouver, Canada (workshop)
*Hellwig, L., Murphy, M., Riccardi, D., Shaw, A., & Walsh-Marr, J. (2016, March 22). ''Principled design and instruction of tasks: Examples from the EAP classroom''. Invited Guest Speaker Panel presentation for LLED 570. Organizer: Sandra Zappa-Hollman, Department of Language and Literacy Education, UBC, Vancouver, BC.
*Ives, J., Welsh, A., Allen, M., Leung, F. (2016, May 3). "Teaching in the Vantage One Science Program: Sharing Our Curricular and Pedagogical Insights from Teaching English Language Learners", UBC CTLT Spring Institute.
*Thieme, K. (2016, February). ''Revising, Revising, Revising,” Graduate student workshop on research on and strategies for revisions to article manuscripts.
*Thieme, K. (2016, January). ''Expected Genre Features while Grading,'' 1.5-hour faculty workshop on grading practices.
*Zappa-Hollman, S. (2016, March). "Metalanguage: Scaffolding that sticks around". Guest talk a the Arts Studies in Reading and Writing group, Faculty of Arts, UBC.

==2015==
===International Conferences===
*Atchison, C., Feig, A., Gilley, B., Stokes, A. & Hendricks, J. (2015, April). ''Confronting barriers to inclusivity: Planning and implementing an accessible geoscience field course for students with disabilities''. National Association for Research in Science Teaching Annual International Conference, Chicago, IL.
*Fox, J.A., & Welsh, A. (2015, February 7-10). ''UBC Vantage College: An innovative first-year program for international students''. Presented for the Conference on the First-Year Experience, Dallas, TX.
*Gilley, B. (2015, January). KEYNOTE: ''How people learn: Using research-based instructional strategies in the geosciences''. Geological Society of London Higher Education Network Conferences, Plymouth, UK.
*Hall, N., Singh, E., & Wilson, B. (2015, October 2-3). ''Teaching using principled technology-enabled pedagogy''. Tri-TESOL Conference, Des Moines, WA.
*Krieger, S., Allen, M. & Rawn, C. (2015, March). ''Are Females Disinclined to Tinker in Computer Science?.'' 46th ACM Technical Symposium on Computer Science Education, Kansas City, MI.
*McPhee, S.R. (2015, April 22-28). ''Teaching in the Middle East: Strategies and tools'' (Panel Presentation). Annual conference of the Association of American Geographers, Chicago, IL.
*McPhee, S.R. (2015, April 22-28). ''The integration of the kafala system into Dubai's institutional organization of the immigrant labour market''. Annual conference of the Association of American Geographers, Chicago, IL.
*McPhee, S.R. (2015, August 19-23). ''The integration of the kafala system into Dubai's institutional organization of the immigrant labour market''.Economic Geography Conference, Oxford, UK.
*Paradis, C., Atchison, C., Gilley, B., Feig, A., Stokes, A. (2015, July). ''The impact of inclusion: A student's perspective of participating in a fully-accessible geoscience field course''. Earth Educators Rendezvous Conference, Boulder, CO.
*Peterson, J.H. (2015, February 18-21). ''Resistance and the postpoliticalworld: (re) politicized peaces in an era of managerial politics''. International Studies Association Annual Convention, New Orleans, LA.
*Peterson, J.H. (2015, February 18-21). ''Local modes of peacebuilding''. Panelist. International Studies Association Annual Convention, New Orleans, LA.
*Pickren, G. (2015, April 25). ''Critical pedagogy in an English as a second language (ESL) setting''. Annual Meeting of the Association of American Geographers, Chicago, IL.
*Rea, J. and Riedlinger, M. (2016, March). ''The Situated Work of Meta-generic Commentary: The Risks and Rewards of Think-aloud Protocol'' Conference on College Composition and Communication. Tampa, FL.
*Stokes, A., Atchison, C., Feig, A. & Gilley, B. (2015, January). ''Delivering accessible fieldwork: Preliminary findings from a collaborative international study''. Geological Society of London Higher Education Network Conference, Plymouth, UK.
*Thieme, K., Fee, M & Grafton, K. (2015, May 7-9). ''Teaching Academic Writing about Literature on the Web''. Digital Diversity 2015: Writing, Feminism, Culture. University of Alberta and MacEwan University, Edmonton, AB.
*Thieme, K. (October 28-31, ). ''The Making of a Political Theory: Francis Marion Beynon’s WWI-Novel Aleta Dey (1919).'' Feminisms & Rhetorics. Arizona State University, Tempe, AZ.
*Waigand, A., Zappa-Hollman, S., Scales, A., Abu-Hassan, J., Asenavage, K., Fields, M., Bastien, E. (2015, March 25-29). ''Bridging Gaps: Easing the Transition From English Programs to University''. Panel Presentation,TESOL Annual Convention, Toronto, ON.
*Walsh Marr, J. (2015, October 2-3). ''Reformulating paraphrasing: Critical & pragmatic approaches''. Tri-TESOL Conference, Des Moines, WA.
*Welsh, A., Zappa-Hollman, S., Wilson, B., & Fox, J.A. (2015, October 27-30). ''Embedding program evaluation research into the implementation of an innovative new first year program for international students''. International Society for the Scholarship of Teaching and Learning Conference, Melbourne, AUS.
*Zappa-Hollman, S. & Fazel, I. (2015, March 25-29). ''Self and Peer-assessment in Academic Writing: Possibilities and Pitfalls''. Roundtable session. TESOL Annual Convention, Toronto.
*Zappa-Hollman, S., & Fox, J.A. (2015, September 2-4 - Declined offer, did not attend). ''Designing curricula with an integrated content and language learning model in a first-year university program for non-Anglophone students''. Integrating Content and Language in Higher Education International Conference, Brussels, Belgium.

===National Conferences===
*Bournot-Trites, M., Zappa-Hollman, S., & Ryan, R. (2015, March 21-24). ''Tandem Language Learning: Enhancing Motivation through Social Interactions''. Paper presentation. American Association of Applied Linguistics annual conference, Toronto, ON.
*Bournot-Trites, M. & Zappa-Hollman, S. (2015, July 15-17). ''Impact of study abroad on language teachers’ language, culture and legitimacy''. Paper Presentation. The Culture of Study Abroad for Second Languages, Halifax, NS.
*Ferreira, A. (2015, May). ''Tracking abstraction in academic discourse through nominal density''. UBC Language & Literacy Education Department Graduate Student Conference, Vancouver, BC.
*Ferreira, A. (2015, May 12). ''Academic writing that flows and resonates''. Graduate Pathways to Success, Vancouver, BC.
*Fox, J.A., Haggerty, J., Welsh, A., Wilson, B., & Zappa, S. (2015, June 16-19). ''Insights from the inaugural cohort of an innovative first-year undergraduate program for international students''. Poster presentation for the Scholarship of Teaching and Learning in Higher Education Conference, Vancouver, BC.
*Fox, J.A., Zappa-Hollman, S. (2015, November 22-24). ''Collaborations, partnerships and integration: Essential catalysts for the spread of best practices in international programs''. Canadian Bureau for International Education, Annual Conference, Niagara Falls, ON.
*Fox, J.A., Todd, B. (2015, March). ''UBC Vantage College: An innovative 1st year interdisciplinary program for international students''. Languages Canada 2015 Conference, Gatineau, QC.
*Gilley, B., Atchison, C., Feig, A. & Stokes, A. (2015, June). ''Full access to the Sea to Sky Highway: Offering an accessible field trip''. National Association of Geoscience Teachers Pacific Northwest Section, 2015 Annual Conference, Victoria, BC.
*Guhr, D., Bax, T., Fox, J.A., Walkey M., & Wilmhurst, G. (2015, November 22-24). ''How venture capital, global competition, and new dogmas are reshaping the language sector in Canada. Invited panelist for concurrent session'', Canadian Bureau for International Education, Annual Conference, Niagara Falls, ON.
*Rawn, C., & Fox, J.A. (2015, June 16-19). Capturing and learning from the experiences of tenure-track teaching faculty in Canada to develop a set of best practices. Half-day Preconference Workshop, 34th Annual Conference of the Society for Teaching and Learning in Higher Education, Vancouver, BC.
*Sens, A., Fox, J.A., Assanand, S., Rawn, C., & Hendricks, C. (2015, June 16-19). ''Taking your teaching beyond your classroom: Teaching practice and educational leadership''. Concurrent Session Presentation, 34th Annual Conference of the Society for Teaching and Learning in Higher Education, Vancouver, BC.
*Thieme, K. (2015, May 7-9) ''Francis Marion Beynon’s Aleta Dey (1919): A Theory of Empathetic Political Deliberation in Times of War.'' Association of Canadian College and University Teachers of English (ACCUTE). University of Ottawa, Ottawa, ON.
*Thieme, K. (2015, May 30-June 1). ''Providing Evidence in Scholarship on Canadian Literature.'' Association for Canadian and Québec Literatures (ACQL). University of Ottawa, Ottawa, ON.
*Welsh, A. (2015, June 16-19). ''Exploring the transformation of students' metacognition and learning in a large introductory science course''. Poster presentation for the Scholarship of Teaching and Learning in Higher Education Conference, Vancouver, BC.

===Local Conferences===
*Ferreira, A., Wilson, B., & Zappa-Hollman, S. (2015, May 22-23). ''Integrating content and language in the Vantage College curriculum''. BC TEAL Annual Conference, Vancouver, BC.
*Thieme, K. (2015, May 1). ''Love and Politics: Political Theory in Francis Marion Beynon’s WWI Novel''. ASRW Faculty Conference, UBC Vancouver.

===Workshops/Other Presentations===
*Barnes, S. J., Castellanos, C., & Fox, T. (2015, August). Co-organizer of ''Constructing microbial fuel cells, Mobile Bioenergy Lab'' workshop at the International Society for Electronic Arts (ISEA) Annual Conference 2015, Vancouver, BC.
*Barnes, S. J., Hambler, P., Lane, K., Lee, M., & Smith, K. (2015, December 10). Co-organizer and facilitator of ''Fostering student wellbeing in the learning environment: You have a vital role to play'' workshop at the UBC CTLT Winter Institute, Vancouver, BC.
*Fox, J.A., Ives, J. & Rieger, G. (2014, March 27). ''Physics in Vantage College''. UBC Department of Physics and Astronomy, Vancouver, BC.
*Fox, J.A., Krebs, C., Lewis, J., & Ahrensmeier, D.M. (2015, May 14). ''''Once we've engaged our students, how do we know they 'got it'? How do we know '''what''' they got?'' Invited Speakers Panel, Science and Technology Teaching and Learning Symposium, Vancouver Island University, Nanaimo, BC.
*Fox, J.A., (2015, May 14). ''Engaging students with the Nature of Science Card Game Workshop Session'', Science and Technology Teaching and Learning Symposium, Vancouver Island University, Nanaimo, BC.
*Gilley, B. (2015, January). ''Two stage exams: Learning together?'' Birmingham University, Birmingham, England.
*Gilley, B. (2015, October). ''The role of field trips in the development of strong learning communities on the Sea to Sky Highway''. Presentation at the Geological Society of America Annual General Meeting, Baltimore, MD.
*Hall, N., Singh, E., & Wilson, B. (2015, Nov 21). "Integrating technology from the ground up." BC TEAL, Vancouver, BC.
*Ives, J. (2015, April 13). Panelist. ''Practical strategies to maximize productive engagement in class''. Panel Discussion at UBC Science Education Open House 2015, Vancouver, BC.
*Ives, J. (2015, March 25). ''Using optical mark recognition software in teaching''. Physics education seminar for the UBC Department of Physics and Astronomy, UBC, Vancouver, BC.
*Rieger, G. (2015, March 25). ''Frequent Testing Enabled by Automatic Grading''. Physics education seminar for the UBC Department of Physics and Astronomy, UBC, Vancouver, BC.
*Ives, J., and Rieger, G.W. (2015, October). A worksheet-focused approach to facilitate a classroom with diverse levels of preparation, ''UBC Science Supper Series''.
*Rieger, G. (2016, January). EdX lightning talk, ''CTLT UBC edX workshop''.
*Krieger, S., Allen, M. & Rawn, C. (2015, April). ''Are Females Disinclined to Tinker in Computer Science?.'' UBC Science Education Open House, Vancouver, BC.
*Peterson, J.H. (2015, February). ''The rise of ISIS''. Panelist. UBC BarTalk
*Suderman, M., Fox, J.A. (2015, April 27). ''How we support international students @ UBC'', Internationalization Learning Day, UBC, Vancouver, BC.
*Thieme, K. (2015, November). ''Disciplinary Experience & Teaching Research Writing''. 1.5-hour faculty workshop.
*Walsh-Marr, J. (2015, December). ''Reformulating Paraphrasing''. University of Victoria English Language Centre.
*Walsh-Marr, J. (2015. October). ''Grammar workshop''. UBC Writing Centre.
*Zappa-Hollman, S. (2015, November 27). ''Expediting second language academic literacy development: Embracing integrated content and language instruction''. Guest talk at the University of Victoria, Linguistics Circle Seminar Series, Victoria, BC.

==2014==
===International Conferences===
*Fazel, I. & Zappa-Hollman, S. (2014, November 13-15). ''Self and Peer-assessment in Second Language Writing: Students’ Perspective''. Paper presentation. Symposium on Second Language Writing, Arizona State University. Tempe, Arizona, USA.
*McPhee, S.R., & Ferreira, A. (2014, April 8-12). ''Flexible learning, international students and geography - designing first year Geography courses for international students in a blended learning environment''. Annual conference of the Association of American Geographers, Tampa, FL.
*McPhee, S.R. (2014, November 6-8). ''The Integration of the Kafala System into Dubai’s Institutional Organization of the Immigrant Labour Market.'' Polanyi Annual Conference: Concordia University, Montreal, QC.
*Welsh, A.J. (2014, October). ''Student perceptions as catalysts for change in teaching and learning in higher education''. Poster presentation for the International Society for the Scholarship of Teaching & Learning Conference, Quebec City, QC.
*Welsh, A.J. (2014, July). ''Exploring undergraduate students' metacognitive transformations in an organic chemistry course''. Paper presentation for the International STEM (Science, Technology, Engineering, and Mathematics) 2014 Conference, Vancouver, BC.
*Welsh, A.J. (2014, July). ''Exploring the supports and barriers to undergraduate student learning''. Paper presentation for the International Improving Undergraduate Teaching Conference, Vancouver, BC.

===National Conferences===
*Fox, J.A., Wilson, B., & Zappa, S. (2014, June 17-20). ''Designing a first year program for international students by adopting a multi-disciplinary approach''. Annual Conference of the Society for Teaching and Learning in Higher Education, Kingston, ON.
*Fox, J.A., Wilson, B. & Zappa-Hollman, S. (2014, July 23-25). ''UBC Vantage College: an innovative first year interdisciplinary program for international students''. Poster presentation at the International Conference on Improving University Teaching, UBC, Vancouver.
*Welsh, A.J. & Stewart, J. (2014, June). ''Students as key stakeholders: Exploring their perceptions of teaching and learning in an introductory organic chemistry course''. Poster presentation for the Scholarship of Teaching and Learning in Higher Education Conference, Kingston, ON.
*Welsh, A.J. (2014, May). ''Investigating undergraduate students' metacognitive transformations for enhanced science learning''. Paper presentation for the Canadian Society for the Study of Education Conference, St. Catherine's, ON.

===Local Conferences===
*Ferreira, A. (2014, May). ''Beyond scaffolding: A feedback dialogue in EAP writing as shared consciousness''. 17th Annual Investigating Our Practices Conference, UBC Faculty of Education, Vancouver, BC.
*Ferreira, A. (2014, August). ''A collegiate EAP curriculum from the view of the functional architecture of language''. Presented at the conference of the Linguistic Association of Canada & the US (LACUS), UBC, Vancouver, BC.
*Fox, J.A., Wilson, B., & Zappa, S. (2014, July 23-25). ''UBC Vantage College: an innovative first year interdisciplinary program for international students''. Improving University Teaching, Vancouver, BC.
*Gilley, B. (2014, May). ''How people learn: Using research based instructional strategies in your classes''. Vancouver Island University Science and Technology Symposium, Nanaimo, BC.
*Gilley, B. (2014, May). ''Classroom assessment techniques: What are students learning?''. Vancouver Island University Science and Technology Symposium, Nanaimo, BC.
*Reeder, K. & Zappa-Hollman, S., with support from other CILS members. (2014, February). ''CILS 20th anniversary celebrations lecture series. Intercultural Language studies: looking back, looking forward, featuring Dr. Jorg Roche. The future of intercultural engagement in Canadian higher education'', Vancouver, BC.
*Zappa-Hollman, S. (2014, January 31). ''CILS Retreat: Celebrating 20 years of the Centre for Intercultural Studies''. (Organizer). Commemorative video based on interviews conducted with 13 current and past members of the CILS advisory committee; Brainstorming session to map out the future of CILS, Vancouver, BC.

===Workshops/Other Presentations===
*Allen, M., Ferreira, A., Fox, J., Ives, J., Lekhi, A., Leung, F., Rieger, G., Zappa-Hollman, S. (2014, October 21). ''Vantage College: An innovative first-year program for international students''. UBC Science Supper Series, Vancouver.
*Allen, M., Fox, J. Ives, J., Lekhi, P., Leung, F, Rieger, G., Zappa., S. & Gilley, B. (2014, October). ''Science at Vantage College, Science Supper Series'', Vancouver, BC.
*Atchison, C., Gilley, B., Feig, A. & Stokes, A. (2014, October). ''Preliminary findings from an accessible field course developed through international collaboration'', Geological Society of America Annual General Meeting, Vancouver, BC.
*Gilley, B. (2014, January). ''Teaching large classes'', York University, Toronto, ON.
*Gilley, B. (2014, January). ''Two-stage exams: Learning together?'' York University, Toronto, ON.
*Gilley, B. (2014, March). ''Year 7 of 5: An update on CWSEI'', Teleconference at Cape Breton University, Sydney, NS.
*Jones, F., Gilley, B. & Harris, S. (2014, April). ''Changing the teaching culture in a large research oriented department'', Carl Wieman Science Education Initiative End of Year Event: Teaching Large Classes, UBC, Vancouver, BC.
*Jones, F., Gilley, B. & Harris, S. (2014, April). ''Student learning experiences in EOAS -- and other correlated data'', Carl Wieman Science Education Initiative End of Year Event: Teaching Large Classes, UBC, Vancouver, BC.
*Gilley, B. (2014, May). ''How people learn: Using research based instructional strategies in your classes'', University of Guelph, Guelph, ON.
*Gilley, B. (2014, May). ''Two-stage exams: Learning together?'' University of Guelph, Guelph, ON.
*Gilley, B. (2014, May). ''Learning outcomes: Goals, aims, purposes, objectives, etc.'', Langara College, Vancouver, BC.
*Gilley, B. Hanano, D., & Scoates, J. (2014, June). ''Teaching and learning activities in geochemistry: Examples and applications'', Workshop at Goldschmidt 2014, Sacramento, CA.
*Gilley, B., Hanano, D., & Scoates, J. (2014, June). ''How learning works: Useful techniques for future teachers'', Workshop at Goldschmidt 2014, Sacramento, CA.
*Jones, F., Gilley, B. & Harris, S. (2014, July). ''Comparing student, instructor and observer data to assess a 7-year department-wide education initiative'', UBC, Vancouver, BC.
*Gilley, B., Ivanochko, T., Knox, K (2014, July). ''Research-based instructional strategies for fostering behavioral change'', UBC, Vancouver, BC.
*Gilley, B. (2014, August). Instructional Skills Workshop, Simon Fraser University, Vancouver, BC.
*Gilley, B. (2014, September). ''Two-stage exams: Evidence of learning'', EOAS Research Roundup, Calgary, AB.
*Gilley, B. (2014, October). ''Research-based instructional strategies for fostering behavioral change''. Workshop for MAGNET trainees, Vancouver, BC.
*Gilley, B. (2014, September). ''An STLF is you!: Seven years goes fast'', CWSEI STLF Exit talk, UBC, Vancouver, BC.
*Gilley, B., Atchison, C., & Feig, A. (2014, October). ''GSA Field Trip #416: Full Access to the Geology of the Sea to Sky Highway'', Geological Society of America Annual General Meeting, Vancouver, BC.
*Gilley, B., Scoates, J. & Hickey, K. (2014, October). ''Transforming and upper level mineral deposits class through interactive engagement'', Geological Society of American Annual General Meeting, Vancouver, BC.
*Gilley, B., Knox, K. (2014, October). ''Research-based instructional strategies for fostering behavioral change'', Celebrate Learning Week, Centre for Teaching Learning and Technology, UBC, Vancouver, BC.
*Ives, J. & Stang, J. (2014, April 23). ''Supporting the flipped classroom in large introductory physics course'', Panelist, The Flipped Lab: TAs Supporting the Flipped Classroom - UBC Flipped Lab Workshop, Vancouver, BC.
*Ives, J. (June, 2014). ''Cueing and question reliability'', Talk, State of the Undergraduate Physics Curriculum Conference, UBC, BC.
*Ives, J. (2014). ''Measuring the effectiveness of collaborative group exams'', Talk and Poster Presentation, American Association of Physics Teachers Summer Meeting; Poster Presentation, Physics Education Research Conference.
*Ives, J. (2014). ''Using a delayed learning test to measure learning in two-stage collaborative exams'', Poster Presentation, Carl Wieman Science Education Initiative End-of-year Event, UBC, Vancouver, BC.
*Joanes, F., Scoates, J., Sutherland, S., Mindell, R. & Gilley, B. (2014, October). ''Assessing improvements of learning outcomes in transformed geoscience classes'' (https://gsa.confex.com/gsa/2014AM/webprogram/Paper248459.html), Geological Society of America Annual General Meeting, Vancouver, BC.
*Peterson, J. (2014, November). ''The future of global governance''. Panelist. UBC MUN.
*Rieger, G. (2014, January 22). ''Two-Stage Exams''. Presentation on the Global Physics Department blog site (http://globalphysicsdept.org).
*Todd, B. (2014, February). ''Simplified or bowdlerized? A new perspective on graded readers''. Language, Literature and Performing Arts Speakers' Series, Douglas College, Vancouver, BC.
*Todd, B., & Fox, Nick (2014, July). The horizon of expectations: Reading comprehension in the language classroom, Douglas College PD Workshop, Vancouver, BC.
*Waigand, A., Zappa-Hollman, S., Scales, A., Abu-Hassan, J., Asenavage, K., Fields, M., Bastien, E. (2015, March 25-29). ''Bridging Gaps: Easing the Transition From English Programs to University''. Panel Presentation. TESOL Annual Convention, Toronto, ON.
*Walsh-Marr, J. (2014). ''Writing workshop''. VanWest College, Vancouver, BC.
*Zappa-Hollman, S. (2014, February 25). ''Main issues in research on language socialization''. Guest talk for LLED 213: Introduction to Intercultural Communication. UBC-Ritsumeikan Academic Exchange Program, UBC.
*Zappa-Hollman, S. (2014, February 24). ''Language socialization studies: An overview''. Guest talk for LLED 213: Introduction to Intercultural Communication. UBC-Ritsumeikan Academic Exchange Program, Vancouver, BC.
*Zappa-Hollman, S. (2014, May 31). ''Overview of a functional approach to language teaching and learning''. Professional Development session, UBC Vantage College, Vancouver, BC.
*Zappa-Hollman, S. (2014, June 13). ''Functional approaches to language teaching and learning through CLIL: overview of a first-year undergraduate program''. English Language Institute, University of British Columbia, Vancouver, BC.
*Zappa-Hollman, S. & Wernicke, M. (2014, April 4). ''Modern Languages Workshop''. BC Language Coordination Association Annual Meeting. Richmond, BC.
*Zappa-Hollman, S. & Wilson, B. (2014, October 26). ''Providing feedback to English language learners''. Workshop for the UBC Vantage College TA Community, Vancouver, BC.

[[Category:Vantage College Curriculum]]

Documentation:Vantage College Curriculum/Multidisciplinary Research Project/Coordination

2014-04-14T23:52:13Z

GeorgRieger:

{| class="wikitable"
|+
Term One Science (CHEM121, LLED200, MATH100/110, PHYS107)
|-
! Week !! Cross-cutting theme !! Mentorship activity !! LLED concept !! Samples !! Faculty leads
|-
| 1 || Using Modeling in Science (e.g., Abstractions, Equations, Structures) || Introduction to scholarship || Example || Example || Example
|-
| 2 || Using Modeling in Science (e.g., Abstractions, Equations, Structures) || Keeping a journal || Example || Example || Example
|-
| 3 || Using Modeling in Science (e.g., Abstractions, Equations, Structures) || Identifying concepts || Example || Example || Anka
|-
| 4 || Growth and Decay (e.g., Radiocarbon Dating, Currents, Language Development, Kinetic Energy) || Assessing concepts || Example || Example || Example
|-
| 5 || Growth and Decay (e.g., Radiocarbon Dating, Currents, Language Development, Kinetic Energy) || Introduction to peer review || Example || Example || Georg
|-
| 6 || Case Scenario (e.g., Guest Lecture from Computer Science & Earth, Ocean and Atmospheric Sciences) || Revising your work || Example || Example || Example
|-
| 7 || Case Scenario (e.g., Guest Lecture from Computer Science & Earth, Ocean and Atmospheric Sciences) || Accessing library resources || Example || Example || Example
|-
| 8 || What is 'Stuff'? (e.g. Modern View of Matter, Energy) || Preparing literature reviews || Example || Example || Example
|-
| 9 || What is 'Stuff'? (e.g. Modern View of Matter, Energy) || Preparing literature reviews || Example || Example || Example
|-
| 10 || Optimization and Equilibrium (e.g., Chemical Reactions, Motion, Plateau's Problem) || Preparing literature reviews || Example || Example || Anka
|-
| 11 || Optimization and Equilibrium (e.g., Chemical Reactions, Motion, Plateau's Problem) || Peer review activity || Example || Example || Georg
|-
| 12 || Laws of Nature (e.g., Axioms, Thermodynamics, Ideal Gas Law) || Revising your work || Example || Example || Example
|-
| 13 || Laws of Nature (e.g., Axioms, Thermodynamics, Ideal Gas Law) || Summarizing and reflecting || Example || Example || Example
|}

[[Category:Vantage College Curriculum]]

Sandbox:Vantage Science Coordinated Syllabus

2014-01-20T16:56:45Z

GeorgRieger:

=Vantage Science Coordinated Syllabus=

This page can be used to outline the topics to be covered each week across the program. The topics only need to be top-level and fairly broad so that cross-cutting themes can be identified.

Help on using wiki tables can be found at: http://wiki.ubc.ca/Help:Tables

==Term One==

{| class="wikitable"
|+
Term One Topics
|-
! Week !! Phys 107 !! Math 100 !! Chem 121 !! LLED 200 !! SCIE 113
|-
| 1 || Kinematics || e.g. Topic 1 || Periodic Trends (ionization energy etc) || e.g. Topic 1 || N/A
|-
| 2 || Vectors and 2D Kinematics || || Lattice energy and structure || ||
|-
| 3 || Forces || || s-Block Reactivity || ||
|-
| 4 || Dynamics || || Structure Representation (Lewis Structures) || ||
|-
| 5 || Newton's 3rd Law || || Molecular Shape and Properties || ||
|-
| 6 || Circular Motion || || p-Block Reactivity || ||
|-
| 7 || Momentum || || p-Block Reactivity || ||
|-
| 8 || Mechanical Energy || || Wave/Particle Duality || ||
|-
| 9 || Work || || Atomic Orbitals || ||
|-
| 10 || Applications of Newton || || Spectroscopy & Electron Arrangement in Atoms || ||
|-
| 11 || Elasticity and Oscillations || || Bonding- Valence Bond theory || ||
|-
| 12 || Thermodynamics || || Bonding-Molecular Orbital theory || ||
|-
| 13 || Ideal Gas Law || || |Metallic Bonding || ||
|-
|}

==Term Two==

{| class="wikitable"
|+
Term Two Topics
|-
! Week !! Phys 108 !! Math 101 !! Chem !! LLED 201 !! SCIE 113
|-
| 1 || Electric Charge and Force || Topic 1 || N/A || Topic 1 || Introduction to the First Year Seminars in Science
|-
| 2 || Electric Field || || || || | Aspects of the Nature of Science
|-
| 3 || Electric Flux, Gauss' Law || || || || | Scientific Method
|-
| 4 || Electric Potential and Energy || || || || | Science as a Way of Knowing, In Class Essay (low stakes, 7%)
|-
| 5 || Potential, Field, Capacitance || || || || | Basics of Argumentation, Identifying Claims and Evidence
|-
| 6 || Current and Resistance || || || || | Evaluating Scientific Evidence, Literature Sources
|-
| 7 || DC Circuits || || || || | Evaluating Scientific Claims, In Class Essay (14% final mark)
|-
| 8 || Magnetic Field || || || || | Scientific Models, Different Types of Scientific Evidence
|-
| 9 || Electromagnetic Induction || || || || | Case Scenarios: Identify Evidence
|-
| 10 || Electromagnetic Fields and Waves || || || || | Scientific Community, Applied/Basic Research
|-
| 11 || AC Circuits || || || || | In Class Essay (17% final mark)
|-
| 12 || Relativity || || || || | Science and Society
|-
| 13 || Modern Physics || || || || | Course Summary (Concept Maps), Final Project (25% final mark)
|-
|}

==Term Three==

{| class="wikitable"
|+
Term Three Topics
|-
! Week !! Phys !! Math !! Chem 123 !! LLED !! SCIE 113 !! EOSC 110/111 !! CPSC 110
|-
| 1 || N/A || N/A || Systems & State Functions || N/A || N/A || Topic 1 || Topic 1
|-
| 2 || || || Gases & Phase Equilibria || || || ||
|-
| 3 || || || 1st Law Of Thermo & Enthalpy || || || ||
|-
| 4 || || || 2nd Law of Thermo & Entropy || || || ||
|-
| 5 || || || 3rd Law & Spontaneous Reactions || || || ||
|-
| 6 || || || Equilibrium || || || ||
|-
| 7 || || || Electrochemistry & Kinetics || || || ||
|-
| 8 || || || Hydrocarbons nomenclature & properties || || || ||
|-
| 9 || || || Conformational Analysis || || || ||
|-
| 10 || || || Alkenes & Stereochemistry I || || || ||
|-
| 11 || || || Stereochemistry II || || || ||
|-
| 12 || || || SN2 Reactions || || || ||
|-
| 13 || || || |SN1 Reactions || || ||
|-
|}

Sandbox:Vantage Science Coordinated Syllabus

2014-01-20T16:43:18Z

GeorgRieger:

=Vantage Science Coordinated Syllabus=

This page can be used to outline the topics to be covered each week across the program. The topics only need to be top-level and fairly broad so that cross-cutting themes can be identified.

Help on using wiki tables can be found at: http://wiki.ubc.ca/Help:Tables

==Term One==

{| class="wikitable"
|+
Term One Topics
|-
! Week !! Phys 107 !! Math 100 !! Chem 121 !! LLED 200 !! SCIE 113
|-
| 1 || Kinematics || e.g. Topic 1 || Periodic Trends (ionization energy etc) || e.g. Topic 1 || N/A
|-
| 2 || Vectors and 2D Kinematics || || Lattice energy and structure || ||
|-
| 3 || Forces || || s-Block Reactivity || ||
|-
| 4 || Dynamics || || Structure Representation (Lewis Structures) || ||
|-
| 5 || Newton's 3rd Law || || Molecular Shape and Properties || ||
|-
| 6 || Circular Motion || || p-Block Reactivity || ||
|-
| 7 || Momentum || || p-Block Reactivity || ||
|-
| 8 || Mechanical Energy || || Wave/Particle Duality || ||
|-
| 9 || Work || || Atomic Orbitals || ||
|-
| 10 || Applications of Newton || || Spectroscopy & Electron Arrangement in Atoms || ||
|-
| 11 || Elasticity and Oscillations || || Bonding- Valence Bond theory || ||
|-
| 12 || Thermodynamics || || Bonding-Molecular Orbital theory || ||
|-
| 13 || Ideal Gas Law || || |Metallic Bonding || ||
|-
|}

==Term Two==

{| class="wikitable"
|+
Term Two Topics
|-
! Week !! Phys 108 !! Math 101 !! Chem !! LLED 201 !! SCIE 113
|-
| 1 || Topic 1 || Topic 1 || N/A || Topic 1 || Introduction to the First Year Seminars in Science
|-
| 2 || || || || || | Aspects of the Nature of Science
|-
| 3 || || || || || | Scientific Method
|-
| 4 || || || || || | Science as a Way of Knowing, In Class Essay (low stakes, 7%)
|-
| 5 || || || || || | Basics of Argumentation, Identifying Claims and Evidence
|-
| 6 || || || || || | Evaluating Scientific Evidence, Literature Sources
|-
| 7 || || || || || | Evaluating Scientific Claims, In Class Essay (14% final mark)
|-
| 8 || || || || || | Scientific Models, Different Types of Scientific Evidence
|-
| 9 || || || || || | Case Scenarios: Identify Evidence
|-
| 10 || || || || || | Scientific Community, Applied/Basic Research
|-
| 11 || || || || || | In Class Essay (17% final mark)
|-
| 12 || || || || || | Science and Society
|-
| 13 || || || || || | Course Summary (Concept Maps), Final Project (25% final mark)
|-
|}

==Term Three==

{| class="wikitable"
|+
Term Three Topics
|-
! Week !! Phys !! Math !! Chem 123 !! LLED !! SCIE 113 !! EOSC 110/111 !! CPSC 110
|-
| 1 || N/A || N/A || Systems & State Functions || N/A || N/A || Topic 1 || Topic 1
|-
| 2 || || || Gases & Phase Equilibria || || || ||
|-
| 3 || || || 1st Law Of Thermo & Enthalpy || || || ||
|-
| 4 || || || 2nd Law of Thermo & Entropy || || || ||
|-
| 5 || || || 3rd Law & Spontaneous Reactions || || || ||
|-
| 6 || || || Equilibrium || || || ||
|-
| 7 || || || Electrochemistry & Kinetics || || || ||
|-
| 8 || || || Hydrocarbons nomenclature & properties || || || ||
|-
| 9 || || || Conformational Analysis || || || ||
|-
| 10 || || || Alkenes & Stereochemistry I || || || ||
|-
| 11 || || || Stereochemistry II || || || ||
|-
| 12 || || || SN2 Reactions || || || ||
|-
| 13 || || || |SN1 Reactions || || ||
|-
|}

Sandbox:Phys100/ctltwebpage

2012-06-19T01:09:56Z

GeorgRieger: /* Source Texts */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon,
##then carrying out the quantitative analysis of the situation, and
##checking whether the results are reasonable.

==Who will be interested in this course==

#UBC science students that need Phys 100 as a pre-requisite or as a requirement
#UBC non-science students that need a general science credit
#Students that need to repeat Phys 100
#Please notice that this course is not open to students in their first university term.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, other examples such as bob-sledding.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption. Examples such as bicycling, running, and walking.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Detailed discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. You will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that you learn the basic definitions and basic concepts. You will complete a quiz based on the reading assignment, which will allow you to judge whether you have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the reading assignments, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback. The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity is a special part of each module and focuses on problem solving. Its aim it to show how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, you will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week. (The Mastering Physics access code is part of the Phys 100 package, available from the UBC bookstore.)

===5. Labs – on campus ===
Students will come to UBC campus once a week to do the Phys 100 laboratory (same lab activities as developed for the face-to-face course), which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results to their peers in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC. (The Phys 100 package includes the textbook and the Mastering Physics access code.)

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T01:08:33Z

GeorgRieger: /* 5. Labs – on campus */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon,
##then carrying out the quantitative analysis of the situation, and
##checking whether the results are reasonable.

==Who will be interested in this course==

#UBC science students that need Phys 100 as a pre-requisite or as a requirement
#UBC non-science students that need a general science credit
#Students that need to repeat Phys 100
#Please notice that this course is not open to students in their first university term.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, other examples such as bob-sledding.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption. Examples such as bicycling, running, and walking.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Detailed discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. You will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that you learn the basic definitions and basic concepts. You will complete a quiz based on the reading assignment, which will allow you to judge whether you have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the reading assignments, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback. The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity is a special part of each module and focuses on problem solving. Its aim it to show how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, you will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week. (The Mastering Physics access code is part of the Phys 100 package, available from the UBC bookstore.)

===5. Labs – on campus ===
Students will come to UBC campus once a week to do the Phys 100 laboratory (same lab activities as developed for the face-to-face course), which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results to their peers in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T01:05:50Z

GeorgRieger: /* 4. MP online homework – www.masteringphysics.com */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon,
##then carrying out the quantitative analysis of the situation, and
##checking whether the results are reasonable.

==Who will be interested in this course==

#UBC science students that need Phys 100 as a pre-requisite or as a requirement
#UBC non-science students that need a general science credit
#Students that need to repeat Phys 100
#Please notice that this course is not open to students in their first university term.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, other examples such as bob-sledding.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption. Examples such as bicycling, running, and walking.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Detailed discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. You will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that you learn the basic definitions and basic concepts. You will complete a quiz based on the reading assignment, which will allow you to judge whether you have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the reading assignments, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback. The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity is a special part of each module and focuses on problem solving. Its aim it to show how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, you will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week. (The Mastering Physics access code is part of the Phys 100 package, available from the UBC bookstore.)

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T01:05:18Z

GeorgRieger: /* 4. MP online homework – www.masteringphysics.com */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon,
##then carrying out the quantitative analysis of the situation, and
##checking whether the results are reasonable.

==Who will be interested in this course==

#UBC science students that need Phys 100 as a pre-requisite or as a requirement
#UBC non-science students that need a general science credit
#Students that need to repeat Phys 100
#Please notice that this course is not open to students in their first university term.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, other examples such as bob-sledding.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption. Examples such as bicycling, running, and walking.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Detailed discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. You will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that you learn the basic definitions and basic concepts. You will complete a quiz based on the reading assignment, which will allow you to judge whether you have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the reading assignments, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback. The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity is a special part of each module and focuses on problem solving. Its aim it to show how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, you will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week. (An access code is part of the Phys 100 package, available from the UBC bookstore.)

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T01:04:05Z

GeorgRieger: /* 3. Modeling Physics Activity */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon,
##then carrying out the quantitative analysis of the situation, and
##checking whether the results are reasonable.

==Who will be interested in this course==

#UBC science students that need Phys 100 as a pre-requisite or as a requirement
#UBC non-science students that need a general science credit
#Students that need to repeat Phys 100
#Please notice that this course is not open to students in their first university term.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, other examples such as bob-sledding.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption. Examples such as bicycling, running, and walking.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Detailed discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. You will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that you learn the basic definitions and basic concepts. You will complete a quiz based on the reading assignment, which will allow you to judge whether you have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the reading assignments, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback. The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity is a special part of each module and focuses on problem solving. Its aim it to show how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, you will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T01:02:03Z

GeorgRieger: /* 2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon,
##then carrying out the quantitative analysis of the situation, and
##checking whether the results are reasonable.

==Who will be interested in this course==

#UBC science students that need Phys 100 as a pre-requisite or as a requirement
#UBC non-science students that need a general science credit
#Students that need to repeat Phys 100
#Please notice that this course is not open to students in their first university term.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, other examples such as bob-sledding.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption. Examples such as bicycling, running, and walking.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Detailed discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. You will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that you learn the basic definitions and basic concepts. You will complete a quiz based on the reading assignment, which will allow you to judge whether you have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the reading assignments, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback. The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T01:00:49Z

GeorgRieger: /* 1. Pre-Reading Assignments – textbook, online quizzes. */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon,
##then carrying out the quantitative analysis of the situation, and
##checking whether the results are reasonable.

==Who will be interested in this course==

#UBC science students that need Phys 100 as a pre-requisite or as a requirement
#UBC non-science students that need a general science credit
#Students that need to repeat Phys 100
#Please notice that this course is not open to students in their first university term.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, other examples such as bob-sledding.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption. Examples such as bicycling, running, and walking.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Detailed discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. You will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that you learn the basic definitions and basic concepts. You will complete a quiz based on the reading assignment, which will allow you to judge whether you have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T00:55:34Z

GeorgRieger: /* 6. Heat Transfers - Conduction: */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon,
##then carrying out the quantitative analysis of the situation, and
##checking whether the results are reasonable.

==Who will be interested in this course==

#UBC science students that need Phys 100 as a pre-requisite or as a requirement
#UBC non-science students that need a general science credit
#Students that need to repeat Phys 100
#Please notice that this course is not open to students in their first university term.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, other examples such as bob-sledding.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption. Examples such as bicycling, running, and walking.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Detailed discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T00:54:54Z

GeorgRieger: /* 5. Chemical Energy, Thermal Energy and Metabolic Power: */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon,
##then carrying out the quantitative analysis of the situation, and
##checking whether the results are reasonable.

==Who will be interested in this course==

#UBC science students that need Phys 100 as a pre-requisite or as a requirement
#UBC non-science students that need a general science credit
#Students that need to repeat Phys 100
#Please notice that this course is not open to students in their first university term.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, other examples such as bob-sledding.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption. Examples such as bicycling, running, and walking.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T00:53:50Z

GeorgRieger: /* 4. Forces, Energy and Work in Transportation: */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon,
##then carrying out the quantitative analysis of the situation, and
##checking whether the results are reasonable.

==Who will be interested in this course==

#UBC science students that need Phys 100 as a pre-requisite or as a requirement
#UBC non-science students that need a general science credit
#Students that need to repeat Phys 100
#Please notice that this course is not open to students in their first university term.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, other examples such as bob-sledding.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T00:53:26Z

GeorgRieger: /* 3. Mechanical Energy: */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon,
##then carrying out the quantitative analysis of the situation, and
##checking whether the results are reasonable.

==Who will be interested in this course==

#UBC science students that need Phys 100 as a pre-requisite or as a requirement
#UBC non-science students that need a general science credit
#Students that need to repeat Phys 100
#Please notice that this course is not open to students in their first university term.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, other examples such as bob-sledding.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T00:50:58Z

GeorgRieger: /* Who will be interested in this course */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon,
##then carrying out the quantitative analysis of the situation, and
##checking whether the results are reasonable.

==Who will be interested in this course==

#UBC science students that need Phys 100 as a pre-requisite or as a requirement
#UBC non-science students that need a general science credit
#Students that need to repeat Phys 100
#Please notice that this course is not open to students in their first university term.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T00:50:16Z

GeorgRieger: /* Who will be interested in this course */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon,
##then carrying out the quantitative analysis of the situation, and
##checking whether the results are reasonable.

==Who will be interested in this course==

UBC science students that need Phys 100 as a pre-requisite or as a requirement
UBC non-science students that need a general science credit
Students that need to repeat Phys 100
Please notice that this course is not open to students in their first university term.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T00:46:46Z

GeorgRieger: /* Course Outcomes */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon,
##then carrying out the quantitative analysis of the situation, and
##checking whether the results are reasonable.

==Who will be interested in this course==

The course will target UBC science students that need Phys 100 as a pre-requisite or as a requirement, UBC non-science students that need a general science credit. (Students that need to repeat Phys 100 can also take this course.)

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T00:44:54Z

GeorgRieger: /* Course Outcomes */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory portion is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon in questions,
##then carrying out a basic quantitative analysis of the situation,
##finally checking whether the results are reasonable.

==Who will be interested in this course==

The course will target UBC science students that need Phys 100 as a pre-requisite or as a requirement, UBC non-science students that need a general science credit. (Students that need to repeat Phys 100 can also take this course.)

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T00:43:35Z

GeorgRieger: /* Course Overview */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn how to use and interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students must come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given during one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory component is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon in questions,
##then carrying out a basic quantitative analysis of the situation,
##finally checking whether the results are reasonable.

==Who will be interested in this course==

The course will target UBC science students that need Phys 100 as a pre-requisite or as a requirement, UBC non-science students that need a general science credit. (Students that need to repeat Phys 100 can also take this course.)

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T00:40:57Z

GeorgRieger: /* Course Overview */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will also discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn to interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students need to come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given in one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory component is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon in questions,
##then carrying out a basic quantitative analysis of the situation,
##finally checking whether the results are reasonable.

==Who will be interested in this course==

The course will target UBC science students that need Phys 100 as a pre-requisite or as a requirement, UBC non-science students that need a general science credit. (Students that need to repeat Phys 100 can also take this course.)

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-06-19T00:40:26Z

GeorgRieger: /* Course Overview */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, velocity, acceleration, and their application in real-world examples. We will discuss heat, work, and electricity. Students will use a systematic problem-solving strategy and learn to interpret graphs. The laboratory sessions on campus focus on the analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students need to come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given in one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory component is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon in questions,
##then carrying out a basic quantitative analysis of the situation,
##finally checking whether the results are reasonable.

==Who will be interested in this course==

The course will target UBC science students that need Phys 100 as a pre-requisite or as a requirement, UBC non-science students that need a general science credit. (Students that need to repeat Phys 100 can also take this course.)

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-05-27T02:38:28Z

GeorgRieger: /* Who will be interested in this course */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, momentum, and their application in real-world examples; heat; work; electricity; use of a systematic problem-solving strategy; interpretation of graphs; laboratory exercises emphasizing analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students need to come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given in one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory component is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon in questions,
##then carrying out a basic quantitative analysis of the situation,
##finally checking whether the results are reasonable.

==Who will be interested in this course==

The course will target UBC science students that need Phys 100 as a pre-requisite or as a requirement, UBC non-science students that need a general science credit. (Students that need to repeat Phys 100 can also take this course.)

==About the Instructor==
Dr. Georg Rieger
is a lecturer in the Department of Physics and Astronomy at UBC where he has taught large lecture classes for over ten years. He is particularly interested in interactive learner-centered teaching approaches and he currently serves as department director of the Carl Wieman Science Education Initiative (CWSEI) in Physics and Astronomy. His on-campus lectures use a variety of web-based elements and other teaching technology such as clickers. He is also a founding member of the c21 teaching project that provides online resources for real-world physics examples in undergraduate physics courses and in high school. Many of these examples are used in Phys 100 and the Phys 100 online section combines his interest in relating Physics to the real world and his interest in teaching technology.
In his spare time, he enjoys his runs and walks through Pacific Spirit Park and his bike rides to Horseshoe Bay.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-05-27T02:36:50Z

GeorgRieger: /* Source Texts */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, momentum, and their application in real-world examples; heat; work; electricity; use of a systematic problem-solving strategy; interpretation of graphs; laboratory exercises emphasizing analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students need to come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given in one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory component is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon in questions,
##then carrying out a basic quantitative analysis of the situation,
##finally checking whether the results are reasonable.

==Who will be interested in this course==

The course will target UBC science students that need Phys 100 as a pre-requisite or as a requirement, UBC non-science students that need a general science credit, and UBC students that previously failed Phys 100 and need to repeat the course.

==About the Instructor==
Dr. Georg Rieger
is a lecturer in the Department of Physics and Astronomy at UBC where he has taught large lecture classes for over ten years. He is particularly interested in interactive learner-centered teaching approaches and he currently serves as department director of the Carl Wieman Science Education Initiative (CWSEI) in Physics and Astronomy. His on-campus lectures use a variety of web-based elements and other teaching technology such as clickers. He is also a founding member of the c21 teaching project that provides online resources for real-world physics examples in undergraduate physics courses and in high school. Many of these examples are used in Phys 100 and the Phys 100 online section combines his interest in relating Physics to the real world and his interest in teaching technology.
In his spare time, he enjoys his runs and walks through Pacific Spirit Park and his bike rides to Horseshoe Bay.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===
Knight, Jones, Field: College Physics. 2nd custom edition for Phys 100 at UBC.

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-05-27T02:34:48Z

GeorgRieger: /* Experimental Equipment */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, momentum, and their application in real-world examples; heat; work; electricity; use of a systematic problem-solving strategy; interpretation of graphs; laboratory exercises emphasizing analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students need to come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given in one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory component is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon in questions,
##then carrying out a basic quantitative analysis of the situation,
##finally checking whether the results are reasonable.

==Who will be interested in this course==

The course will target UBC science students that need Phys 100 as a pre-requisite or as a requirement, UBC non-science students that need a general science credit, and UBC students that previously failed Phys 100 and need to repeat the course.

==About the Instructor==
Dr. Georg Rieger
is a lecturer in the Department of Physics and Astronomy at UBC where he has taught large lecture classes for over ten years. He is particularly interested in interactive learner-centered teaching approaches and he currently serves as department director of the Carl Wieman Science Education Initiative (CWSEI) in Physics and Astronomy. His on-campus lectures use a variety of web-based elements and other teaching technology such as clickers. He is also a founding member of the c21 teaching project that provides online resources for real-world physics examples in undergraduate physics courses and in high school. Many of these examples are used in Phys 100 and the Phys 100 online section combines his interest in relating Physics to the real world and his interest in teaching technology.
In his spare time, he enjoys his runs and walks through Pacific Spirit Park and his bike rides to Horseshoe Bay.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===

===Experimental Equipment===
All necessary materials will be provided. Some experiments will be performed at home with ordinary household items.

Sandbox:Phys100/ctltwebpage

2012-05-27T02:33:53Z

GeorgRieger: /* Final Examination */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, momentum, and their application in real-world examples; heat; work; electricity; use of a systematic problem-solving strategy; interpretation of graphs; laboratory exercises emphasizing analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students need to come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given in one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory component is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon in questions,
##then carrying out a basic quantitative analysis of the situation,
##finally checking whether the results are reasonable.

==Who will be interested in this course==

The course will target UBC science students that need Phys 100 as a pre-requisite or as a requirement, UBC non-science students that need a general science credit, and UBC students that previously failed Phys 100 and need to repeat the course.

==About the Instructor==
Dr. Georg Rieger
is a lecturer in the Department of Physics and Astronomy at UBC where he has taught large lecture classes for over ten years. He is particularly interested in interactive learner-centered teaching approaches and he currently serves as department director of the Carl Wieman Science Education Initiative (CWSEI) in Physics and Astronomy. His on-campus lectures use a variety of web-based elements and other teaching technology such as clickers. He is also a founding member of the c21 teaching project that provides online resources for real-world physics examples in undergraduate physics courses and in high school. Many of these examples are used in Phys 100 and the Phys 100 online section combines his interest in relating Physics to the real world and his interest in teaching technology.
In his spare time, he enjoys his runs and walks through Pacific Spirit Park and his bike rides to Horseshoe Bay.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination is cumulative and will cover all materials covered in the modules and in the Mastering Physics homework. The final exam will take place on campus during the regular examination period.

==Course Materials==

===Source Texts ===

===Experimental Equipment===

Sandbox:Phys100/ctltwebpage

2012-05-27T02:31:15Z

GeorgRieger: /* 2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, momentum, and their application in real-world examples; heat; work; electricity; use of a systematic problem-solving strategy; interpretation of graphs; laboratory exercises emphasizing analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students need to come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given in one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory component is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon in questions,
##then carrying out a basic quantitative analysis of the situation,
##finally checking whether the results are reasonable.

==Who will be interested in this course==

The course will target UBC science students that need Phys 100 as a pre-requisite or as a requirement, UBC non-science students that need a general science credit, and UBC students that previously failed Phys 100 and need to repeat the course.

==About the Instructor==
Dr. Georg Rieger
is a lecturer in the Department of Physics and Astronomy at UBC where he has taught large lecture classes for over ten years. He is particularly interested in interactive learner-centered teaching approaches and he currently serves as department director of the Carl Wieman Science Education Initiative (CWSEI) in Physics and Astronomy. His on-campus lectures use a variety of web-based elements and other teaching technology such as clickers. He is also a founding member of the c21 teaching project that provides online resources for real-world physics examples in undergraduate physics courses and in high school. Many of these examples are used in Phys 100 and the Phys 100 online section combines his interest in relating Physics to the real world and his interest in teaching technology.
In his spare time, he enjoys his runs and walks through Pacific Spirit Park and his bike rides to Horseshoe Bay.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on guided activities and answer questions with feedback (for participation marks). The activities are often based on computer simulations from PhET or real-world problem questions. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination will cover:

==Course Materials==

===Source Texts ===

===Experimental Equipment===

Sandbox:Phys100/ctltwebpage

2012-05-27T02:26:15Z

GeorgRieger: /* 1. Pre-Reading Assignments – textbook, online quizzes. */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, momentum, and their application in real-world examples; heat; work; electricity; use of a systematic problem-solving strategy; interpretation of graphs; laboratory exercises emphasizing analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students need to come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given in one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory component is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon in questions,
##then carrying out a basic quantitative analysis of the situation,
##finally checking whether the results are reasonable.

==Who will be interested in this course==

The course will target UBC science students that need Phys 100 as a pre-requisite or as a requirement, UBC non-science students that need a general science credit, and UBC students that previously failed Phys 100 and need to repeat the course.

==About the Instructor==
Dr. Georg Rieger
is a lecturer in the Department of Physics and Astronomy at UBC where he has taught large lecture classes for over ten years. He is particularly interested in interactive learner-centered teaching approaches and he currently serves as department director of the Carl Wieman Science Education Initiative (CWSEI) in Physics and Astronomy. His on-campus lectures use a variety of web-based elements and other teaching technology such as clickers. He is also a founding member of the c21 teaching project that provides online resources for real-world physics examples in undergraduate physics courses and in high school. Many of these examples are used in Phys 100 and the Phys 100 online section combines his interest in relating Physics to the real world and his interest in teaching technology.
In his spare time, he enjoys his runs and walks through Pacific Spirit Park and his bike rides to Horseshoe Bay.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough.

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on worksheets and discuss the solution to the worksheets in online discussions. This is followed up with formative quizzes (for participation marks). The worksheets are often based on existing computer simulations that are freely available from PhET. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination will cover:

==Course Materials==

===Source Texts ===

===Experimental Equipment===

Sandbox:Phys100/ctltwebpage

2012-05-27T02:22:43Z

GeorgRieger: /* About the Instructor */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, momentum, and their application in real-world examples; heat; work; electricity; use of a systematic problem-solving strategy; interpretation of graphs; laboratory exercises emphasizing analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students need to come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given in one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory component is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon in questions,
##then carrying out a basic quantitative analysis of the situation,
##finally checking whether the results are reasonable.

==Who will be interested in this course==

The course will target UBC science students that need Phys 100 as a pre-requisite or as a requirement, UBC non-science students that need a general science credit, and UBC students that previously failed Phys 100 and need to repeat the course.

==About the Instructor==
Dr. Georg Rieger
is a lecturer in the Department of Physics and Astronomy at UBC where he has taught large lecture classes for over ten years. He is particularly interested in interactive learner-centered teaching approaches and he currently serves as department director of the Carl Wieman Science Education Initiative (CWSEI) in Physics and Astronomy. His on-campus lectures use a variety of web-based elements and other teaching technology such as clickers. He is also a founding member of the c21 teaching project that provides online resources for real-world physics examples in undergraduate physics courses and in high school. Many of these examples are used in Phys 100 and the Phys 100 online section combines his interest in relating Physics to the real world and his interest in teaching technology.
In his spare time, he enjoys his runs and walks through Pacific Spirit Park and his bike rides to Horseshoe Bay.

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where the students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough. (The pre-reading assignments are also part of the face-to-face course.)

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on worksheets and discuss the solution to the worksheets in online discussions. This is followed up with formative quizzes (for participation marks). The worksheets are often based on existing computer simulations that are freely available from PhET. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination will cover:

==Course Materials==

===Source Texts ===

===Experimental Equipment===

Sandbox:Phys100/ctltwebpage

2012-05-27T02:16:45Z

GeorgRieger: /* About the Instructor */

=PHYS 100 CTLT website=

==Course Overview==

PHYS 100 is an introduction to fundamental concepts such as force, energy, momentum, and their application in real-world examples; heat; work; electricity; use of a systematic problem-solving strategy; interpretation of graphs; laboratory exercises emphasizing analysis, interpretation and presentation of experimental data. The course will be delivered as a blended course, utilizing both face to face and online components. Students need to come to UBC campus once a week and attend the weekly laboratory session. The midterm exam will be given in one of these sessions and the final exam will take place on campus during the regular exam period.

==Course Outcomes==
The main goal of Phys 100 is to help students see that physics is interesting and relevant. We want students to appreciate that physics happens in the real world, not only in the lab, that physics explains interesting phenomena, and that physics can help to make good decisions. The focus of Phys 100 is thus on relating physics concepts to the real-world, and the course is taught in the contexts of energy, transportation and the environment (CO2 emission, greenhouse effect). The emphasis in the laboratory component is on understanding and using experimental data. Students will learn that scientific facts are established by experiments and that the quality of an experiment is characterized by experimental uncertainty. After taking this course, students should be able to
#Answer a question of personal or global interest with a short calculation or an estimate based on a simple model.
#Use sensemaking strategies to check their own answer or 3rd party information.
#Apply conservation of energy and thermal physics principles to real-world thermal systems, such as home heating and climate change.
#Apply knowledge of work and Newton's laws to calculate basic dynamics and energy consumption of common transportation systems (cars, bicycles etc.)
#Qualitatively explain how electricity is generated in various types of power plants and the “life cycle” of electricity from production through transmission to consumption, and calculate power consumption for various common circuits.
#Use a systematic problem solving approach to analyze real-world situations by
##first developing a qualitative understanding of a real-world situation,
##then identifying the relevant physical concepts and principles to model the situation or phenomenon in questions,
##then carrying out a basic quantitative analysis of the situation,
##finally checking whether the results are reasonable.

==Who will be interested in this course==

The course will target UBC science students that need Phys 100 as a pre-requisite or as a requirement, UBC non-science students that need a general science credit, and UBC students that previously failed Phys 100 and need to repeat the course.

==About the Instructor==
Dr. Georg Rieger
is a lecturer in the Department of Physics and Astronomy at UBC where he has taught large lecture classes for over ten years. He is particularly interested in interactive learner-centered teaching approaches and he currently serves as department director of the Carl Wieman Science Education Initiative (CWSEI) in Physics and Astronomy. His on-campus lectures use a variety of web-based elements and other teaching technology such as clickers. He is also a founding member of the c21 teaching project that provides online resources for real-world physics examples in undergraduate physics courses and in high school.
In his spare time, he enjoys his runs and walks through Pacific Spirit Park and his bike rides to Horseshoe Bay.

PHYS 100 .....

==Topics==
The course is divided into 9 modules.

===1. Kinematics:===
Motion diagrams and graphs: position vs. time, velocity vs. time and acceleration vs. time. Free fall, motion with constant acceleration, and kinematic equations. PhET simulation “The Moving Man”. Reaction times and the two-second rule for safe driving distance. Kinematics examples: Emergency braking, cheetah and gazelle, stop-and-go driving.

===2. Newton's Laws: ===
Forces and inertia (1st law). Net force and acceleration (2nd law). Mass and weight. Seat belts. Free-body diagrams. Reference frames and apparent weight: Elevator examples. Interactions (3rd law). 3rd-law force pairs and misconceptions. Tension and propulsion. Examples combining Newton’s 2nd and 3rd laws.

===3. Mechanical Energy: ===
Kinetic and potential energy, conservation of energy, discussion of the PhET simulation “Energy Skate Park”, comparison to a ball tossed up vertically, discussion of five-point problem solving strategy using a former exam problem (bob-sledding) as example.

===4. Forces, Energy and Work in Transportation:===
Friction and drag forces. PhET simulation “Forces and Motion”. Parachutes and drag coefficients. Work and mechanical power. Energy in transportation systems. Fuel consumption. Possibly a new module on collisions and momentum.

===5. Chemical Energy, Thermal Energy and Metabolic Power:===
Other energies and energy transformations. Energy units. Chemical energy in food and fuel. Power, energy balance, and calorie consumption.

===6. Heat Transfers - Conduction: ===
First law of thermodynamics and heat transfer. Energy balance in home heating using a simple conduction model. Second discussion of the problem-solving strategy using the simple home-heating conduction model. Discussion of thermal coefficients using double-paned windows and the effect of (fiberglass) insulation as examples. Conceptual discussion of convection.

===7. Electricity, Circuits, and Power Generation: ===
Static electricity and electric charge. Electrostatic force and electric field. Batteries and potential difference. Voltage, current and resistance. Electrical energy and power. Simple resistor circuits: parallel and series circuits. PhET simulations “Signal-Circuit”, “Battery-Resistor-Circuit”, “Resistance in a Wire”, “Circuit-Construction-Kit-DC”. Electrical hazards. Power generation: hydro power and wind power.

===8. Heat Transfers – Convection and Radiation: ===
Qualitative discussion of convection. General characteristics of electromagnetic waves, light interacting with matter: transmission, absorption, reflection. Energy in radiation: Stefan’s law and Wien’s law. Thermal radiation. Heat transfers due to radiation and net radiant heat flow. Radiation through windows.

===9 . Earth Climate: ===
Energy balance model for the Earth. Mean surface temperature. Power and intensity. Albedo, greenhouse effect, and one-layer atmosphere model. Emissivity and the effect of greenhouse gases. Global warming.

==Assignments and Evaluation==

===1. Pre-Reading Assignments – textbook, online quizzes. ===
This is where the students first encounter new content. Students will read specific textbook section at the beginning of each new module. Guided by brief instructions, it is expected that they learn the basic definitions and basic concepts on their own. Students receive feedback on their reading in online quizzes (for marks). This will allow them judge whether they have read the textbook sections carefully enough. (The pre-reading assignments are also part of the face-to-face course.)

===2. Online Modules – videos, vista quizzes, computer simulations, worksheets, online discussions. ===
The purpose of the online modules is to make sense of the physics encountered in the pre-reading, to address misconceptions, and to check understanding. Introductory videos provide an overview of the physics discussed in the module and show the application of physics concepts in the real world and in (lecture) demonstrations. Students will work on worksheets and discuss the solution to the worksheets in online discussions. This is followed up with formative quizzes (for participation marks). The worksheets are often based on existing computer simulations that are freely available from PhET. The online modules replace the lectures of the face-to-face course.

===3. Modeling Physics Activity===
This activity in form of another worksheet is part of the main module and focuses on problem solving. It models how a physicist approaches solving problems in the real world.
The activities are based on a five-step problem solving strategy that is introduced in the first module. During the first weeks of the term, students will first focus on particular steps of the strategy before doing all of the steps in later weeks. In particular, they will learn what a physics model is and why it is essential for solving tough context-rich (real-world) problems in the remaining tutorials.

===4. MP online homework – www.masteringphysics.com===
Problem solving practice is provided by an online database called Mastering Physics. The homework assignments are automatically graded. Students will need to complete one set of 8 – 10 homework problems each week.

===5. Labs – on campus ===
Students will do the lab activities developed for the face-to-face course, which emphasize analysis, interpretation and presentation of experimental data. The students will sometimes do experiments at home and discuss the data analysis with their peers in class.
Students learn basic experimental skills, analysis of experimental data, and representation of data in tables and in graphs. Students will learn to perform a basic statistical analysis, evaluate uncertainties, and draw conclusions from their experiments. At the end of the course, students will perform a simple experiment at home and present their experiment and their results in form of a poster or presentation in class.

===Final Examination===

The final examination will cover:

==Course Materials==

===Source Texts ===

===Experimental Equipment===