UBC Wiki - User contributions [en]

Course:VANT149/2026/Capstone/Arts/Presentation45

2026-06-24T16:38:03Z

JaclynRea: /* Presenter: Put Your Name Here */

= Presenter: Yiran Ma =

== Cultural identity, social media, and belonging: A proposed longitudinal study on first-year international students ==

==Type of Presentation: Oral Presentation==

==Abstract==
My interest in this topic began when I noticed how first-year international students around me struggled to balance social media content with expectations from their home cultures, and how this affected whether they felt they belonged on campus. Previous research shows that social media shapes self-presentation and creates social pressure (Sadriani, 2023). Adams (2024) argues that social media generates tension between global ideas and local traditions. However, these studies have noted cultural tension but have not explained how it affects first-year international students' sense of belonging, nor how this changes over time. This gap matters because the first semester is a critical period for developing belonging, especially for international students adjusting to a new country. This proposed study asks: How does cultural tension from social media shape first-year international students' sense of belonging, and how does this change from September to April of their first semester? My research plan involves two rounds of semi-structured interviews with 10–12 first-year international students: once in the fall and again in the spring. I will ask them about moments when online content conflicted with their home cultural values, and how those moments made them feel about belonging on campus. Data will be analyzed using thematic analysis, comparing responses across the two time points. I anticipate finding that students' coping strategies and sense of belonging shift over the semester. Limitations include small sample size and self-report bias. This research is proposed and has not been conducted.

==Biography==
Yiran is a first-year student passionate about how social media and cultural identity shape everyday experiences. She enjoys photography and observing how different communities express themselves online and offline. She plans to pursue a degree in sociology or cultural studies.
[[Category:Vantage College Capstone Conference]]
[[Category:Vantage College Arts]]

Course:VANT149/2026/Capstone/Arts/Presentation34

2026-05-20T00:09:17Z

JaclynRea:

=Presenter: =

==Type of Presentation: Oral Presentation or Poster==

==Abstract==

==Biography==
[[Category:Vantage College Capstone Conference]]
[[Category:Vantage College Arts]]

Course:VANT149/2026/Capstone/Arts/Presentation34

2026-05-20T00:03:15Z

JaclynRea:

=Presenter: XX =

==Really Cool Research Project ==

==Type of Presentation: Oral Presentation==

==Abstract==
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==Biography==
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[[Category:Vantage College Capstone Conference]]
[[Category:Vantage College Arts]]

Course:VANT149/2026/Capstone/Arts/ExamplePresentation

2026-04-28T21:22:26Z

JaclynRea: /* Things I have to Do */

=Presenter: Jackie and Other Person =

==Things I have to Do ==

==Type of Presentation: Oral ==

==Abstract ==
Lots of ideas.

==Biography==
I work at UBC. Others do too.
[[Category:Vantage College Capstone Conference]]
[[Category:Vantage College Arts]]

Course:VANT149/2026/Capstone/Arts/ExamplePresentation

2026-04-28T21:21:32Z

JaclynRea: /* Presenter: Put Your Name Here */ Jackie

=Presenter: Jackie=

==Things I have to Do ==

==Type of Presentation: Oral ==

==Abstract ==
Lots of ideas.

==Biography==
I work at UBC.
[[Category:Vantage College Capstone Conference]]
[[Category:Vantage College Arts]]

Documentation:Vantage College Curriculum/Multidisciplinary Research Project

2014-01-31T03:29:54Z

JaclynRea: /* Project learning outcomes */

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

==Description==
Proposed Calendar Entry: (40 word limit.)

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

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

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

First year research project that culminates in student-led conference and research presentation.

Pre-requisites:

VANT 148: None. Restricted to Vantage College students.

VANT 149: VANT 148

==Action: Create New Course==
Rationale for Proposed Change:

The [http://strategicplan.ubc.ca UBC strategic plan, Place and Promise], outlines UBC's commitment to students to provide them with Enriched Educational Experiences (E3s) during their course of study. In their report on E3s at UBC, [http://vpstudents.ubc.ca/files/2012/07/E3_framework_report_2012_final.pdf Sens and Fryer (2012)] state that, "Ultimately, the goal is to position educational enrichment practices as a key element of curriculum design, faculty teaching, student development, and student learning expectations." The UBC Vantage College project courses (VANT 148, VANT149) provide students with enriched educational experiences that help to distinguish the UBC Vantage College program. By integrating learning from multiple sources, in team projects and with peer instruction, UBC Vantage College students will use this project element of their program to build and engage with learning communities.

Cite: Sens and Fryer ''Enriched Educational Experiences at UBC: A Framework for Dialogue and Action'' June 6, 2012

'''Rationale VANT 148'''

* Provide students with opportunities to extend and enrich discipline specific classroom learning.
* Assist students with transitioning to University and undertaking apprentice scholarship.
* Provide students with the opportunity to engage in multidisciplinary ways of knowing
* Provide students with an opportunity to apply course concepts through project-based learning, including the creation of learning artifacts for both peers and the wider UBC community.
* Provide students with additional opportunities for acquiring and improving English for Academic Purposes
* Provides students with the opportunity to <del>connect</del>work with faculty mentor.
* Motivate and inspire students to pursue courses of their interest in 2nd year.

'''Rationale VANT 149'''

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

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

'''Course Description'''

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

'''Intended Audience'''

Restricted to Vantage College students

'''Course Topics and Structure: VANT 148'''

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

Week 1-3: Using Modeling in Science (e.g., Abstractions, Equations, Structures)

Week 4-5: Growth and Decay (e.g., Radiocarbon Dating, Currents, Language Development, Kinetic Energy)

Week 6-7: Case Scenario (e.g., Guest Lecture from Computer Science & Earth, Ocean and Atmospheric Sciences)

Week 8-9: What is 'Stuff'? (e.g. Modern View of Matter, Energy)

Week 10-11: Optimization and Equilibrium (e.g., Chemical Reactions, Motion, Plateau's Problem)

Week 12-13: Laws of Nature (e.g., Axioms, Thermodynamics, Ideal Gas Law)


Example of Weekly Themes for Common Lecture Series, Science Program, 2014W Term 2 (Vantage College program courses: LLED201, MATH101, PHYS108/109, SCIE113):

Week 1-3: What is data? (e.g., Simulations, Experiments, Observations)

Week 4-5: Abstraction in Science (e.g., Magnetic Fields, Logic, Induction)

Week 6-7: Case Scenario (e.g., Guest Lectures Computer Science/Earth, Ocean and Atmospheric Sciences)

Week 8-9: Symmetry (e.g., Molecular shape, Motion, Charge)

Week 10-11: Systems that Change (e.g. Differential Equations, Population growth, Acceleration)

Week 12-13: Case Scenarios - Science in Everyday Life (e.g., How does an MRI work?)


Example of Weekly Themes for Arts Program, 2014W Term 1 (Vantage College program courses: GEOG121, LLED200, POLI100, PSYC102, WRDS150):

Week 1-2 Defining Social Sciences and Social Science Research

Week 3-4 What is data? What are methods?

Week 5 What Can I do with a Social Science Degree?

Week 6-7 Education and Learning in International Contexts

Week 8-9 Disciplinary Perspectives on Globalization

Week 10-11 Global Economies and Politics

Week 12-13 Globalization and Health

Example of Weekly Themes for Arts Program, 2014W Term 2 (Vantage College program courses: GEOG122, LLED200, POLI220, PSYC208, WRDS150):

Week 1-3 Citizenship: Issues of Concern for a Global Citizen

Week 4-5 Social Justice Movements

Week 6-7 Social Science and First Nations Studies

Week 8-9 Aboriginal Community Action

Week 10-11 Doing Social Science Research in the ‘Real’ World: Enacting Change

Week 12-13 Becoming Disciplinary Citizens: Broadening the Purposes and Audiences of Your Course Work

'''Potential Instructors'''

Dr. Steven Barnes, Instructor, Psychology

CK Choi 173, 604-827-3768

steven.barnes@vantagecollege.ubc.ca

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

Director, Vantage College Science Program

CK Choi 166, 604-827-0339

joanne.fox@vantagecollege.ubc.ca

Dr. Joss Ives, Instructor, Physics

CK Choi 172, 604-827-2619

joss.ives@vantagecollege.ubc.ca

Anka Lekhi, Instructor, Chemistry

Chemistry D218, 604-827-3492

anka.lekhi@vantagecollege.ubc.ca

Dr. Fok-Shuen Leung, Instructor, Mathematics

CK Choi 174, 604-827-2149

fok-shuen.leung@vantagecollege.ubc.ca

Dr. Siobhán McPhee, Instructor, Geography

CK Choi 171, 604-827-2077

siobhan.mcphee@vantagecollege.ubc.ca

Dr. Jenny Peterson, Instructor, Political Science

CK Choi 167, 604 827 1597

jenny.peterson@vantagecollege.ubc.ca

Dr. Jaclyn Rea, Instructor, Arts Studies

Arts Academic Writing Coordinator

CK Choi 162, 604-827-3765

jackie.rea@vantagecollege.ubc.ca

Dr. Georg Rieger, Instructor, Physics

CK Choi 172, 604-827-2619

georg.rieger@vantagecollege.ubc.ca

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

VANT 148 (WT1/WT2)
* 1 hr/week lecture in program specific lecture series (for example, Science Program or Arts Programs), or experiential learning activity (e.g. field trip)
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

VANT 149 (ST)
* 1 hr/week workshop, LLED guided support
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

'''Mentorship activities/Assessment'''

===Term One===

{| class="wikitable"
|+
Term One Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Introduction to scholarship ||
|-
| 2 || Keeping a journal || Notetaking assignment starts
|-
| 3 || Identifying concepts ||
|-
| 4 || Assessing concepts || Assignment 1: Guided discipline-specific mini-project 1
|-
| 5 || Intro to peer review ||
|-
| 6 || Revising your work ||
|-
| 7 || Accessing library resources ||
|-
| 8 || Preparing lit reviews ||
|-
| 9 || Preparing lit reviews || Assignment 2: Guided discipline-specific mini-project 2
|-
| 10 || Preparing lit reviews ||
|-
| 11 || Peer review activity ||
|-
| 12 || Revising your work || Assignment 3: Guided literature review
|-
| 13 || Summarizing and reflecting || Assignment 4: Note taking - Ongoing throughout WT1 & WT2
Assignment 5: First term summary of journal (completion check only)
|-
|}

===Term Two===
{| class="wikitable"
|+
Term Two Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Multidisciplinary approaches to research || Note taking assignment starts
|-
| 2 || Multidisciplinary approaches to research ||
|-
| 3 || Developing research questions ||
|-
| 4 || Developing research questions ||
|-
| 5 || Developing research questions || Assignment 6: Multidisciplinary mini-project
|-
| 6 || Presenting your work || Assignment 9: mini-presentation
|-
| 7 || Presenting your work || Assignment 9: mini-presentation
|-
| 8 || Working with data ||
|-
| 9 || Working with data ||
|-
| 10 || Working with data ||
|-
| 11 || Conducting research ||
|-
| 12 || Conducting research || Assignment 8: Written journal
|-
| 13 || Summarizing and reflecting || Assignment 7: Note taking - Ongoing in both WT1 & WT2
Assignment 10: Proposing research question
|-
|}

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

{| class="wikitable"
|+
Term Three Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Working with data (Maybe leave this all in WT2?) I would say yes to leaving it for Term 2 ||
|-
| 2 || Preparing proposals/Organizing a conference ||
|-
| 3 || Preparing proposals/Organizing a conference || Assignment 1: Project proposal
|-
| 4 || Organizing a conference ||
|-
| 5 || Summarizing research results ||
|-
| 6 || Preparing abstracts||
|-
| 7 || Preparing abstracts ||
|-
| 8 || Presentation skills || Assignment 2: Data summary
|-
| 9 || Presentation skills ||
|-
| 10 || Presentation skills ||
|-
| 11 || Building a professional profile || Assignment 3: Video abstract
|-
| 12 || Building a professional profile || Assignment 4: Conference presentation
|-
|}

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

===Project learning outcomes===

'''VANT 148 (WT1/WT2)'''

By the end of the course, students will be able to:
# understand key disciplinary differences, particularly methodological differences

use library retrieval methods to obtain and filter information for a relevant research context

# define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society.
# describe current research (and related issues, concerns, debates) using disciplinary frameworks and extract the main results or conclusions from a published paper or journal article.
# take on a variety of roles in formal and informal situations, including being able to work in teams or independently while developing the skills necessary to be an independent learner and to foster individual agency when performing course work.
# contribute to broader discipline-specific discussions in a variety of modes (oral, technological, visual, written).

'''VANT 149 (ST1/ST2)'''

By the end of the course, students will be able to:
# engage, as novice participants, in discipline-specific research work
# define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society.
# identify central differences and areas of overlap in disciplinary approaches.
# contribute to discipline-specific and multidisciplinary discussions in a variety of modes (oral, technological, visual, written).
# identify themselves as apprentice scholars and bring that perspective to their interpersonal interactions within both Vantage College and the broader UBC community.
collaborate with peers to organize a multidisciplinary conference
present research project to a multidisciplinary audience

===Sample Materials===
Sample materials to support the above goals/outcomes

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

===Evaluation===

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

'''VANT 148 WT1'''
* '''Assignment 1: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2]

The first mini project will be based on course work or concepts covered in one of the disciplinary courses in standard UBC Vantage College streams. Students can choose the particular discipline that they would like to focus on for this first project. These mini projects allow students to demonstrate understanding of a concept covered in class. Topic choice is guided by the instructor. The format of these projects may include, but is not limited to, visuals, frequently asked questions, digital explanations, etc. Students would complete this project individually and would have the opportunity to present their work to peers.

* '''Assignment 2: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2]

The second mini project will be based on course work or concepts covered in one of the disciplinary courses in standard UBC Vantage College streams. Students will choose a different discipline to focus on for this second project. These mini projects allow students to demonstrate understanding of a concept covered in class. Topic choice is guided by the instructor. The format of these projects may include, but is not limited to, visuals, frequently asked questions, digital explanations, etc. Students would complete this second mini-project in groups.

* '''Assignment 3: Guided literature review''' (15%) [Learning outcomes: 1,3]

Students will carry out a literature review choosing a topic that interests them and extends topics covered in course work. Students will also be asked to justify how their topic connects with concepts covered in their disciplinary course work. This literature review assignment provides students with practice using literature searching tools and library resources. This literature review can be done on a topic that the student may be interested in pursuing for their capstone research project.

* '''Assignment 4: Note taking''' (5%) [Learning outcomes: 1,3]

This note-taking exercise is linked to lecture series. During the lecture series, students will complete a worksheet to identify connections between the cross cutting themes of the lectures and their course content. Students will identify the main points presented and generate questions that emerge from the lecture series. Occurs in both Term 1 & Term 2.

* '''Assignment 5: Written journal''' (10%) [Learning outcomes: 3,4]

In Connect, students will summarize their learning and justify their project ideas with journal entries. This journal allows for reflection on their progress, synthesis of course concepts, and awareness of future interests and goals. This journal begins a process and creates a building block that works towards student generated capstone research project proposals. Occurs in both Term 1 & Term 2.

'''VANT 148 WT2'''
* '''Assignment 6: Multidisciplinary mini-project''' (15%) [Learning outcomes: 1,2]

The third mini project will build on course work, concepts covered and/or project work covered in Term1. Students can choose topic that they would like to focus on for this third project and will be encouraged to incorporate a disciplinary perspective for which they have not already done a mini project. This mini projects allow students to extend their understanding of a concept covered in class. Students would complete this project individually and would have the opportunity to present their work to peers.

* '''Assignment 7: Note taking''' (5%) [Learning outcomes: 1,3] -

This note-taking exercise is linked to lecture series. During the lecture series, students will complete a worksheet to identify connections between the cross cutting themes of the lectures and their course content. Students will identify the main points presented and generate questions that emerge from the lecture series. Occurs in both Term 1 & Term 2.

* '''Assignment 8: Written journal''' (10%) [Learning outcomes: 3,4] -

In Connect, students will summarize their learning and justify their project ideas with journal entries. This journal allows for reflection on their progress, synthesis of course concepts, and awareness of future interests and goals. This journal begins a process and creates a building block that works towards student generated capstone research project proposals. Occurs in both Term 1 & Term 2.

* '''Assignment 9: Mini presentation''' (5%) [Learning outcomes: 2,3,5]

Students prepare a short oral presentation, or mini lesson, on a topic covered in one of their mini projects. Students deliver these mini lessons to their peers. This assignment gives students practice with oral presentations, reinforces learning, and fosters learning communities.

* '''Assignment 10: Proposing research questions''' (25%) [Learning outcomes: 4,5]

Students identify possible research question(s) that interest them and draw from at least two disciplines included in their UBC Vantage College course streams (e.g., PHYS/MATH, GEOG/POLI). In this written proposal, students reframe these questions in their own words and cite literature to provide context for the questions. Prepares students for VANT 149

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

'''VANT 149 (ST1/ST2)'''
* '''Assignment 1: Project proposal''' (10%)[Learning outcomes: 1,2] - based on possible question identified in VANT 148 WT2. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Compiles work done with mini-projects, lit review, journal/reflection
* '''Assignment 2: Data summary''' (15%)[Learning outcomes: 1,4] - written interpretation of data collection
* '''Assignment 3: Video abstract''' (10%) [Learning outcomes: 3,4] - video abstract of research question
* '''Assignment 4: Conference organization''' (15%)[Learning outcomes: 2,3] - Self and peer assessment based on participation in team-based organizing committees.
* '''Assignment 5: Conference presentation''' (35%)[Learning outcomes: 2,3,4] - Conference presentation. Students actively participate in the capstone conference (e.g. presentation, poster presentation, panel discussion, workshop)
* '''Assignment 6: Participation''' (15%)[Learning outcomes: 4] - captures mentorship component (Maybe collapse into conference organization mark)

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

'''Sample rubrics'''

[[File:Rubric for Oral Presentations of Student Capstone Projects - Interdisciplinary.pdf | Sample rubric for Oral Presentation in Capstone Project]]

[[File:Sample Grading Rubric For Literature Review.pdf|Sample rubric for Literature Review in Capstone Project]]

==Examples of Selected Course Readings==

Readings for Arts students will include selected excerpts from resources such as the following:

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

Blaxter L, Hughes C and Tight M (2006) How to Research: 3rd edition Open University Press: Maidenhead UK

Booth, W. C., Colomb, G. G., & Williams, J. M. (1995). The craft of research. Chicago: University of Chicago Press.

Davis, Wade. (1999). Shadows in the Sun. New York: Random Books.

Jones, M. (2008). International students' cross-cultural experiences of learning. International Journal of Asia-Pacific Studies, vol.4 (2).

Lightfoot, S. (Forthcoming). Indigenous mobilisation and activism in the UN system.” In the Handbook of Indigenous Peoples’ Rights. Damien Short and Corinne Lennox (Eds). New York: Routledge.

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

Wong, J. (2004). Are the learning styles of Asian international students culturally or contextually based? International Education Journal. Vol. 4 (4). 154-166.

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

Documentation:Vantage College Curriculum/Multidisciplinary Research Project

2014-01-31T03:20:02Z

JaclynRea: /* Term Three */

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

==Description==
Proposed Calendar Entry: (40 word limit.)

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

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

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

First year research project that culminates in student-led conference and research presentation.

Pre-requisites:

VANT 148: None. Restricted to Vantage College students.

VANT 149: VANT 148

==Action: Create New Course==
Rationale for Proposed Change:

The [http://strategicplan.ubc.ca UBC strategic plan, Place and Promise], outlines UBC's commitment to students to provide them with Enriched Educational Experiences (E3s) during their course of study. In their report on E3s at UBC, [http://vpstudents.ubc.ca/files/2012/07/E3_framework_report_2012_final.pdf Sens and Fryer (2012)] state that, "Ultimately, the goal is to position educational enrichment practices as a key element of curriculum design, faculty teaching, student development, and student learning expectations." The UBC Vantage College project courses (VANT 148, VANT149) provide students with enriched educational experiences that help to distinguish the UBC Vantage College program. By integrating learning from multiple sources, in team projects and with peer instruction, UBC Vantage College students will use this project element of their program to build and engage with learning communities.

Cite: Sens and Fryer ''Enriched Educational Experiences at UBC: A Framework for Dialogue and Action'' June 6, 2012

'''Rationale VANT 148'''

* Provide students with opportunities to extend and enrich discipline specific classroom learning.
* Assist students with transitioning to University and undertaking apprentice scholarship.
* Provide students with the opportunity to engage in multidisciplinary ways of knowing
* Provide students with an opportunity to apply course concepts through project-based learning, including the creation of learning artifacts for both peers and the wider UBC community.
* Provide students with additional opportunities for acquiring and improving English for Academic Purposes
* Provides students with the opportunity to <del>connect</del>work with faculty mentor.
* Motivate and inspire students to pursue courses of their interest in 2nd year.

'''Rationale VANT 149'''

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

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

'''Course Description'''

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

'''Intended Audience'''

Restricted to Vantage College students

'''Course Topics and Structure: VANT 148'''

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

Week 1-3: Using Modeling in Science (e.g., Abstractions, Equations, Structures)

Week 4-5: Growth and Decay (e.g., Radiocarbon Dating, Currents, Language Development, Kinetic Energy)

Week 6-7: Case Scenario (e.g., Guest Lecture from Computer Science & Earth, Ocean and Atmospheric Sciences)

Week 8-9: What is 'Stuff'? (e.g. Modern View of Matter, Energy)

Week 10-11: Optimization and Equilibrium (e.g., Chemical Reactions, Motion, Plateau's Problem)

Week 12-13: Laws of Nature (e.g., Axioms, Thermodynamics, Ideal Gas Law)


Example of Weekly Themes for Common Lecture Series, Science Program, 2014W Term 2 (Vantage College program courses: LLED201, MATH101, PHYS108/109, SCIE113):

Week 1-3: What is data? (e.g., Simulations, Experiments, Observations)

Week 4-5: Abstraction in Science (e.g., Magnetic Fields, Logic, Induction)

Week 6-7: Case Scenario (e.g., Guest Lectures Computer Science/Earth, Ocean and Atmospheric Sciences)

Week 8-9: Symmetry (e.g., Molecular shape, Motion, Charge)

Week 10-11: Systems that Change (e.g. Differential Equations, Population growth, Acceleration)

Week 12-13: Case Scenarios - Science in Everyday Life (e.g., How does an MRI work?)


Example of Weekly Themes for Arts Program, 2014W Term 1 (Vantage College program courses: GEOG121, LLED200, POLI100, PSYC102, WRDS150):

Week 1-2 Defining Social Sciences and Social Science Research

Week 3-4 What is data? What are methods?

Week 5 What Can I do with a Social Science Degree?

Week 6-7 Education and Learning in International Contexts

Week 8-9 Disciplinary Perspectives on Globalization

Week 10-11 Global Economies and Politics

Week 12-13 Globalization and Health

Example of Weekly Themes for Arts Program, 2014W Term 2 (Vantage College program courses: GEOG122, LLED200, POLI220, PSYC208, WRDS150):

Week 1-3 Citizenship: Issues of Concern for a Global Citizen

Week 4-5 Social Justice Movements

Week 6-7 Social Science and First Nations Studies

Week 8-9 Aboriginal Community Action

Week 10-11 Doing Social Science Research in the ‘Real’ World: Enacting Change

Week 12-13 Becoming Disciplinary Citizens: Broadening the Purposes and Audiences of Your Course Work

'''Potential Instructors'''

Dr. Steven Barnes, Instructor, Psychology

CK Choi 173, 604-827-3768

steven.barnes@vantagecollege.ubc.ca

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

Director, Vantage College Science Program

CK Choi 166, 604-827-0339

joanne.fox@vantagecollege.ubc.ca

Dr. Joss Ives, Instructor, Physics

CK Choi 172, 604-827-2619

joss.ives@vantagecollege.ubc.ca

Anka Lekhi, Instructor, Chemistry

Chemistry D218, 604-827-3492

anka.lekhi@vantagecollege.ubc.ca

Dr. Fok-Shuen Leung, Instructor, Mathematics

CK Choi 174, 604-827-2149

fok-shuen.leung@vantagecollege.ubc.ca

Dr. Siobhán McPhee, Instructor, Geography

CK Choi 171, 604-827-2077

siobhan.mcphee@vantagecollege.ubc.ca

Dr. Jenny Peterson, Instructor, Political Science

CK Choi 167, 604 827 1597

jenny.peterson@vantagecollege.ubc.ca

Dr. Jaclyn Rea, Instructor, Arts Studies

Arts Academic Writing Coordinator

CK Choi 162, 604-827-3765

jackie.rea@vantagecollege.ubc.ca

Dr. Georg Rieger, Instructor, Physics

CK Choi 172, 604-827-2619

georg.rieger@vantagecollege.ubc.ca

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

VANT 148 (WT1/WT2)
* 1 hr/week lecture in program specific lecture series (for example, Science Program or Arts Programs), or experiential learning activity (e.g. field trip)
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

VANT 149 (ST)
* 1 hr/week workshop, LLED guided support
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

'''Mentorship activities/Assessment'''

===Term One===

{| class="wikitable"
|+
Term One Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Introduction to scholarship ||
|-
| 2 || Keeping a journal || Notetaking assignment starts
|-
| 3 || Identifying concepts ||
|-
| 4 || Assessing concepts || Assignment 1: Guided discipline-specific mini-project 1
|-
| 5 || Intro to peer review ||
|-
| 6 || Revising your work ||
|-
| 7 || Accessing library resources ||
|-
| 8 || Preparing lit reviews ||
|-
| 9 || Preparing lit reviews || Assignment 2: Guided discipline-specific mini-project 2
|-
| 10 || Preparing lit reviews ||
|-
| 11 || Peer review activity ||
|-
| 12 || Revising your work || Assignment 3: Guided literature review
|-
| 13 || Summarizing and reflecting || Assignment 4: Note taking - Ongoing throughout WT1 & WT2
Assignment 5: First term summary of journal (completion check only)
|-
|}

===Term Two===
{| class="wikitable"
|+
Term Two Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Multidisciplinary approaches to research || Note taking assignment starts
|-
| 2 || Multidisciplinary approaches to research ||
|-
| 3 || Developing research questions ||
|-
| 4 || Developing research questions ||
|-
| 5 || Developing research questions || Assignment 6: Multidisciplinary mini-project
|-
| 6 || Presenting your work || Assignment 9: mini-presentation
|-
| 7 || Presenting your work || Assignment 9: mini-presentation
|-
| 8 || Working with data ||
|-
| 9 || Working with data ||
|-
| 10 || Working with data ||
|-
| 11 || Conducting research ||
|-
| 12 || Conducting research || Assignment 8: Written journal
|-
| 13 || Summarizing and reflecting || Assignment 7: Note taking - Ongoing in both WT1 & WT2
Assignment 10: Proposing research question
|-
|}

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

{| class="wikitable"
|+
Term Three Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Working with data (Maybe leave this all in WT2?) I would say yes to leaving it for Term 2 ||
|-
| 2 || Preparing proposals/Organizing a conference ||
|-
| 3 || Preparing proposals/Organizing a conference || Assignment 1: Project proposal
|-
| 4 || Organizing a conference ||
|-
| 5 || Summarizing research results ||
|-
| 6 || Preparing abstracts||
|-
| 7 || Preparing abstracts ||
|-
| 8 || Presentation skills || Assignment 2: Data summary
|-
| 9 || Presentation skills ||
|-
| 10 || Presentation skills ||
|-
| 11 || Building a professional profile || Assignment 3: Video abstract
|-
| 12 || Building a professional profile || Assignment 4: Conference presentation
|-
|}

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

===Project learning outcomes===

'''VANT 148 (WT1/WT2)'''

By the end of the course, students will be able to:
# engage in discipline-specific work using a range of methods and by employing library searches and retrieval methods to obtain and filter information within the relevant context.
# define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society.
# describe current research (and related issues, concerns, debates) using disciplinary frameworks and extract the main results or conclusions from a published paper or journal article.
# take on a variety of roles in formal and informal situations, including being able to work in teams or independently while developing the skills necessary to be an independent learner and to foster individual agency when performing course work.
# contribute to broader discipline-specific discussions in a variety of modes (oral, technological, visual, written).

'''VANT 149 (ST1/ST2)'''

By the end of the course, students will be able to:
# engage in discipline-specific work, including through their own novice research activity, using a range of analytic methods and by employing library searches and retrieval methods to obtain and filter information within the relevant context.
# define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society.
# identify central differences and areas of overlap in disciplinary approaches.
# contribute to discipline-specific and multidisciplinary discussions in a variety of modes (oral, technological, visual, written).
# identify themselves as apprentice scholars and bring that perspective to their interpersonal interactions within both Vantage College and the broader UBC community.

===Sample Materials===
Sample materials to support the above goals/outcomes

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

===Evaluation===

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

'''VANT 148 WT1'''
* '''Assignment 1: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2]

The first mini project will be based on course work or concepts covered in one of the disciplinary courses in standard UBC Vantage College streams. Students can choose the particular discipline that they would like to focus on for this first project. These mini projects allow students to demonstrate understanding of a concept covered in class. Topic choice is guided by the instructor. The format of these projects may include, but is not limited to, visuals, frequently asked questions, digital explanations, etc. Students would complete this project individually and would have the opportunity to present their work to peers.

* '''Assignment 2: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2]

The second mini project will be based on course work or concepts covered in one of the disciplinary courses in standard UBC Vantage College streams. Students will choose a different discipline to focus on for this second project. These mini projects allow students to demonstrate understanding of a concept covered in class. Topic choice is guided by the instructor. The format of these projects may include, but is not limited to, visuals, frequently asked questions, digital explanations, etc. Students would complete this second mini-project in groups.

* '''Assignment 3: Guided literature review''' (15%) [Learning outcomes: 1,3]

Students will carry out a literature review choosing a topic that interests them and extends topics covered in course work. Students will also be asked to justify how their topic connects with concepts covered in their disciplinary course work. This literature review assignment provides students with practice using literature searching tools and library resources. This literature review can be done on a topic that the student may be interested in pursuing for their capstone research project.

* '''Assignment 4: Note taking''' (5%) [Learning outcomes: 1,3]

This note-taking exercise is linked to lecture series. During the lecture series, students will complete a worksheet to identify connections between the cross cutting themes of the lectures and their course content. Students will identify the main points presented and generate questions that emerge from the lecture series. Occurs in both Term 1 & Term 2.

* '''Assignment 5: Written journal''' (10%) [Learning outcomes: 3,4]

In Connect, students will summarize their learning and justify their project ideas with journal entries. This journal allows for reflection on their progress, synthesis of course concepts, and awareness of future interests and goals. This journal begins a process and creates a building block that works towards student generated capstone research project proposals. Occurs in both Term 1 & Term 2.

'''VANT 148 WT2'''
* '''Assignment 6: Multidisciplinary mini-project''' (15%) [Learning outcomes: 1,2]

The third mini project will build on course work, concepts covered and/or project work covered in Term1. Students can choose topic that they would like to focus on for this third project and will be encouraged to incorporate a disciplinary perspective for which they have not already done a mini project. This mini projects allow students to extend their understanding of a concept covered in class. Students would complete this project individually and would have the opportunity to present their work to peers.

* '''Assignment 7: Note taking''' (5%) [Learning outcomes: 1,3] -

This note-taking exercise is linked to lecture series. During the lecture series, students will complete a worksheet to identify connections between the cross cutting themes of the lectures and their course content. Students will identify the main points presented and generate questions that emerge from the lecture series. Occurs in both Term 1 & Term 2.

* '''Assignment 8: Written journal''' (10%) [Learning outcomes: 3,4] -

In Connect, students will summarize their learning and justify their project ideas with journal entries. This journal allows for reflection on their progress, synthesis of course concepts, and awareness of future interests and goals. This journal begins a process and creates a building block that works towards student generated capstone research project proposals. Occurs in both Term 1 & Term 2.

* '''Assignment 9: Mini presentation''' (5%) [Learning outcomes: 2,3,5]

Students prepare a short oral presentation, or mini lesson, on a topic covered in one of their mini projects. Students deliver these mini lessons to their peers. This assignment gives students practice with oral presentations, reinforces learning, and fosters learning communities.

* '''Assignment 10: Proposing research questions''' (25%) [Learning outcomes: 4,5]

Students identify possible research question(s) that interest them and draw from at least two disciplines included in their UBC Vantage College course streams (e.g., PHYS/MATH, GEOG/POLI). In this written proposal, students reframe these questions in their own words and cite literature to provide context for the questions. Prepares students for VANT 149

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

'''VANT 149 (ST1/ST2)'''
* '''Assignment 1: Project proposal''' (10%)[Learning outcomes: 1,2] - based on possible question identified in VANT 148 WT2. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Compiles work done with mini-projects, lit review, journal/reflection
* '''Assignment 2: Data summary''' (15%)[Learning outcomes: 1,4] - written interpretation of data collection
* '''Assignment 3: Video abstract''' (10%) [Learning outcomes: 3,4] - video abstract of research question
* '''Assignment 4: Conference organization''' (15%)[Learning outcomes: 2,3] - Self and peer assessment based on participation in team-based organizing committees.
* '''Assignment 5: Conference presentation''' (35%)[Learning outcomes: 2,3,4] - Conference presentation. Students actively participate in the capstone conference (e.g. presentation, poster presentation, panel discussion, workshop)
* '''Assignment 6: Participation''' (15%)[Learning outcomes: 4] - captures mentorship component (Maybe collapse into conference organization mark)

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

'''Sample rubrics'''

[[File:Rubric for Oral Presentations of Student Capstone Projects - Interdisciplinary.pdf | Sample rubric for Oral Presentation in Capstone Project]]

[[File:Sample Grading Rubric For Literature Review.pdf|Sample rubric for Literature Review in Capstone Project]]

==Examples of Selected Course Readings==

Readings for Arts students will include selected excerpts from resources such as the following:

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

Blaxter L, Hughes C and Tight M (2006) How to Research: 3rd edition Open University Press: Maidenhead UK

Booth, W. C., Colomb, G. G., & Williams, J. M. (1995). The craft of research. Chicago: University of Chicago Press.

Davis, Wade. (1999). Shadows in the Sun. New York: Random Books.

Jones, M. (2008). International students' cross-cultural experiences of learning. International Journal of Asia-Pacific Studies, vol.4 (2).

Lightfoot, S. (Forthcoming). Indigenous mobilisation and activism in the UN system.” In the Handbook of Indigenous Peoples’ Rights. Damien Short and Corinne Lennox (Eds). New York: Routledge.

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

Wong, J. (2004). Are the learning styles of Asian international students culturally or contextually based? International Education Journal. Vol. 4 (4). 154-166.

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

Documentation:Vantage College Curriculum/Multidisciplinary Research Project

2014-01-31T03:18:43Z

JaclynRea: /* Term One */

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

==Description==
Proposed Calendar Entry: (40 word limit.)

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

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

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

First year research project that culminates in student-led conference and research presentation.

Pre-requisites:

VANT 148: None. Restricted to Vantage College students.

VANT 149: VANT 148

==Action: Create New Course==
Rationale for Proposed Change:

The [http://strategicplan.ubc.ca UBC strategic plan, Place and Promise], outlines UBC's commitment to students to provide them with Enriched Educational Experiences (E3s) during their course of study. In their report on E3s at UBC, [http://vpstudents.ubc.ca/files/2012/07/E3_framework_report_2012_final.pdf Sens and Fryer (2012)] state that, "Ultimately, the goal is to position educational enrichment practices as a key element of curriculum design, faculty teaching, student development, and student learning expectations." The UBC Vantage College project courses (VANT 148, VANT149) provide students with enriched educational experiences that help to distinguish the UBC Vantage College program. By integrating learning from multiple sources, in team projects and with peer instruction, UBC Vantage College students will use this project element of their program to build and engage with learning communities.

Cite: Sens and Fryer ''Enriched Educational Experiences at UBC: A Framework for Dialogue and Action'' June 6, 2012

'''Rationale VANT 148'''

* Provide students with opportunities to extend and enrich discipline specific classroom learning.
* Assist students with transitioning to University and undertaking apprentice scholarship.
* Provide students with the opportunity to engage in multidisciplinary ways of knowing
* Provide students with an opportunity to apply course concepts through project-based learning, including the creation of learning artifacts for both peers and the wider UBC community.
* Provide students with additional opportunities for acquiring and improving English for Academic Purposes
* Provides students with the opportunity to <del>connect</del>work with faculty mentor.
* Motivate and inspire students to pursue courses of their interest in 2nd year.

'''Rationale VANT 149'''

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

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

'''Course Description'''

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

'''Intended Audience'''

Restricted to Vantage College students

'''Course Topics and Structure: VANT 148'''

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

Week 1-3: Using Modeling in Science (e.g., Abstractions, Equations, Structures)

Week 4-5: Growth and Decay (e.g., Radiocarbon Dating, Currents, Language Development, Kinetic Energy)

Week 6-7: Case Scenario (e.g., Guest Lecture from Computer Science & Earth, Ocean and Atmospheric Sciences)

Week 8-9: What is 'Stuff'? (e.g. Modern View of Matter, Energy)

Week 10-11: Optimization and Equilibrium (e.g., Chemical Reactions, Motion, Plateau's Problem)

Week 12-13: Laws of Nature (e.g., Axioms, Thermodynamics, Ideal Gas Law)


Example of Weekly Themes for Common Lecture Series, Science Program, 2014W Term 2 (Vantage College program courses: LLED201, MATH101, PHYS108/109, SCIE113):

Week 1-3: What is data? (e.g., Simulations, Experiments, Observations)

Week 4-5: Abstraction in Science (e.g., Magnetic Fields, Logic, Induction)

Week 6-7: Case Scenario (e.g., Guest Lectures Computer Science/Earth, Ocean and Atmospheric Sciences)

Week 8-9: Symmetry (e.g., Molecular shape, Motion, Charge)

Week 10-11: Systems that Change (e.g. Differential Equations, Population growth, Acceleration)

Week 12-13: Case Scenarios - Science in Everyday Life (e.g., How does an MRI work?)


Example of Weekly Themes for Arts Program, 2014W Term 1 (Vantage College program courses: GEOG121, LLED200, POLI100, PSYC102, WRDS150):

Week 1-2 Defining Social Sciences and Social Science Research

Week 3-4 What is data? What are methods?

Week 5 What Can I do with a Social Science Degree?

Week 6-7 Education and Learning in International Contexts

Week 8-9 Disciplinary Perspectives on Globalization

Week 10-11 Global Economies and Politics

Week 12-13 Globalization and Health

Example of Weekly Themes for Arts Program, 2014W Term 2 (Vantage College program courses: GEOG122, LLED200, POLI220, PSYC208, WRDS150):

Week 1-3 Citizenship: Issues of Concern for a Global Citizen

Week 4-5 Social Justice Movements

Week 6-7 Social Science and First Nations Studies

Week 8-9 Aboriginal Community Action

Week 10-11 Doing Social Science Research in the ‘Real’ World: Enacting Change

Week 12-13 Becoming Disciplinary Citizens: Broadening the Purposes and Audiences of Your Course Work

'''Potential Instructors'''

Dr. Steven Barnes, Instructor, Psychology

CK Choi 173, 604-827-3768

steven.barnes@vantagecollege.ubc.ca

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

Director, Vantage College Science Program

CK Choi 166, 604-827-0339

joanne.fox@vantagecollege.ubc.ca

Dr. Joss Ives, Instructor, Physics

CK Choi 172, 604-827-2619

joss.ives@vantagecollege.ubc.ca

Anka Lekhi, Instructor, Chemistry

Chemistry D218, 604-827-3492

anka.lekhi@vantagecollege.ubc.ca

Dr. Fok-Shuen Leung, Instructor, Mathematics

CK Choi 174, 604-827-2149

fok-shuen.leung@vantagecollege.ubc.ca

Dr. Siobhán McPhee, Instructor, Geography

CK Choi 171, 604-827-2077

siobhan.mcphee@vantagecollege.ubc.ca

Dr. Jenny Peterson, Instructor, Political Science

CK Choi 167, 604 827 1597

jenny.peterson@vantagecollege.ubc.ca

Dr. Jaclyn Rea, Instructor, Arts Studies

Arts Academic Writing Coordinator

CK Choi 162, 604-827-3765

jackie.rea@vantagecollege.ubc.ca

Dr. Georg Rieger, Instructor, Physics

CK Choi 172, 604-827-2619

georg.rieger@vantagecollege.ubc.ca

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

VANT 148 (WT1/WT2)
* 1 hr/week lecture in program specific lecture series (for example, Science Program or Arts Programs), or experiential learning activity (e.g. field trip)
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

VANT 149 (ST)
* 1 hr/week workshop, LLED guided support
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

'''Mentorship activities/Assessment'''

===Term One===

{| class="wikitable"
|+
Term One Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Introduction to scholarship ||
|-
| 2 || Keeping a journal || Notetaking assignment starts
|-
| 3 || Identifying concepts ||
|-
| 4 || Assessing concepts || Assignment 1: Guided discipline-specific mini-project 1
|-
| 5 || Intro to peer review ||
|-
| 6 || Revising your work ||
|-
| 7 || Accessing library resources ||
|-
| 8 || Preparing lit reviews ||
|-
| 9 || Preparing lit reviews || Assignment 2: Guided discipline-specific mini-project 2
|-
| 10 || Preparing lit reviews ||
|-
| 11 || Peer review activity ||
|-
| 12 || Revising your work || Assignment 3: Guided literature review
|-
| 13 || Summarizing and reflecting || Assignment 4: Note taking - Ongoing throughout WT1 & WT2
Assignment 5: First term summary of journal (completion check only)
|-
|}

===Term Two===
{| class="wikitable"
|+
Term Two Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Multidisciplinary approaches to research || Note taking assignment starts
|-
| 2 || Multidisciplinary approaches to research ||
|-
| 3 || Developing research questions ||
|-
| 4 || Developing research questions ||
|-
| 5 || Developing research questions || Assignment 6: Multidisciplinary mini-project
|-
| 6 || Presenting your work || Assignment 9: mini-presentation
|-
| 7 || Presenting your work || Assignment 9: mini-presentation
|-
| 8 || Working with data ||
|-
| 9 || Working with data ||
|-
| 10 || Working with data ||
|-
| 11 || Conducting research ||
|-
| 12 || Conducting research || Assignment 8: Written journal
|-
| 13 || Summarizing and reflecting || Assignment 7: Note taking - Ongoing in both WT1 & WT2
Assignment 10: Proposing research question
|-
|}

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

{| class="wikitable"
|+
Term Three Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Working with data (Maybe leave this all in WT2?) ||
|-
| 2 || Preparing proposals/Organizing a conference ||
|-
| 3 || Preparing proposals/Organizing a conference || Assignment 1: Project proposal
|-
| 4 || Organizing a conference ||
|-
| 5 || Summarizing research results ||
|-
| 6 || Preparing abstracts||
|-
| 7 || Preparing abstracts ||
|-
| 8 || Presentation skills || Assignment 2: Data summary
|-
| 9 || Presentation skills ||
|-
| 10 || Presentation skills ||
|-
| 11 || Building a professional profile || Assignment 3: Video abstract
|-
| 12 || Building a professional profile || Assignment 4: Conference presentation
|-
|}

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

===Project learning outcomes===

'''VANT 148 (WT1/WT2)'''

By the end of the course, students will be able to:
# engage in discipline-specific work using a range of methods and by employing library searches and retrieval methods to obtain and filter information within the relevant context.
# define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society.
# describe current research (and related issues, concerns, debates) using disciplinary frameworks and extract the main results or conclusions from a published paper or journal article.
# take on a variety of roles in formal and informal situations, including being able to work in teams or independently while developing the skills necessary to be an independent learner and to foster individual agency when performing course work.
# contribute to broader discipline-specific discussions in a variety of modes (oral, technological, visual, written).

'''VANT 149 (ST1/ST2)'''

By the end of the course, students will be able to:
# engage in discipline-specific work, including through their own novice research activity, using a range of analytic methods and by employing library searches and retrieval methods to obtain and filter information within the relevant context.
# define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society.
# identify central differences and areas of overlap in disciplinary approaches.
# contribute to discipline-specific and multidisciplinary discussions in a variety of modes (oral, technological, visual, written).
# identify themselves as apprentice scholars and bring that perspective to their interpersonal interactions within both Vantage College and the broader UBC community.

===Sample Materials===
Sample materials to support the above goals/outcomes

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

===Evaluation===

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

'''VANT 148 WT1'''
* '''Assignment 1: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2]

The first mini project will be based on course work or concepts covered in one of the disciplinary courses in standard UBC Vantage College streams. Students can choose the particular discipline that they would like to focus on for this first project. These mini projects allow students to demonstrate understanding of a concept covered in class. Topic choice is guided by the instructor. The format of these projects may include, but is not limited to, visuals, frequently asked questions, digital explanations, etc. Students would complete this project individually and would have the opportunity to present their work to peers.

* '''Assignment 2: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2]

The second mini project will be based on course work or concepts covered in one of the disciplinary courses in standard UBC Vantage College streams. Students will choose a different discipline to focus on for this second project. These mini projects allow students to demonstrate understanding of a concept covered in class. Topic choice is guided by the instructor. The format of these projects may include, but is not limited to, visuals, frequently asked questions, digital explanations, etc. Students would complete this second mini-project in groups.

* '''Assignment 3: Guided literature review''' (15%) [Learning outcomes: 1,3]

Students will carry out a literature review choosing a topic that interests them and extends topics covered in course work. Students will also be asked to justify how their topic connects with concepts covered in their disciplinary course work. This literature review assignment provides students with practice using literature searching tools and library resources. This literature review can be done on a topic that the student may be interested in pursuing for their capstone research project.

* '''Assignment 4: Note taking''' (5%) [Learning outcomes: 1,3]

This note-taking exercise is linked to lecture series. During the lecture series, students will complete a worksheet to identify connections between the cross cutting themes of the lectures and their course content. Students will identify the main points presented and generate questions that emerge from the lecture series. Occurs in both Term 1 & Term 2.

* '''Assignment 5: Written journal''' (10%) [Learning outcomes: 3,4]

In Connect, students will summarize their learning and justify their project ideas with journal entries. This journal allows for reflection on their progress, synthesis of course concepts, and awareness of future interests and goals. This journal begins a process and creates a building block that works towards student generated capstone research project proposals. Occurs in both Term 1 & Term 2.

'''VANT 148 WT2'''
* '''Assignment 6: Multidisciplinary mini-project''' (15%) [Learning outcomes: 1,2]

The third mini project will build on course work, concepts covered and/or project work covered in Term1. Students can choose topic that they would like to focus on for this third project and will be encouraged to incorporate a disciplinary perspective for which they have not already done a mini project. This mini projects allow students to extend their understanding of a concept covered in class. Students would complete this project individually and would have the opportunity to present their work to peers.

* '''Assignment 7: Note taking''' (5%) [Learning outcomes: 1,3] -

This note-taking exercise is linked to lecture series. During the lecture series, students will complete a worksheet to identify connections between the cross cutting themes of the lectures and their course content. Students will identify the main points presented and generate questions that emerge from the lecture series. Occurs in both Term 1 & Term 2.

* '''Assignment 8: Written journal''' (10%) [Learning outcomes: 3,4] -

In Connect, students will summarize their learning and justify their project ideas with journal entries. This journal allows for reflection on their progress, synthesis of course concepts, and awareness of future interests and goals. This journal begins a process and creates a building block that works towards student generated capstone research project proposals. Occurs in both Term 1 & Term 2.

* '''Assignment 9: Mini presentation''' (5%) [Learning outcomes: 2,3,5]

Students prepare a short oral presentation, or mini lesson, on a topic covered in one of their mini projects. Students deliver these mini lessons to their peers. This assignment gives students practice with oral presentations, reinforces learning, and fosters learning communities.

* '''Assignment 10: Proposing research questions''' (25%) [Learning outcomes: 4,5]

Students identify possible research question(s) that interest them and draw from at least two disciplines included in their UBC Vantage College course streams (e.g., PHYS/MATH, GEOG/POLI). In this written proposal, students reframe these questions in their own words and cite literature to provide context for the questions. Prepares students for VANT 149

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

'''VANT 149 (ST1/ST2)'''
* '''Assignment 1: Project proposal''' (10%)[Learning outcomes: 1,2] - based on possible question identified in VANT 148 WT2. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Compiles work done with mini-projects, lit review, journal/reflection
* '''Assignment 2: Data summary''' (15%)[Learning outcomes: 1,4] - written interpretation of data collection
* '''Assignment 3: Video abstract''' (10%) [Learning outcomes: 3,4] - video abstract of research question
* '''Assignment 4: Conference organization''' (15%)[Learning outcomes: 2,3] - Self and peer assessment based on participation in team-based organizing committees.
* '''Assignment 5: Conference presentation''' (35%)[Learning outcomes: 2,3,4] - Conference presentation. Students actively participate in the capstone conference (e.g. presentation, poster presentation, panel discussion, workshop)
* '''Assignment 6: Participation''' (15%)[Learning outcomes: 4] - captures mentorship component (Maybe collapse into conference organization mark)

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

'''Sample rubrics'''

[[File:Rubric for Oral Presentations of Student Capstone Projects - Interdisciplinary.pdf | Sample rubric for Oral Presentation in Capstone Project]]

[[File:Sample Grading Rubric For Literature Review.pdf|Sample rubric for Literature Review in Capstone Project]]

==Examples of Selected Course Readings==

Readings for Arts students will include selected excerpts from resources such as the following:

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

Blaxter L, Hughes C and Tight M (2006) How to Research: 3rd edition Open University Press: Maidenhead UK

Booth, W. C., Colomb, G. G., & Williams, J. M. (1995). The craft of research. Chicago: University of Chicago Press.

Davis, Wade. (1999). Shadows in the Sun. New York: Random Books.

Jones, M. (2008). International students' cross-cultural experiences of learning. International Journal of Asia-Pacific Studies, vol.4 (2).

Lightfoot, S. (Forthcoming). Indigenous mobilisation and activism in the UN system.” In the Handbook of Indigenous Peoples’ Rights. Damien Short and Corinne Lennox (Eds). New York: Routledge.

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

Wong, J. (2004). Are the learning styles of Asian international students culturally or contextually based? International Education Journal. Vol. 4 (4). 154-166.

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

Documentation:Vantage College Curriculum/Multidisciplinary Research Project

2014-01-31T03:17:34Z

JaclynRea: /* Action: Create New Course */

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

==Description==
Proposed Calendar Entry: (40 word limit.)

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

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

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

First year research project that culminates in student-led conference and research presentation.

Pre-requisites:

VANT 148: None. Restricted to Vantage College students.

VANT 149: VANT 148

==Action: Create New Course==
Rationale for Proposed Change:

The [http://strategicplan.ubc.ca UBC strategic plan, Place and Promise], outlines UBC's commitment to students to provide them with Enriched Educational Experiences (E3s) during their course of study. In their report on E3s at UBC, [http://vpstudents.ubc.ca/files/2012/07/E3_framework_report_2012_final.pdf Sens and Fryer (2012)] state that, "Ultimately, the goal is to position educational enrichment practices as a key element of curriculum design, faculty teaching, student development, and student learning expectations." The UBC Vantage College project courses (VANT 148, VANT149) provide students with enriched educational experiences that help to distinguish the UBC Vantage College program. By integrating learning from multiple sources, in team projects and with peer instruction, UBC Vantage College students will use this project element of their program to build and engage with learning communities.

Cite: Sens and Fryer ''Enriched Educational Experiences at UBC: A Framework for Dialogue and Action'' June 6, 2012

'''Rationale VANT 148'''

* Provide students with opportunities to extend and enrich discipline specific classroom learning.
* Assist students with transitioning to University and undertaking apprentice scholarship.
* Provide students with the opportunity to engage in multidisciplinary ways of knowing
* Provide students with an opportunity to apply course concepts through project-based learning, including the creation of learning artifacts for both peers and the wider UBC community.
* Provide students with additional opportunities for acquiring and improving English for Academic Purposes
* Provides students with the opportunity to <del>connect</del>work with faculty mentor.
* Motivate and inspire students to pursue courses of their interest in 2nd year.

'''Rationale VANT 149'''

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

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

'''Course Description'''

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

'''Intended Audience'''

Restricted to Vantage College students

'''Course Topics and Structure: VANT 148'''

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

Week 1-3: Using Modeling in Science (e.g., Abstractions, Equations, Structures)

Week 4-5: Growth and Decay (e.g., Radiocarbon Dating, Currents, Language Development, Kinetic Energy)

Week 6-7: Case Scenario (e.g., Guest Lecture from Computer Science & Earth, Ocean and Atmospheric Sciences)

Week 8-9: What is 'Stuff'? (e.g. Modern View of Matter, Energy)

Week 10-11: Optimization and Equilibrium (e.g., Chemical Reactions, Motion, Plateau's Problem)

Week 12-13: Laws of Nature (e.g., Axioms, Thermodynamics, Ideal Gas Law)


Example of Weekly Themes for Common Lecture Series, Science Program, 2014W Term 2 (Vantage College program courses: LLED201, MATH101, PHYS108/109, SCIE113):

Week 1-3: What is data? (e.g., Simulations, Experiments, Observations)

Week 4-5: Abstraction in Science (e.g., Magnetic Fields, Logic, Induction)

Week 6-7: Case Scenario (e.g., Guest Lectures Computer Science/Earth, Ocean and Atmospheric Sciences)

Week 8-9: Symmetry (e.g., Molecular shape, Motion, Charge)

Week 10-11: Systems that Change (e.g. Differential Equations, Population growth, Acceleration)

Week 12-13: Case Scenarios - Science in Everyday Life (e.g., How does an MRI work?)


Example of Weekly Themes for Arts Program, 2014W Term 1 (Vantage College program courses: GEOG121, LLED200, POLI100, PSYC102, WRDS150):

Week 1-2 Defining Social Sciences and Social Science Research

Week 3-4 What is data? What are methods?

Week 5 What Can I do with a Social Science Degree?

Week 6-7 Education and Learning in International Contexts

Week 8-9 Disciplinary Perspectives on Globalization

Week 10-11 Global Economies and Politics

Week 12-13 Globalization and Health

Example of Weekly Themes for Arts Program, 2014W Term 2 (Vantage College program courses: GEOG122, LLED200, POLI220, PSYC208, WRDS150):

Week 1-3 Citizenship: Issues of Concern for a Global Citizen

Week 4-5 Social Justice Movements

Week 6-7 Social Science and First Nations Studies

Week 8-9 Aboriginal Community Action

Week 10-11 Doing Social Science Research in the ‘Real’ World: Enacting Change

Week 12-13 Becoming Disciplinary Citizens: Broadening the Purposes and Audiences of Your Course Work

'''Potential Instructors'''

Dr. Steven Barnes, Instructor, Psychology

CK Choi 173, 604-827-3768

steven.barnes@vantagecollege.ubc.ca

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

Director, Vantage College Science Program

CK Choi 166, 604-827-0339

joanne.fox@vantagecollege.ubc.ca

Dr. Joss Ives, Instructor, Physics

CK Choi 172, 604-827-2619

joss.ives@vantagecollege.ubc.ca

Anka Lekhi, Instructor, Chemistry

Chemistry D218, 604-827-3492

anka.lekhi@vantagecollege.ubc.ca

Dr. Fok-Shuen Leung, Instructor, Mathematics

CK Choi 174, 604-827-2149

fok-shuen.leung@vantagecollege.ubc.ca

Dr. Siobhán McPhee, Instructor, Geography

CK Choi 171, 604-827-2077

siobhan.mcphee@vantagecollege.ubc.ca

Dr. Jenny Peterson, Instructor, Political Science

CK Choi 167, 604 827 1597

jenny.peterson@vantagecollege.ubc.ca

Dr. Jaclyn Rea, Instructor, Arts Studies

Arts Academic Writing Coordinator

CK Choi 162, 604-827-3765

jackie.rea@vantagecollege.ubc.ca

Dr. Georg Rieger, Instructor, Physics

CK Choi 172, 604-827-2619

georg.rieger@vantagecollege.ubc.ca

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

VANT 148 (WT1/WT2)
* 1 hr/week lecture in program specific lecture series (for example, Science Program or Arts Programs), or experiential learning activity (e.g. field trip)
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

VANT 149 (ST)
* 1 hr/week workshop, LLED guided support
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

'''Mentorship activities/Assessment'''

===Term One===

{| class="wikitable"
|+
Term One Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Introduction to scholarship ||
|-
| 2 || Keeping a journal || Notetaking assignment starts
|-
| 3 || Identifying concepts ||
|-
| 4 || Assessing concepts || Assignment 1: Guided discipline-specific mini-project 1
|-
| 5 || Intro to peer review ||
|-
| 6 || Revising your work ||
|-
| 7 || Accessing library resources ||
|-
| 8 || Preparing lit reviews ||
|-
| 9 || Preparing lit reviews || Assignment 2: Guided discipline-specific mini-project 2
|-
| 10 || Preparing lit reviews ||
|-
| 11 || Peer review activity ||
|-
| 12 || Proofreading your work || Assignment 3: Guided literature review
|-
| 13 || Summarizing and reflecting || Assignment 4: Note taking - Ongoing throughout WT1 & WT2
Assignment 5: First term summary of journal (completion check only)
|-
|}

===Term Two===
{| class="wikitable"
|+
Term Two Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Multidisciplinary approaches to research || Note taking assignment starts
|-
| 2 || Multidisciplinary approaches to research ||
|-
| 3 || Developing research questions ||
|-
| 4 || Developing research questions ||
|-
| 5 || Developing research questions || Assignment 6: Multidisciplinary mini-project
|-
| 6 || Presenting your work || Assignment 9: mini-presentation
|-
| 7 || Presenting your work || Assignment 9: mini-presentation
|-
| 8 || Working with data ||
|-
| 9 || Working with data ||
|-
| 10 || Working with data ||
|-
| 11 || Conducting research ||
|-
| 12 || Conducting research || Assignment 8: Written journal
|-
| 13 || Summarizing and reflecting || Assignment 7: Note taking - Ongoing in both WT1 & WT2
Assignment 10: Proposing research question
|-
|}

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

{| class="wikitable"
|+
Term Three Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Working with data (Maybe leave this all in WT2?) ||
|-
| 2 || Preparing proposals/Organizing a conference ||
|-
| 3 || Preparing proposals/Organizing a conference || Assignment 1: Project proposal
|-
| 4 || Organizing a conference ||
|-
| 5 || Summarizing research results ||
|-
| 6 || Preparing abstracts||
|-
| 7 || Preparing abstracts ||
|-
| 8 || Presentation skills || Assignment 2: Data summary
|-
| 9 || Presentation skills ||
|-
| 10 || Presentation skills ||
|-
| 11 || Building a professional profile || Assignment 3: Video abstract
|-
| 12 || Building a professional profile || Assignment 4: Conference presentation
|-
|}

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

===Project learning outcomes===

'''VANT 148 (WT1/WT2)'''

By the end of the course, students will be able to:
# engage in discipline-specific work using a range of methods and by employing library searches and retrieval methods to obtain and filter information within the relevant context.
# define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society.
# describe current research (and related issues, concerns, debates) using disciplinary frameworks and extract the main results or conclusions from a published paper or journal article.
# take on a variety of roles in formal and informal situations, including being able to work in teams or independently while developing the skills necessary to be an independent learner and to foster individual agency when performing course work.
# contribute to broader discipline-specific discussions in a variety of modes (oral, technological, visual, written).

'''VANT 149 (ST1/ST2)'''

By the end of the course, students will be able to:
# engage in discipline-specific work, including through their own novice research activity, using a range of analytic methods and by employing library searches and retrieval methods to obtain and filter information within the relevant context.
# define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society.
# identify central differences and areas of overlap in disciplinary approaches.
# contribute to discipline-specific and multidisciplinary discussions in a variety of modes (oral, technological, visual, written).
# identify themselves as apprentice scholars and bring that perspective to their interpersonal interactions within both Vantage College and the broader UBC community.

===Sample Materials===
Sample materials to support the above goals/outcomes

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

===Evaluation===

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

'''VANT 148 WT1'''
* '''Assignment 1: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2]

The first mini project will be based on course work or concepts covered in one of the disciplinary courses in standard UBC Vantage College streams. Students can choose the particular discipline that they would like to focus on for this first project. These mini projects allow students to demonstrate understanding of a concept covered in class. Topic choice is guided by the instructor. The format of these projects may include, but is not limited to, visuals, frequently asked questions, digital explanations, etc. Students would complete this project individually and would have the opportunity to present their work to peers.

* '''Assignment 2: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2]

The second mini project will be based on course work or concepts covered in one of the disciplinary courses in standard UBC Vantage College streams. Students will choose a different discipline to focus on for this second project. These mini projects allow students to demonstrate understanding of a concept covered in class. Topic choice is guided by the instructor. The format of these projects may include, but is not limited to, visuals, frequently asked questions, digital explanations, etc. Students would complete this second mini-project in groups.

* '''Assignment 3: Guided literature review''' (15%) [Learning outcomes: 1,3]

Students will carry out a literature review choosing a topic that interests them and extends topics covered in course work. Students will also be asked to justify how their topic connects with concepts covered in their disciplinary course work. This literature review assignment provides students with practice using literature searching tools and library resources. This literature review can be done on a topic that the student may be interested in pursuing for their capstone research project.

* '''Assignment 4: Note taking''' (5%) [Learning outcomes: 1,3]

This note-taking exercise is linked to lecture series. During the lecture series, students will complete a worksheet to identify connections between the cross cutting themes of the lectures and their course content. Students will identify the main points presented and generate questions that emerge from the lecture series. Occurs in both Term 1 & Term 2.

* '''Assignment 5: Written journal''' (10%) [Learning outcomes: 3,4]

In Connect, students will summarize their learning and justify their project ideas with journal entries. This journal allows for reflection on their progress, synthesis of course concepts, and awareness of future interests and goals. This journal begins a process and creates a building block that works towards student generated capstone research project proposals. Occurs in both Term 1 & Term 2.

'''VANT 148 WT2'''
* '''Assignment 6: Multidisciplinary mini-project''' (15%) [Learning outcomes: 1,2]

The third mini project will build on course work, concepts covered and/or project work covered in Term1. Students can choose topic that they would like to focus on for this third project and will be encouraged to incorporate a disciplinary perspective for which they have not already done a mini project. This mini projects allow students to extend their understanding of a concept covered in class. Students would complete this project individually and would have the opportunity to present their work to peers.

* '''Assignment 7: Note taking''' (5%) [Learning outcomes: 1,3] -

This note-taking exercise is linked to lecture series. During the lecture series, students will complete a worksheet to identify connections between the cross cutting themes of the lectures and their course content. Students will identify the main points presented and generate questions that emerge from the lecture series. Occurs in both Term 1 & Term 2.

* '''Assignment 8: Written journal''' (10%) [Learning outcomes: 3,4] -

In Connect, students will summarize their learning and justify their project ideas with journal entries. This journal allows for reflection on their progress, synthesis of course concepts, and awareness of future interests and goals. This journal begins a process and creates a building block that works towards student generated capstone research project proposals. Occurs in both Term 1 & Term 2.

* '''Assignment 9: Mini presentation''' (5%) [Learning outcomes: 2,3,5]

Students prepare a short oral presentation, or mini lesson, on a topic covered in one of their mini projects. Students deliver these mini lessons to their peers. This assignment gives students practice with oral presentations, reinforces learning, and fosters learning communities.

* '''Assignment 10: Proposing research questions''' (25%) [Learning outcomes: 4,5]

Students identify possible research question(s) that interest them and draw from at least two disciplines included in their UBC Vantage College course streams (e.g., PHYS/MATH, GEOG/POLI). In this written proposal, students reframe these questions in their own words and cite literature to provide context for the questions. Prepares students for VANT 149

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

'''VANT 149 (ST1/ST2)'''
* '''Assignment 1: Project proposal''' (10%)[Learning outcomes: 1,2] - based on possible question identified in VANT 148 WT2. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Compiles work done with mini-projects, lit review, journal/reflection
* '''Assignment 2: Data summary''' (15%)[Learning outcomes: 1,4] - written interpretation of data collection
* '''Assignment 3: Video abstract''' (10%) [Learning outcomes: 3,4] - video abstract of research question
* '''Assignment 4: Conference organization''' (15%)[Learning outcomes: 2,3] - Self and peer assessment based on participation in team-based organizing committees.
* '''Assignment 5: Conference presentation''' (35%)[Learning outcomes: 2,3,4] - Conference presentation. Students actively participate in the capstone conference (e.g. presentation, poster presentation, panel discussion, workshop)
* '''Assignment 6: Participation''' (15%)[Learning outcomes: 4] - captures mentorship component (Maybe collapse into conference organization mark)

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

'''Sample rubrics'''

[[File:Rubric for Oral Presentations of Student Capstone Projects - Interdisciplinary.pdf | Sample rubric for Oral Presentation in Capstone Project]]

[[File:Sample Grading Rubric For Literature Review.pdf|Sample rubric for Literature Review in Capstone Project]]

==Examples of Selected Course Readings==

Readings for Arts students will include selected excerpts from resources such as the following:

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

Blaxter L, Hughes C and Tight M (2006) How to Research: 3rd edition Open University Press: Maidenhead UK

Booth, W. C., Colomb, G. G., & Williams, J. M. (1995). The craft of research. Chicago: University of Chicago Press.

Davis, Wade. (1999). Shadows in the Sun. New York: Random Books.

Jones, M. (2008). International students' cross-cultural experiences of learning. International Journal of Asia-Pacific Studies, vol.4 (2).

Lightfoot, S. (Forthcoming). Indigenous mobilisation and activism in the UN system.” In the Handbook of Indigenous Peoples’ Rights. Damien Short and Corinne Lennox (Eds). New York: Routledge.

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

Wong, J. (2004). Are the learning styles of Asian international students culturally or contextually based? International Education Journal. Vol. 4 (4). 154-166.

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

Documentation:Vantage College Curriculum/Multidisciplinary Research Project

2014-01-31T03:11:16Z

JaclynRea: /* Course Information */

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

==Description==
Proposed Calendar Entry: (40 word limit.)

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

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

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

First year research project that culminates in student-led conference and research presentation.

Pre-requisites:

VANT 148: None. Restricted to Vantage College students.

VANT 149: VANT 148

==Action: Create New Course==
Rationale for Proposed Change:

The [http://strategicplan.ubc.ca UBC strategic plan, Place and Promise], outlines a commitment for providing students with Enriched Educational Experiences (E3s) during their course of study. In their report on E3s at UBC, [http://vpstudents.ubc.ca/files/2012/07/E3_framework_report_2012_final.pdf Sens and Fryer (2012)] articulate that, "Ultimately, the goal is to position educational enrichment practices as a key element of curriculum design, faculty teaching, student development, and student learning expectations." The UBC Vantage College project courses (VANT 148, VANT149) provide students with enriched educational experiences and forms a key element that distinguishes the UBC Vantage College program. By integrating learning from multiple sources, team projects and peer instruction, UBC Vantage College students will use this project element of their program to build and engage with learning communities.

Cite: Sens and Fryer ''Enriched Educational Experiences at UBC: A Framework for Dialogue and Action'' June 6, 2012

'''Rationale VANT 148'''

* Provide students with opportunities to extend and enrich discipline specific classroom learning.
* Assist students with transitioning to University and undertaking apprentice scholarship.
* Provide students with the opportunity to engage in multidisciplinary ways of knowing
* Provide students with an opportunity to apply course concepts through project-based learning, including the creation of learning artifacts for both peers and the wider UBC community.
* Provide students with additional opportunities for acquiring and improving English for Academic Purposes
* Provides students with the opportunity to <del>connect</del>work with faculty mentor.
* Motivate and inspire students to pursue courses of their interest in 2nd year.

'''Rationale VANT 149'''

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

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

'''Course Description'''

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

'''Intended Audience'''

Restricted to Vantage College students

'''Course Topics and Structure: VANT 148'''

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

Week 1-3: Using Modeling in Science (e.g., Abstractions, Equations, Structures)

Week 4-5: Growth and Decay (e.g., Radiocarbon Dating, Currents, Language Development, Kinetic Energy)

Week 6-7: Case Scenario (e.g., Guest Lecture from Computer Science & Earth, Ocean and Atmospheric Sciences)

Week 8-9: What is 'Stuff'? (e.g. Modern View of Matter, Energy)

Week 10-11: Optimization and Equilibrium (e.g., Chemical Reactions, Motion, Plateau's Problem)

Week 12-13: Laws of Nature (e.g., Axioms, Thermodynamics, Ideal Gas Law)


Example of Weekly Themes for Common Lecture Series, Science Program, 2014W Term 2 (Vantage College program courses: LLED201, MATH101, PHYS108/109, SCIE113):

Week 1-3: What is data? (e.g., Simulations, Experiments, Observations)

Week 4-5: Abstraction in Science (e.g., Magnetic Fields, Logic, Induction)

Week 6-7: Case Scenario (e.g., Guest Lectures Computer Science/Earth, Ocean and Atmospheric Sciences)

Week 8-9: Symmetry (e.g., Molecular shape, Motion, Charge)

Week 10-11: Systems that Change (e.g. Differential Equations, Population growth, Acceleration)

Week 12-13: Case Scenarios - Science in Everyday Life (e.g., How does an MRI work?)


Example of Weekly Themes for Arts Program, 2014W Term 1 (Vantage College program courses: GEOG121, LLED200, POLI100, PSYC102, WRDS150):

Week 1-2 Defining Social Sciences and Social Science Research

Week 3-4 What is data? What are methods?

Week 5 What Can I do with a Social Science Degree?

Week 6-7 Education and Learning in International Contexts

Week 8-9 Disciplinary Perspectives on Globalization

Week 10-11 Global Economies and Politics

Week 12-13 Globalization and Health

Example of Weekly Themes for Arts Program, 2014W Term 2 (Vantage College program courses: GEOG122, LLED200, POLI220, PSYC208, WRDS150):

Week 1-3 Citizenship: Issues of Concern for a Global Citizen

Week 4-5 Social Justice Movements

Week 6-7 Social Science and First Nations Studies

Week 8-9 Aboriginal Community Action

Week 10-11 Doing Social Science Research in the ‘Real’ World: Enacting Change

Week 12-13 Becoming Disciplinary Citizens: Broadening the Purposes and Audiences of Your Course Work

'''Potential Instructors'''

Dr. Steven Barnes, Instructor, Psychology

CK Choi 173, 604-827-3768

steven.barnes@vantagecollege.ubc.ca

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

Director, Vantage College Science Program

CK Choi 166, 604-827-0339

joanne.fox@vantagecollege.ubc.ca

Dr. Joss Ives, Instructor, Physics

CK Choi 172, 604-827-2619

joss.ives@vantagecollege.ubc.ca

Anka Lekhi, Instructor, Chemistry

Chemistry D218, 604-827-3492

anka.lekhi@vantagecollege.ubc.ca

Dr. Fok-Shuen Leung, Instructor, Mathematics

CK Choi 174, 604-827-2149

fok-shuen.leung@vantagecollege.ubc.ca

Dr. Siobhán McPhee, Instructor, Geography

CK Choi 171, 604-827-2077

siobhan.mcphee@vantagecollege.ubc.ca

Dr. Jenny Peterson, Instructor, Political Science

CK Choi 167, 604 827 1597

jenny.peterson@vantagecollege.ubc.ca

Dr. Jaclyn Rea, Instructor, Arts Studies

Arts Academic Writing Coordinator

CK Choi 162, 604-827-3765

jackie.rea@vantagecollege.ubc.ca

Dr. Georg Rieger, Instructor, Physics

CK Choi 172, 604-827-2619

georg.rieger@vantagecollege.ubc.ca

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

VANT 148 (WT1/WT2)
* 1 hr/week lecture in program specific lecture series (for example, Science Program or Arts Programs), or experiential learning activity (e.g. field trip)
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

VANT 149 (ST)
* 1 hr/week workshop, LLED guided support
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

'''Mentorship activities/Assessment'''

===Term One===

{| class="wikitable"
|+
Term One Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Introduction to scholarship ||
|-
| 2 || Keeping a journal || Notetaking assignment starts
|-
| 3 || Identifying concepts ||
|-
| 4 || Assessing concepts || Assignment 1: Guided discipline-specific mini-project 1
|-
| 5 || Intro to peer review ||
|-
| 6 || Revising your work ||
|-
| 7 || Accessing library resources ||
|-
| 8 || Preparing lit reviews ||
|-
| 9 || Preparing lit reviews || Assignment 2: Guided discipline-specific mini-project 2
|-
| 10 || Preparing lit reviews ||
|-
| 11 || Peer review activity ||
|-
| 12 || Proofreading your work || Assignment 3: Guided literature review
|-
| 13 || Summarizing and reflecting || Assignment 4: Note taking - Ongoing throughout WT1 & WT2
Assignment 5: First term summary of journal (completion check only)
|-
|}

===Term Two===
{| class="wikitable"
|+
Term Two Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Multidisciplinary approaches to research || Note taking assignment starts
|-
| 2 || Multidisciplinary approaches to research ||
|-
| 3 || Developing research questions ||
|-
| 4 || Developing research questions ||
|-
| 5 || Developing research questions || Assignment 6: Multidisciplinary mini-project
|-
| 6 || Presenting your work || Assignment 9: mini-presentation
|-
| 7 || Presenting your work || Assignment 9: mini-presentation
|-
| 8 || Working with data ||
|-
| 9 || Working with data ||
|-
| 10 || Working with data ||
|-
| 11 || Conducting research ||
|-
| 12 || Conducting research || Assignment 8: Written journal
|-
| 13 || Summarizing and reflecting || Assignment 7: Note taking - Ongoing in both WT1 & WT2
Assignment 10: Proposing research question
|-
|}

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

{| class="wikitable"
|+
Term Three Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Working with data (Maybe leave this all in WT2?) ||
|-
| 2 || Preparing proposals/Organizing a conference ||
|-
| 3 || Preparing proposals/Organizing a conference || Assignment 1: Project proposal
|-
| 4 || Organizing a conference ||
|-
| 5 || Summarizing research results ||
|-
| 6 || Preparing abstracts||
|-
| 7 || Preparing abstracts ||
|-
| 8 || Presentation skills || Assignment 2: Data summary
|-
| 9 || Presentation skills ||
|-
| 10 || Presentation skills ||
|-
| 11 || Building a professional profile || Assignment 3: Video abstract
|-
| 12 || Building a professional profile || Assignment 4: Conference presentation
|-
|}

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

===Project learning outcomes===

'''VANT 148 (WT1/WT2)'''

By the end of the course, students will be able to:
# engage in discipline-specific work using a range of methods and by employing library searches and retrieval methods to obtain and filter information within the relevant context.
# define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society.
# describe current research (and related issues, concerns, debates) using disciplinary frameworks and extract the main results or conclusions from a published paper or journal article.
# take on a variety of roles in formal and informal situations, including being able to work in teams or independently while developing the skills necessary to be an independent learner and to foster individual agency when performing course work.
# contribute to broader discipline-specific discussions in a variety of modes (oral, technological, visual, written).

'''VANT 149 (ST1/ST2)'''

By the end of the course, students will be able to:
# engage in discipline-specific work, including through their own novice research activity, using a range of analytic methods and by employing library searches and retrieval methods to obtain and filter information within the relevant context.
# define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society.
# identify central differences and areas of overlap in disciplinary approaches.
# contribute to discipline-specific and multidisciplinary discussions in a variety of modes (oral, technological, visual, written).
# identify themselves as apprentice scholars and bring that perspective to their interpersonal interactions within both Vantage College and the broader UBC community.

===Sample Materials===
Sample materials to support the above goals/outcomes

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

===Evaluation===

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

'''VANT 148 WT1'''
* '''Assignment 1: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2]

The first mini project will be based on course work or concepts covered in one of the disciplinary courses in standard UBC Vantage College streams. Students can choose the particular discipline that they would like to focus on for this first project. These mini projects allow students to demonstrate understanding of a concept covered in class. Topic choice is guided by the instructor. The format of these projects may include, but is not limited to, visuals, frequently asked questions, digital explanations, etc. Students would complete this project individually and would have the opportunity to present their work to peers.

* '''Assignment 2: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2]

The second mini project will be based on course work or concepts covered in one of the disciplinary courses in standard UBC Vantage College streams. Students will choose a different discipline to focus on for this second project. These mini projects allow students to demonstrate understanding of a concept covered in class. Topic choice is guided by the instructor. The format of these projects may include, but is not limited to, visuals, frequently asked questions, digital explanations, etc. Students would complete this second mini-project in groups.

* '''Assignment 3: Guided literature review''' (15%) [Learning outcomes: 1,3]

Students will carry out a literature review choosing a topic that interests them and extends topics covered in course work. Students will also be asked to justify how their topic connects with concepts covered in their disciplinary course work. This literature review assignment provides students with practice using literature searching tools and library resources. This literature review can be done on a topic that the student may be interested in pursuing for their capstone research project.

* '''Assignment 4: Note taking''' (5%) [Learning outcomes: 1,3]

This note-taking exercise is linked to lecture series. During the lecture series, students will complete a worksheet to identify connections between the cross cutting themes of the lectures and their course content. Students will identify the main points presented and generate questions that emerge from the lecture series. Occurs in both Term 1 & Term 2.

* '''Assignment 5: Written journal''' (10%) [Learning outcomes: 3,4]

In Connect, students will summarize their learning and justify their project ideas with journal entries. This journal allows for reflection on their progress, synthesis of course concepts, and awareness of future interests and goals. This journal begins a process and creates a building block that works towards student generated capstone research project proposals. Occurs in both Term 1 & Term 2.

'''VANT 148 WT2'''
* '''Assignment 6: Multidisciplinary mini-project''' (15%) [Learning outcomes: 1,2]

The third mini project will build on course work, concepts covered and/or project work covered in Term1. Students can choose topic that they would like to focus on for this third project and will be encouraged to incorporate a disciplinary perspective for which they have not already done a mini project. This mini projects allow students to extend their understanding of a concept covered in class. Students would complete this project individually and would have the opportunity to present their work to peers.

* '''Assignment 7: Note taking''' (5%) [Learning outcomes: 1,3] -

This note-taking exercise is linked to lecture series. During the lecture series, students will complete a worksheet to identify connections between the cross cutting themes of the lectures and their course content. Students will identify the main points presented and generate questions that emerge from the lecture series. Occurs in both Term 1 & Term 2.

* '''Assignment 8: Written journal''' (10%) [Learning outcomes: 3,4] -

In Connect, students will summarize their learning and justify their project ideas with journal entries. This journal allows for reflection on their progress, synthesis of course concepts, and awareness of future interests and goals. This journal begins a process and creates a building block that works towards student generated capstone research project proposals. Occurs in both Term 1 & Term 2.

* '''Assignment 9: Mini presentation''' (5%) [Learning outcomes: 2,3,5]

Students prepare a short oral presentation, or mini lesson, on a topic covered in one of their mini projects. Students deliver these mini lessons to their peers. This assignment gives students practice with oral presentations, reinforces learning, and fosters learning communities.

* '''Assignment 10: Proposing research questions''' (25%) [Learning outcomes: 4,5]

Students identify possible research question(s) that interest them and draw from at least two disciplines included in their UBC Vantage College course streams (e.g., PHYS/MATH, GEOG/POLI). In this written proposal, students reframe these questions in their own words and cite literature to provide context for the questions. Prepares students for VANT 149

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

'''VANT 149 (ST1/ST2)'''
* '''Assignment 1: Project proposal''' (10%)[Learning outcomes: 1,2] - based on possible question identified in VANT 148 WT2. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Compiles work done with mini-projects, lit review, journal/reflection
* '''Assignment 2: Data summary''' (15%)[Learning outcomes: 1,4] - written interpretation of data collection
* '''Assignment 3: Video abstract''' (10%) [Learning outcomes: 3,4] - video abstract of research question
* '''Assignment 4: Conference organization''' (15%)[Learning outcomes: 2,3] - Self and peer assessment based on participation in team-based organizing committees.
* '''Assignment 5: Conference presentation''' (35%)[Learning outcomes: 2,3,4] - Conference presentation. Students actively participate in the capstone conference (e.g. presentation, poster presentation, panel discussion, workshop)
* '''Assignment 6: Participation''' (15%)[Learning outcomes: 4] - captures mentorship component (Maybe collapse into conference organization mark)

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

'''Sample rubrics'''

[[File:Rubric for Oral Presentations of Student Capstone Projects - Interdisciplinary.pdf | Sample rubric for Oral Presentation in Capstone Project]]

[[File:Sample Grading Rubric For Literature Review.pdf|Sample rubric for Literature Review in Capstone Project]]

==Examples of Selected Course Readings==

Readings for Arts students will include selected excerpts from resources such as the following:

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

Blaxter L, Hughes C and Tight M (2006) How to Research: 3rd edition Open University Press: Maidenhead UK

Booth, W. C., Colomb, G. G., & Williams, J. M. (1995). The craft of research. Chicago: University of Chicago Press.

Davis, Wade. (1999). Shadows in the Sun. New York: Random Books.

Jones, M. (2008). International students' cross-cultural experiences of learning. International Journal of Asia-Pacific Studies, vol.4 (2).

Lightfoot, S. (Forthcoming). Indigenous mobilisation and activism in the UN system.” In the Handbook of Indigenous Peoples’ Rights. Damien Short and Corinne Lennox (Eds). New York: Routledge.

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

Wong, J. (2004). Are the learning styles of Asian international students culturally or contextually based? International Education Journal. Vol. 4 (4). 154-166.

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

Documentation:Vantage College Curriculum/Multidisciplinary Research Project

2014-01-31T03:05:50Z

JaclynRea: /* Examples of Selected Course Readings */

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

==Description==
Proposed Calendar Entry: (40 word limit.)

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

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

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

First year research project that culminates in student-led conference and research presentation.

Pre-requisites:

VANT 148: None. Restricted to Vantage College students.

VANT 149: VANT 148

==Action: Create New Course==
Rationale for Proposed Change:

The [http://strategicplan.ubc.ca UBC strategic plan, Place and Promise], outlines a commitment for providing students with Enriched Educational Experiences (E3s) during their course of study. In their report on E3s at UBC, [http://vpstudents.ubc.ca/files/2012/07/E3_framework_report_2012_final.pdf Sens and Fryer (2012)] articulate that, "Ultimately, the goal is to position educational enrichment practices as a key element of curriculum design, faculty teaching, student development, and student learning expectations." The UBC Vantage College project courses (VANT 148, VANT149) provide students with enriched educational experiences and forms a key element that distinguishes the UBC Vantage College program. By integrating learning from multiple sources, team projects and peer instruction, UBC Vantage College students will use this project element of their program to build and engage with learning communities.

Cite: Sens and Fryer ''Enriched Educational Experiences at UBC: A Framework for Dialogue and Action'' June 6, 2012

'''Rationale VANT 148'''

* Provide students with opportunities to extend and enrich discipline specific classroom learning.
* Assist students with transitioning to University and undertaking apprentice scholarship.
* Provide students with the opportunity to engage in multidisciplinary ways of knowing
* Provide students with an opportunity to apply course concepts through project-based learning, including the creation of learning artifacts for both peers and the wider UBC community.
* Provide students with additional opportunities for acquiring and improving English for Academic Purposes
* Provides students with the opportunity to <del>connect</del>work with faculty mentor.
* Motivate and inspire students to pursue courses of their interest in 2nd year.

'''Rationale VANT 149'''

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

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

'''Course Description'''

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

'''Intended Audience'''

Restricted to Vantage College students

'''Course Topics and Structure: VANT 148'''

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

Week 1-3: Using Modeling in Science (e.g., Abstractions, Equations, Structures)

Week 4-5: Growth and Decay (e.g., Radiocarbon Dating, Currents, Language Development, Kinetic Energy)

Week 6-7: Case Scenario (e.g., Guest Lecture from Computer Science & Earth, Ocean and Atmospheric Sciences)

Week 8-9: What is 'Stuff'? (e.g. Modern View of Matter, Energy)

Week 10-11: Optimization and Equilibrium (e.g., Chemical Reactions, Motion, Plateau's Problem)

Week 12-13: Laws of Nature (e.g., Axioms, Thermodynamics, Ideal Gas Law)


Example of Weekly Themes for Common Lecture Series, Science Program, 2014W Term 2 (Vantage College program courses: LLED201, MATH101, PHYS108/109, SCIE113):

Week 1-3: What is data? (e.g., Simulations, Experiments, Observations)

Week 4-5: Abstraction in Science (e.g., Magnetic Fields, Logic, Induction)

Week 6-7: Case Scenario (e.g., Guest Lectures Computer Science/Earth, Ocean and Atmospheric Sciences)

Week 8-9: Symmetry (e.g., Molecular shape, Motion, Charge)

Week 10-11: Systems that Change (e.g. Differential Equations, Population growth, Acceleration)

Week 12-13: Case Scenarios - Science in Everyday Life (e.g., How does an MRI work?)


Example of Weekly Themes for Arts Program, 2014W Term 1 (Vantage College program courses: GEOG121, LLED200, POLI100, PSYC102, WRDS150):

Week 1-3 Defining Social Sciences and Social Science Research

Week 4-5 What is data? What are methods?

Week 6-7 What Can I do with a Social Science Degree?

Week 8-9 Disciplinary Perspectives on Globalization

Week 10-11 Global Economies and Politics

Week 12-13 Globalization and Health

Example of Weekly Themes for Arts Program, 2014W Term 2 (Vantage College program courses: GEOG122, LLED200, POLI220, PSYC208, WRDS150):

Week 1-3 Citizenship: Issues of Concern for a Global Citizen

Week 4-5 Social Justice Movements

Week 6-7 Social Science and First Nations Studies

Week 8-9 Aboriginal Community Action

Week 10-11 Doing Social Science Research in the ‘Real’ World: Enacting Change

Week 12-13 Becoming Disciplinary Citizens: Broadening the Purposes and Audiences of Your Course Work

'''Potential Instructors'''

Dr. Steven Barnes, Instructor, Psychology

CK Choi 173, 604-827-3768

steven.barnes@vantagecollege.ubc.ca

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

Director, Vantage College Science Program

CK Choi 166, 604-827-0339

joanne.fox@vantagecollege.ubc.ca

Dr. Joss Ives, Instructor, Physics

CK Choi 172, 604-827-2619

joss.ives@vantagecollege.ubc.ca

Anka Lekhi, Instructor, Chemistry

Chemistry D218, 604-827-3492

anka.lekhi@vantagecollege.ubc.ca

Dr. Fok-Shuen Leung, Instructor, Mathematics

CK Choi 174, 604-827-2149

fok-shuen.leung@vantagecollege.ubc.ca

Dr. Siobhán McPhee, Instructor, Geography

CK Choi 171, 604-827-2077

siobhan.mcphee@vantagecollege.ubc.ca

Dr. Jenny Peterson, Instructor, Political Science

CK Choi 167, 604 827 1597

jenny.peterson@vantagecollege.ubc.ca

Dr. Jaclyn Rea, Instructor, Arts Studies

Arts Academic Writing Coordinator

CK Choi 162, 604-827-3765

jackie.rea@vantagecollege.ubc.ca

Dr. Georg Rieger, Instructor, Physics

CK Choi 172, 604-827-2619

georg.rieger@vantagecollege.ubc.ca

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

VANT 148 (WT1/WT2)
* 1 hr/week lecture in program specific lecture series (for example, Science Program or Arts Programs), or experiential learning activity (e.g. field trip)
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

VANT 149 (ST)
* 1 hr/week workshop, LLED guided support
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

'''Mentorship activities/Assessment'''

===Term One===

{| class="wikitable"
|+
Term One Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Introduction to scholarship ||
|-
| 2 || Keeping a journal || Notetaking assignment starts
|-
| 3 || Identifying concepts ||
|-
| 4 || Assessing concepts || Assignment 1: Guided discipline-specific mini-project 1
|-
| 5 || Intro to peer review ||
|-
| 6 || Revising your work ||
|-
| 7 || Accessing library resources ||
|-
| 8 || Preparing lit reviews ||
|-
| 9 || Preparing lit reviews || Assignment 2: Guided discipline-specific mini-project 2
|-
| 10 || Preparing lit reviews ||
|-
| 11 || Peer review activity ||
|-
| 12 || Proofreading your work || Assignment 3: Guided literature review
|-
| 13 || Summarizing and reflecting || Assignment 4: Note taking - Ongoing throughout WT1 & WT2
Assignment 5: First term summary of journal (completion check only)
|-
|}

===Term Two===
{| class="wikitable"
|+
Term Two Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Multidisciplinary approaches to research || Note taking assignment starts
|-
| 2 || Multidisciplinary approaches to research ||
|-
| 3 || Developing research questions ||
|-
| 4 || Developing research questions ||
|-
| 5 || Developing research questions || Assignment 6: Multidisciplinary mini-project
|-
| 6 || Presenting your work || Assignment 9: mini-presentation
|-
| 7 || Presenting your work || Assignment 9: mini-presentation
|-
| 8 || Working with data ||
|-
| 9 || Working with data ||
|-
| 10 || Working with data ||
|-
| 11 || Conducting research ||
|-
| 12 || Conducting research || Assignment 8: Written journal
|-
| 13 || Summarizing and reflecting || Assignment 7: Note taking - Ongoing in both WT1 & WT2
Assignment 10: Proposing research question
|-
|}

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

{| class="wikitable"
|+
Term Three Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Working with data (Maybe leave this all in WT2?) ||
|-
| 2 || Preparing proposals/Organizing a conference ||
|-
| 3 || Preparing proposals/Organizing a conference || Assignment 1: Project proposal
|-
| 4 || Organizing a conference ||
|-
| 5 || Summarizing research results ||
|-
| 6 || Preparing abstracts||
|-
| 7 || Preparing abstracts ||
|-
| 8 || Presentation skills || Assignment 2: Data summary
|-
| 9 || Presentation skills ||
|-
| 10 || Presentation skills ||
|-
| 11 || Building a professional profile || Assignment 3: Video abstract
|-
| 12 || Building a professional profile || Assignment 4: Conference presentation
|-
|}

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

===Project learning outcomes===

'''VANT 148 (WT1/WT2)'''

By the end of the course, students will be able to:
# engage in discipline-specific work using a range of methods and by employing library searches and retrieval methods to obtain and filter information within the relevant context.
# define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society.
# describe current research (and related issues, concerns, debates) using disciplinary frameworks and extract the main results or conclusions from a published paper or journal article.
# take on a variety of roles in formal and informal situations, including being able to work in teams or independently while developing the skills necessary to be an independent learner and to foster individual agency when performing course work.
# contribute to broader discipline-specific discussions in a variety of modes (oral, technological, visual, written).

'''VANT 149 (ST1/ST2)'''

By the end of the course, students will be able to:
# engage in discipline-specific work, including through their own novice research activity, using a range of analytic methods and by employing library searches and retrieval methods to obtain and filter information within the relevant context.
# define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society.
# identify central differences and areas of overlap in disciplinary approaches.
# contribute to discipline-specific and multidisciplinary discussions in a variety of modes (oral, technological, visual, written).
# identify themselves as apprentice scholars and bring that perspective to their interpersonal interactions within both Vantage College and the broader UBC community.

===Sample Materials===
Sample materials to support the above goals/outcomes

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

===Evaluation===

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

'''VANT 148 WT1'''
* '''Assignment 1: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2]

The first mini project will be based on course work or concepts covered in one of the disciplinary courses in standard UBC Vantage College streams. Students can choose the particular discipline that they would like to focus on for this first project. These mini projects allow students to demonstrate understanding of a concept covered in class. Topic choice is guided by the instructor. The format of these projects may include, but is not limited to, visuals, frequently asked questions, digital explanations, etc. Students would complete this project individually and would have the opportunity to present their work to peers.

* '''Assignment 2: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2]

The second mini project will be based on course work or concepts covered in one of the disciplinary courses in standard UBC Vantage College streams. Students will choose a different discipline to focus on for this second project. These mini projects allow students to demonstrate understanding of a concept covered in class. Topic choice is guided by the instructor. The format of these projects may include, but is not limited to, visuals, frequently asked questions, digital explanations, etc. Students would complete this second mini-project in groups.

* '''Assignment 3: Guided literature review''' (15%) [Learning outcomes: 1,3]

Students will carry out a literature review choosing a topic that interests them and extends topics covered in course work. Students will also be asked to justify how their topic connects with concepts covered in their disciplinary course work. This literature review assignment provides students with practice using literature searching tools and library resources. This literature review can be done on a topic that the student may be interested in pursuing for their capstone research project.

* '''Assignment 4: Note taking''' (5%) [Learning outcomes: 1,3]

This note-taking exercise is linked to lecture series. During the lecture series, students will complete a worksheet to identify connections between the cross cutting themes of the lectures and their course content. Students will identify the main points presented and generate questions that emerge from the lecture series. Occurs in both Term 1 & Term 2.

* '''Assignment 5: Written journal''' (10%) [Learning outcomes: 3,4]

In Connect, students will summarize their learning and justify their project ideas with journal entries. This journal allows for reflection on their progress, synthesis of course concepts, and awareness of future interests and goals. This journal begins a process and creates a building block that works towards student generated capstone research project proposals. Occurs in both Term 1 & Term 2.

'''VANT 148 WT2'''
* '''Assignment 6: Multidisciplinary mini-project''' (15%) [Learning outcomes: 1,2]

The third mini project will build on course work, concepts covered and/or project work covered in Term1. Students can choose topic that they would like to focus on for this third project and will be encouraged to incorporate a disciplinary perspective for which they have not already done a mini project. This mini projects allow students to extend their understanding of a concept covered in class. Students would complete this project individually and would have the opportunity to present their work to peers.

* '''Assignment 7: Note taking''' (5%) [Learning outcomes: 1,3] -

This note-taking exercise is linked to lecture series. During the lecture series, students will complete a worksheet to identify connections between the cross cutting themes of the lectures and their course content. Students will identify the main points presented and generate questions that emerge from the lecture series. Occurs in both Term 1 & Term 2.

* '''Assignment 8: Written journal''' (10%) [Learning outcomes: 3,4] -

In Connect, students will summarize their learning and justify their project ideas with journal entries. This journal allows for reflection on their progress, synthesis of course concepts, and awareness of future interests and goals. This journal begins a process and creates a building block that works towards student generated capstone research project proposals. Occurs in both Term 1 & Term 2.

* '''Assignment 9: Mini presentation''' (5%) [Learning outcomes: 2,3,5]

Students prepare a short oral presentation, or mini lesson, on a topic covered in one of their mini projects. Students deliver these mini lessons to their peers. This assignment gives students practice with oral presentations, reinforces learning, and fosters learning communities.

* '''Assignment 10: Proposing research questions''' (25%) [Learning outcomes: 4,5]

Students identify possible research question(s) that interest them and draw from at least two disciplines included in their UBC Vantage College course streams (e.g., PHYS/MATH, GEOG/POLI). In this written proposal, students reframe these questions in their own words and cite literature to provide context for the questions. Prepares students for VANT 149

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

'''VANT 149 (ST1/ST2)'''
* '''Assignment 1: Project proposal''' (10%)[Learning outcomes: 1,2] - based on possible question identified in VANT 148 WT2. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Compiles work done with mini-projects, lit review, journal/reflection
* '''Assignment 2: Data summary''' (15%)[Learning outcomes: 1,4] - written interpretation of data collection
* '''Assignment 3: Video abstract''' (10%) [Learning outcomes: 3,4] - video abstract of research question
* '''Assignment 4: Conference organization''' (15%)[Learning outcomes: 2,3] - Self and peer assessment based on participation in team-based organizing committees.
* '''Assignment 5: Conference presentation''' (35%)[Learning outcomes: 2,3,4] - Conference presentation. Students actively participate in the capstone conference (e.g. presentation, poster presentation, panel discussion, workshop)
* '''Assignment 6: Participation''' (15%)[Learning outcomes: 4] - captures mentorship component (Maybe collapse into conference organization mark)

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

'''Sample rubrics'''

[[File:Rubric for Oral Presentations of Student Capstone Projects - Interdisciplinary.pdf | Sample rubric for Oral Presentation in Capstone Project]]

[[File:Sample Grading Rubric For Literature Review.pdf|Sample rubric for Literature Review in Capstone Project]]

==Examples of Selected Course Readings==

Readings for Arts students will include selected excerpts from resources such as the following:

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

Blaxter L, Hughes C and Tight M (2006) How to Research: 3rd edition Open University Press: Maidenhead UK

Booth, W. C., Colomb, G. G., & Williams, J. M. (1995). The craft of research. Chicago: University of Chicago Press.

Davis, Wade. (1999). Shadows in the Sun. New York: Random Books.

Jones, M. (2008). International students' cross-cultural experiences of learning. International Journal of Asia-Pacific Studies, vol.4 (2).

Lightfoot, S. (Forthcoming). Indigenous mobilisation and activism in the UN system.” In the Handbook of Indigenous Peoples’ Rights. Damien Short and Corinne Lennox (Eds). New York: Routledge.

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

Wong, J. (2004). Are the learning styles of Asian international students culturally or contextually based? International Education Journal. Vol. 4 (4). 154-166.

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

Documentation:Vantage College Curriculum/Multidisciplinary Research Project

2014-01-29T18:20:35Z

JaclynRea: /* Course Information */

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

==Description==
Proposed Calendar Entry: (40 word limit.)

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

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

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

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

Pre-requisites:

VANT 148: None. Restricted to Vantage College students.

VANT 149: VANT 148

==Action: Create New Course==
Rationale for Proposed Change:

Include direct reference to the ideas/recommendations in ''Enriched Educational Experiences at UBC: A Framework for Dialogue and Action'' June 6, 2012: e.g.:
* team projects
* peer teaching
* integrating learning from multiple sources
* building a learning community

'''Rationale VANT 148'''

* Provide students with opportunities to extend and enrich discipline specific classroom learning.
* Assist students with transitioning to University and undertaking apprentice scholarship.
* Provide students with the opportunity to engage in multidisciplinary ways of knowing
* Provide students with an opportunity to apply course concepts through project-based learning, including the creation of learning artifacts for both peers and the wider UBC community.
* Provide students with additional opportunities for acquiring and improving English for Academic Purposes
* Provides students with the opportunity to <del>connect</del>work with faculty mentor.
* Motivate and inspire students to pursue courses of their interest in 2nd year.

'''Rationale VANT 149'''

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

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

'''Course Description'''

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

'''Intended Audience'''

Restricted to Vantage College students

'''Course Topics and Structure: VANT 148'''

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



{| class="wikitable"
|+
Term One Themes
|-
! Week !! Theme !! MATH !! EOAS !! PHYS !! LLED !! CHEM !! CPSC
|-
| 1-3 || Modelling || || || || Structure vs System || |
|-
| 4-5 || Growth and decay || e || Radiocarbon dating || Currents || Language development || Kinetic energy of gaseous molecules ||
|-
| 6-7 || What is stuff || The nature of math truth || || Matter and energy || Action and reflection || Quantum stuff || Virtual reality
|-
| 8-9 || Optimization and equilibrium || Soap bubbles/fractal dimensions || || || System, instance & register || Protein folding ||
|-
| 10-11 || Laws of nature || Axioms || || Thermmodynamics || || Ideal gas law ||
|-
| 12-13 || Case scenarios || || || || || ||
|-
|}

Example of Weekly Themes for Common Lecture Series, Science Program, 2014W Term 2 (Vantage College program courses: MATH101, PHYS108, LLED201, SCIE113):



{| class="wikitable"
|+
Term Two Themes
|-
! Week !! Theme !! MATH !! EOAS !! PHYS !! LLED !! CHEM !! CPSC
|-
| 1-3 || What is data? || || || || || ||
|-
| 4-5 || Abstraction in science || Induction || || Magnetic fields || || ||
|-
| 6-7 || Symmetry || || || || || ||
|-
| 8-9 || Systems that change || Differential equations || || || || ||
|-
| 10-11 || Case scenarios || || || || || ||
|-
| 12-13 || || || || || || ||
|-
|}

Example of Weekly Themes for Arts Program, 2014W Term 1 (Vantage College program courses: PSYC102, GEOG121, POLI100, LLED200, WRDS150):

Week 1-3 Defining Social Sciences and Social Science Research

Week 4-5 What is data? What are methods?

Week 6-7 What Can I do with a Social Science Degree?

Week 8-9 Disciplinary Perspectives on Globalization

Week 10-11 Global Economies and Politics

Week 12-13 Globalization and Health

Example of Weekly Themes for Arts Program, 2014W Term 2 (Vantage College program courses: PSYC102, GEOG121, POLI100, LLED200, WRDS150):

Week 1-3 Citizenship: Issues of Concern for a Global Citizen

Week 4-5 Social Justice Movements

Week 6-7 Social Science and First Nations Studies

Week 8-9 Aboriginal Community Action

Week 10-11 Doing Social Science Research in the ‘Real’ World: Enacting Change

Week 12-13 Becoming Disciplinary Citizens: Broadening the Purposes and Audiences of Your Course Work

'''Potential Instructors'''

Dr. Steven Barnes, Instructor, Psychology

CK Choi 173, 604-827-3768

steven.barnes@vantagecollege.ubc.ca

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

Director, Vantage College Science Program

CK Choi 166, 604-827-0339

joanne.fox@vantagecollege.ubc.ca

Dr. Joss Ives, Instructor, Physics

CK Choi 172, 604-827-2619

joss.ives@vantagecollege.ubc.ca

Anka Lekhi, Instructor, Chemistry

Chemistry D218, 604-827-3492

anka.lekhi@vantagecollege.ubc.ca

Dr. Fok-Shuen Leung, Instructor, Mathematics

CK Choi 174, 604-827-2149

fok-shuen.leung@vantagecollege.ubc.ca

Dr. Siobhán McPhee, Instructor, Geography

CK Choi 171, 604-827-2077

siobhan.mcphee@vantagecollege.ubc.ca

Dr. Jenny Peterson, Instructor, Political Science

CK Choi 167, 604 827 1597

jenny.peterson@vantagecollege.ubc.ca

Dr. Jaclyn Rea, Instructor, Arts Studies

Arts Academic Writing Coordinator

CK Choi 162, 604-827-3765

jackie.rea@vantagecollege.ubc.ca

Dr. Georg Rieger, Instructor, Physics

CK Choi 172, 604-827-2619

georg.rieger@vantagecollege.ubc.ca

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

VANT 148 (WT1/WT2)
* 1 hr/week lecture in program specific lecture series (for example, Science Program or Arts Programs), or experiential learning activity (e.g. field trip)
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

VANT 149 (ST)
* 1 hr/week workshop, LLED guided support
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

'''Mentorship activities/Assessment'''

===Term One===

{| class="wikitable"
|+
Term One Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Identifying concepts ||
|-
| 2 || Keeping a journal ||
|-
| 3 || Assessing concepts ||
|-
| 4 || || Assignment 1: Mini project 1
|-
| 5 || ||
|-
| 6 || ||
|-
| 7 || Accessing library resources ||
|-
| 8 || Preparing lit reviews ||
|-
| 9 || Preparing lit reviews || Assignment 2: Mini project 2
|-
| 10 || Preparing lit reviews ||
|-
| 11 || ||
|-
| 12 || || Assignment 3: Lit review
|-
| 13 || || Assignment 5: Note taking - Covers both WT1 & WT2
Assignment 6: First term summary of journal (completion check only)
|-
|}

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

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

{| class="wikitable"
|+
Term Three Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Working with data (Maybe leave this all in WT2?) ||
|-
| 2 || Preparing proposals/Organizing a conference ||
|-
| 3 || Preparing proposals/Organizing a conference || Assignment 1: Project proposal
|-
| 4 || Organizing a conference ||
|-
| 5 || Summarizing research results ||
|-
| 6 || Preparing abstracts||
|-
| 7 || Preparing abstracts ||
|-
| 8 || Presentation skills || Assignment 2: Data summary
|-
| 9 || Presentation skills ||
|-
| 10 || Presentation skills ||
|-
| 11 || Building a professional profile || Assignment 3: Video abstract
|-
| 12 || Building a professional profile || Assignment 4: Conference presentation
|-
|}

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

===Project learning outcomes===

'''VANT 148 (WT1/WT2)'''

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

'''VANT 149 (ST1/ST2)'''

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



===Sample Materials===
Sample materials to support the above goals/outcomes

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

===Evaluation===

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

'''VANT 148 WT1'''
* '''Assignment 1: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2] - 1st mini project based on course work in 1 of the courses. Mini projects allow students to demonstrate understanding of a concept covered in class
* '''Assignment 2: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2] - 2nd mini projects based on course work in a second course. Mini projects allow students to demonstrate understanding of a concept covered in class
* '''Assignment 3: Guided literature review''' (15%) [Learning outcomes: 1,3] - Literature review extending topic in course work. Lit review provides introduction to this skill and gets students thinking about their capstone project and how it fits into the discipline
* '''Assignment 4: Note taking''' (10%) [Learning outcomes: 1,3] - Occurs in both Term 1 & Term 2. Note-taking exercise linked to lecture series. Note taking & journal provide incentive to attend lecture series and summarize the learning. Also scaffolds for later components.
* '''Assignment 5: Written journal''' (10%) [Learning outcomes: 3,4] - Occurs in both Term 1 & Term 2. In Connect, reflect on progress & justify project idea using journal entries. Allows for reflection on their progress, synthesis of course concepts and awareness of future interests and goals. Begins process of creating building block for project proposal.

'''VANT 148 WT2'''
* '''Assignment 6: Multidisciplinary mini-project''' (10%) [Learning outcomes: 1,2] - 3rd mini project building on WT1 work. 3rd mini project extends the depth of understanding and covers the 3rd course, for which students have not done a mini project - perhaps is more analytical whereas 1&2 are more descriptive
* '''Assignment 7: Note taking''' (10%) [Learning outcomes: 1,3] - Occurs in both Term 1 & Term 2. Note-taking exercise linked to lecture series. Note taking & journal provide incentive to attend lecture series and summarize the learning. Also scaffolds for later components.
* '''Assignment 8: Written journal''' (10%) [Learning outcomes: 3,4] - Occurs in both Term 1 & Term 2. In Connect, reflect on progress & justify project idea using journal entries. Allows for reflection on their progress, synthesis of course concepts and awareness of future interests and goals. Creates building block for project proposal.
* '''Assignment 9: Communicating research''' (10%) [Learning outcomes: 2,3,5] - Students prepare a 10 minute lesson on a topic covered in one of their mini projects. Reinforces learning and gives students presentation practice before capstone presentation
* '''Assignment 10: Proposing research questions''' (15%) [Learning outcomes: 4,5] - Identify possible question(s) including cited literature. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Prepares students for VANT 149

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

'''VANT 149 (ST1/ST2)'''
* '''Assignment 1: Project proposal''' (10%)[Learning outcomes: 1,2] - based on possible question identified in VANT 148 WT2. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Compiles work done with mini-projects, lit review, journal/reflection
* '''Assignment 2: Data summary''' (15%)[Learning outcomes: 1,4] - written interpretation of data collection
* '''Assignment 3: Video abstract''' (10%) [Learning outcomes: 3,4] - video abstract of research question
* '''Assignment 4: Conference organization''' (15%)[Learning outcomes: 2,3] - Self and peer assessment based on participation in team-based organizing committees.
* '''Assignment 5: Conference presentation''' (35%)[Learning outcomes: 2,3,4] - Conference presentation. Students actively participate in the capstone conference (e.g. presentation, poster presentation, panel discussion, workshop)
* '''Assignment 6: Participation''' (15%)[Learning outcomes: 4] - captures mentorship component (Maybe collapse into conference organization mark)

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

'''Sample rubrics'''

[[File:Rubric for Oral Presentations of Student Capstone Projects - Interdisciplinary.pdf | Sample rubric for Oral Presentation in Capstone Project]]

[[File:Sample Grading Rubric For Literature Review.pdf|Sample rubric for Literature Review in Capstone Project]]

==Required and Recommended Readings==

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

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

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

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

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

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

Documentation:Vantage College Curriculum/Multidisciplinary Research Project

2014-01-29T18:18:42Z

JaclynRea: /* Course Information */

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

==Description==
Proposed Calendar Entry: (40 word limit.)

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

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

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

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

Pre-requisites:

VANT 148: None. Restricted to Vantage College students.

VANT 149: VANT 148

==Action: Create New Course==
Rationale for Proposed Change:

Include direct reference to the ideas/recommendations in ''Enriched Educational Experiences at UBC: A Framework for Dialogue and Action'' June 6, 2012: e.g.:
* team projects
* peer teaching
* integrating learning from multiple sources
* building a learning community

'''Rationale VANT 148'''

* Provide students with opportunities to extend and enrich discipline specific classroom learning.
* Assist students with transitioning to University and undertaking apprentice scholarship.
* Provide students with the opportunity to engage in multidisciplinary ways of knowing
* Provide students with an opportunity to apply course concepts through project-based learning, including the creation of learning artifacts for both peers and the wider UBC community.
* Provide students with additional opportunities for acquiring and improving English for Academic Purposes
* Provides students with the opportunity to <del>connect</del>work with faculty mentor.
* Motivate and inspire students to pursue courses of their interest in 2nd year.

'''Rationale VANT 149'''

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

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

'''Course Description'''

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

'''Intended Audience'''

Restricted to Vantage College students

'''Course Topics and Structure: VANT 148'''

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



{| class="wikitable"
|+
Term One Themes
|-
! Week !! Theme !! MATH !! EOAS !! PHYS !! LLED !! CHEM !! CPSC
|-
| 1-3 || Modelling || || || || Structure vs System || |
|-
| 4-5 || Growth and decay || e || Radiocarbon dating || Currents || Language development || Kinetic energy of gaseous molecules ||
|-
| 6-7 || What is stuff || The nature of math truth || || Matter and energy || Action and reflection || Quantum stuff || Virtual reality
|-
| 8-9 || Optimization and equilibrium || Soap bubbles/fractal dimensions || || || System, instance & register || Protein folding ||
|-
| 10-11 || Laws of nature || Axioms || || Thermmodynamics || || Ideal gas law ||
|-
| 12-13 || Case scenarios || || || || || ||
|-
|}

Example of Weekly Themes for Common Lecture Series, Science Program, 2014W Term 2 (Vantage College program courses: MATH101, PHYS108, LLED201, SCIE113):



{| class="wikitable"
|+
Term Two Themes
|-
! Week !! Theme !! MATH !! EOAS !! PHYS !! LLED !! CHEM !! CPSC
|-
| 1-3 || What is data? || || || || || ||
|-
| 4-5 || Abstraction in science || Induction || || Magnetic fields || || ||
|-
| 6-7 || Symmetry || || || || || ||
|-
| 8-9 || Systems that change || Differential equations || || || || ||
|-
| 10-11 || Case scenarios || || || || || ||
|-
| 12-13 || || || || || || ||
|-
|}

Example of Weekly Themes for Arts Program, 2014W Term 1 (Vantage College program courses: PSYC102, GEOG121, POLI100, LLED200, WRDS150):

Week 1-3 Defining Social Sciences and Social Science Research
Week 4-5 What is data? What are methods?
Week 6-7 What Can I do with a Social Science Degree?
Week 8-9 Disciplinary Perspectives on Globalization
Week 10-11 Global Economies and Politics
Week 12-13 Globalization and Health

Example of Weekly Themes for Arts Program, 2014W Term 2 (Vantage College program courses: PSYC102, GEOG121, POLI100, LLED200, WRDS150):

Week 1-3 Citizenship: Issues of Concern for a Global Citizen
Week 4-5 Social Justice Movements
Week 6-7 Social Science and First Nations Studies
Week 8-9 Aboriginal Community Action
Week 10-11 Doing Social Science Research in the ‘Real’ World: Enacting Change
Week 12-13 Becoming Disciplinary Citizens: Broadening the Purposes and Audiences of Your Course Work

'''Potential Instructors'''

Dr. Steven Barnes, Instructor, Psychology

CK Choi 173, 604-827-3768

steven.barnes@vantagecollege.ubc.ca

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

Director, Vantage College Science Program

CK Choi 166, 604-827-0339

joanne.fox@vantagecollege.ubc.ca

Dr. Joss Ives, Instructor, Physics

CK Choi 172, 604-827-2619

joss.ives@vantagecollege.ubc.ca

Anka Lekhi, Instructor, Chemistry

Chemistry D218, 604-827-3492

anka.lekhi@vantagecollege.ubc.ca

Dr. Fok-Shuen Leung, Instructor, Mathematics

CK Choi 174, 604-827-2149

fok-shuen.leung@vantagecollege.ubc.ca

Dr. Siobhán McPhee, Instructor, Geography

CK Choi 171, 604-827-2077

siobhan.mcphee@vantagecollege.ubc.ca

Dr. Jenny Peterson, Instructor, Political Science

CK Choi 167, 604 827 1597

jenny.peterson@vantagecollege.ubc.ca

Dr. Jaclyn Rea, Instructor, Arts Studies

Arts Academic Writing Coordinator

CK Choi 162, 604-827-3765

jackie.rea@vantagecollege.ubc.ca

Dr. Georg Rieger, Instructor, Physics

CK Choi 172, 604-827-2619

georg.rieger@vantagecollege.ubc.ca

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

VANT 148 (WT1/WT2)
* 1 hr/week lecture in program specific lecture series (for example, Science Program or Arts Programs), or experiential learning activity (e.g. field trip)
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

VANT 149 (ST)
* 1 hr/week workshop, LLED guided support
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

'''Mentorship activities/Assessment'''

===Term One===

{| class="wikitable"
|+
Term One Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Identifying concepts ||
|-
| 2 || Keeping a journal ||
|-
| 3 || Assessing concepts ||
|-
| 4 || || Assignment 1: Mini project 1
|-
| 5 || ||
|-
| 6 || ||
|-
| 7 || Accessing library resources ||
|-
| 8 || Preparing lit reviews ||
|-
| 9 || Preparing lit reviews || Assignment 2: Mini project 2
|-
| 10 || Preparing lit reviews ||
|-
| 11 || ||
|-
| 12 || || Assignment 3: Lit review
|-
| 13 || || Assignment 5: Note taking - Covers both WT1 & WT2
Assignment 6: First term summary of journal (completion check only)
|-
|}

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

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

{| class="wikitable"
|+
Term Three Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Working with data (Maybe leave this all in WT2?) ||
|-
| 2 || Preparing proposals/Organizing a conference ||
|-
| 3 || Preparing proposals/Organizing a conference || Assignment 1: Project proposal
|-
| 4 || Organizing a conference ||
|-
| 5 || Summarizing research results ||
|-
| 6 || Preparing abstracts||
|-
| 7 || Preparing abstracts ||
|-
| 8 || Presentation skills || Assignment 2: Data summary
|-
| 9 || Presentation skills ||
|-
| 10 || Presentation skills ||
|-
| 11 || Building a professional profile || Assignment 3: Video abstract
|-
| 12 || Building a professional profile || Assignment 4: Conference presentation
|-
|}

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

===Project learning outcomes===

'''VANT 148 (WT1/WT2)'''

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

'''VANT 149 (ST1/ST2)'''

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



===Sample Materials===
Sample materials to support the above goals/outcomes

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

===Evaluation===

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

'''VANT 148 WT1'''
* '''Assignment 1: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2] - 1st mini project based on course work in 1 of the courses. Mini projects allow students to demonstrate understanding of a concept covered in class
* '''Assignment 2: Guided discipline-specific mini-project''' (5%) [Learning outcomes: 1,2] - 2nd mini projects based on course work in a second course. Mini projects allow students to demonstrate understanding of a concept covered in class
* '''Assignment 3: Guided literature review''' (15%) [Learning outcomes: 1,3] - Literature review extending topic in course work. Lit review provides introduction to this skill and gets students thinking about their capstone project and how it fits into the discipline
* '''Assignment 4: Note taking''' (10%) [Learning outcomes: 1,3] - Occurs in both Term 1 & Term 2. Note-taking exercise linked to lecture series. Note taking & journal provide incentive to attend lecture series and summarize the learning. Also scaffolds for later components.
* '''Assignment 5: Written journal''' (10%) [Learning outcomes: 3,4] - Occurs in both Term 1 & Term 2. In Connect, reflect on progress & justify project idea using journal entries. Allows for reflection on their progress, synthesis of course concepts and awareness of future interests and goals. Begins process of creating building block for project proposal.

'''VANT 148 WT2'''
* '''Assignment 6: Multidisciplinary mini-project''' (10%) [Learning outcomes: 1,2] - 3rd mini project building on WT1 work. 3rd mini project extends the depth of understanding and covers the 3rd course, for which students have not done a mini project - perhaps is more analytical whereas 1&2 are more descriptive
* '''Assignment 7: Note taking''' (10%) [Learning outcomes: 1,3] - Occurs in both Term 1 & Term 2. Note-taking exercise linked to lecture series. Note taking & journal provide incentive to attend lecture series and summarize the learning. Also scaffolds for later components.
* '''Assignment 8: Written journal''' (10%) [Learning outcomes: 3,4] - Occurs in both Term 1 & Term 2. In Connect, reflect on progress & justify project idea using journal entries. Allows for reflection on their progress, synthesis of course concepts and awareness of future interests and goals. Creates building block for project proposal.
* '''Assignment 9: Communicating research''' (10%) [Learning outcomes: 2,3,5] - Students prepare a 10 minute lesson on a topic covered in one of their mini projects. Reinforces learning and gives students presentation practice before capstone presentation
* '''Assignment 10: Proposing research questions''' (15%) [Learning outcomes: 4,5] - Identify possible question(s) including cited literature. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Prepares students for VANT 149

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

'''VANT 149 (ST1/ST2)'''
* '''Assignment 1: Project proposal''' (10%)[Learning outcomes: 1,2] - based on possible question identified in VANT 148 WT2. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Compiles work done with mini-projects, lit review, journal/reflection
* '''Assignment 2: Data summary''' (15%)[Learning outcomes: 1,4] - written interpretation of data collection
* '''Assignment 3: Video abstract''' (10%) [Learning outcomes: 3,4] - video abstract of research question
* '''Assignment 4: Conference organization''' (15%)[Learning outcomes: 2,3] - Self and peer assessment based on participation in team-based organizing committees.
* '''Assignment 5: Conference presentation''' (35%)[Learning outcomes: 2,3,4] - Conference presentation. Students actively participate in the capstone conference (e.g. presentation, poster presentation, panel discussion, workshop)
* '''Assignment 6: Participation''' (15%)[Learning outcomes: 4] - captures mentorship component (Maybe collapse into conference organization mark)

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

'''Sample rubrics'''

[[File:Rubric for Oral Presentations of Student Capstone Projects - Interdisciplinary.pdf | Sample rubric for Oral Presentation in Capstone Project]]

[[File:Sample Grading Rubric For Literature Review.pdf|Sample rubric for Literature Review in Capstone Project]]

==Required and Recommended Readings==

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

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

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

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

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

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

Documentation:Vantage College Curriculum/Multidisciplinary Research Project

2014-01-28T20:28:25Z

JaclynRea: /* Action: Create New Course */

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

==Description==
Proposed Calendar Entry: (40 word limit.)

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

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

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

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

Pre-requisites:

VANT 148: None. Restricted to Vantage College students.

VANT 149: VANT 148

==Action: Create New Course==
Rationale for Proposed Change:

Include direct reference to the ideas/recommendations in ''Enriched Educational Experiences at UBC: A Framework for Dialogue and Action'' June 6, 2012: e.g.:
* team projects
* peer teaching
* integrating learning from multiple sources
* building a learning community

'''Rationale VANT 148'''

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

'''Rationale VANT 149'''

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

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

'''Course Description'''

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

'''Intended Audience'''

Restricted to Vantage College students

'''Course Topics and Structure: VANT 148'''

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

Week 1-3: Using Modelling in Science/Definitions

Week 4-5: Guest Lecture: Computer Science & Earth, Ocean and Atmospheric Sciences

Week 6-7: Exponential Laws in Science: e.g. Radiocarbon Dating

Week 8-9: What is 'Stuff'? e.g. Modern View of Matter

Week 10-11: Plateaus Problem, Waves and Springs

Week 12-13: Thermodynamics, Ideal Gas Law

{| class="wikitable"
|+
Term One Themes
|-
! Week !! Theme !! MATH !! EOAS !! PHYS !! LING !! CHEM !! CPSC
|-
| 1-3 || Modelling || || || || Structure vs System || |
|-
| 4-5 || Growth and decay || e || Radiocarbon dating || Currents || Language development || Kinetic energy of gaseous molecules ||
|-
| 6-7 || What is stuff || The nature of math truth || || Matter and energy || Action and reflection || Quantum stuff || Virtual reality
|-
| 8-9 || Optimization and equilibrium || Soap bubbles/fractal dimensions || || || System, instance & register || Protein folding ||
|-
| 10-11 || Laws of nature || Axioms || || Thermmodynamics || || Ideal gas law ||
|-
| 12-13 || || || || || || ||
|-
|}

Example of Weekly Themes for Common Lecture Series, Science Program, 2014W Term 2 (Vantage College program courses: MATH101, PHYS108, LLED201, SCIE113):

Week 1-3: What is data?

Week 4-5: Abstraction in Science: e.g. Magnetic Fields/Logic/Induction/

Week 6-7: Guest Lecture - Computer Science/Earth, Ocean and Atmospheric Sciences

Week 8-9: Symmetry

Week 10-11: Systems that Change: e.g. Differential Equations

Week 12-13: Case Scenarios - Science in Everyday Life; e.g. MRI/CPSC

{| class="wikitable"
|+
Term Two Themes
|-
! Week !! Theme !! MATH !! EOAS !! PHYS !! LING !! CHEM !! CPSC
|-
| 1-3 || What is data? || || || || || ||
|-
| 4-5 || Abstraction in science || Induction || || Magnetic fields || || ||
|-
| 6-7 || Symmetry || || || || || ||
|-
| 8-9 || Systems that change || Differential equations || || || || ||
|-
| 10-11 || Case scenarios || || || || || ||
|-
| 12-13 || || || || || || ||
|-
|}

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

Week 1-3: Defining Social Sciences

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

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

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

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

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

Example of Weekly Themes for Arts Program, 2014W Term 2 (Vantage College program courses: PSYC102, GEOG121, POLI100, LLED200):

Week 1-3:

Week 4-5:

Week 6-7:

Week 8-9:

Week 10-11:

Week 12-13:

'''Potential Instructors'''

Dr. Steven Barnes, Instructor, Psychology

CK Choi 173, 604-827-3768

steven.barnes@vantagecollege.ubc.ca

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

Director, Vantage College Science Program

CK Choi 166, 604-827-0339

joanne.fox@vantagecollege.ubc.ca

Dr. Joss Ives, Instructor, Physics

CK Choi 172, 604-827-2619

joss.ives@vantagecollege.ubc.ca

Dr. Fok-Shuen Leung, Instructor, Mathematics

CK Choi 174, 604-827-2149

fok-shuen.leung@vantagecollege.ubc.ca

Dr. Siobhán McPhee, Instructor, Geography

CK Choi 171, 604-827-2077

siobhan.mcphee@vantagecollege.ubc.ca

Dr. Jenny Peterson, Instructor, Political Science

CK Choi 167, 604 827 1597

jenny.peterson@vantagecollege.ubc.ca

Dr. Jaclyn Rea, Instructor, Arts Studies

Arts Academic Writing Coordinator

CK Choi 162, 604-827-3765

jackie.rea@vantagecollege.ubc.ca

Dr. Georg Rieger, Instructor, Physics

CK Choi 172, 604-827-2619

georg.rieger@vantagecollege.ubc.ca

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

VANT 148 (WT1/WT2)
* 1 hr/week lecture, program specific lecture series (for example, Science Program & Arts Programs)
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

VANT 149 (ST)
* 1 hr/week workshop, LLED guided support
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

'''Mentorship activities/Assessment'''

===Term One===

{| class="wikitable"
|+
Term One Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Identifying concepts ||
|-
| 2 || Keeping a journal ||
|-
| 3 || Assessing concepts ||
|-
| 4 || || Assignment 1: Mini project 1
|-
| 5 || ||
|-
| 6 || ||
|-
| 7 || Accessing library resources ||
|-
| 8 || Preparing lit reviews ||
|-
| 9 || Preparing lit reviews || Assignment 2: Mini project 2
|-
| 10 || Preparing lit reviews ||
|-
| 11 || ||
|-
| 12 || || Assignment 3: Lit review
|-
| 13 || || Assignment 5: Note taking - Covers both WT1 & WT2
Assignment 6: First term summary of journal (completion check only)
|-
|}

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

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

{| class="wikitable"
|+
Term Three Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Working with data (Maybe leave this all in WT2?) ||
|-
| 2 || Preparing proposals/Organizing a conference ||
|-
| 3 || Preparing proposals/Organizing a conference || Assignment 1: Project proposal
|-
| 4 || Organizing a conference ||
|-
| 5 || Summarizing research results ||
|-
| 6 || Preparing abstracts||
|-
| 7 || Preparing abstracts ||
|-
| 8 || Presentation skills || Assignment 2: Data summary
|-
| 9 || Presentation skills ||
|-
| 10 || Presentation skills ||
|-
| 11 || Building a professional profile || Assignment 3: Video abstract
|-
| 12 || Building a professional profile || Assignment 4: Conference presentation
|-
|}

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

===Project learning outcomes===

'''VANT 148 (WT1/WT2)'''

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

'''VANT 149 (ST1/ST2)'''

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



===Sample Materials===
Sample materials to support the above goals/outcomes

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

===Evaluation===

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

'''VANT 148 WT1'''
* '''Assignment 1: Guided mini-project''' (5%) [Learning outcomes: 1,2] - 1st mini project based on course work in 1 of the courses. Mini projects allow students to demonstrate understanding of a concept covered in class
* '''Assignment 2: Guided mini-project''' (5%) [Learning outcomes: 1,2] - 2nd mini projects based on course work in a second course. Mini projects allow students to demonstrate understanding of a concept covered in class
* '''Assignment 3: Guided literature review''' (15%) [Learning outcomes: 1,3] - Literature review extending topic in course work. Lit review provides introduction to this skill and gets students thinking about their capstone project and how it fits into the discipline

'''VANT 148 WT2'''
* '''Assignment 4: Mini-project''' (10%) [Learning outcomes: 1,2] - 3rd mini project building on WT1 work. 3rd mini project extends the depth of understanding and covers the 3rd course, for which students have not done a mini project - perhaps is more analytical whereas 1&2 are more descriptive
* '''Assignment 5: Note taking''' (20%) [Learning outcomes: 1,3] - Note-taking exercise linked to lecture series. Note taking & journal provide incentive to attend lecture series and summarize the learning. Also scaffolds for later components
* '''Assignment 6: Written journal''' (20%) [Learning outcomes: 3,4] - In Connect, reflect on progress & justify project idea using journal entries. Allows for reflection on their progress & synthesis. Creates building block for project proposal
* '''Assignment 7: Proposing research questions''' (25%) [Learning outcomes: 4,5] - Identify possible question(s)including cited literature. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Prepares students for VANT 149

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

'''VANT 149 (ST1/ST2)'''
* '''Assignment 1: Project proposal''' (10%)[Learning outcomes: 1,2] - based on possible question identified in VANT 148 WT2. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Compiles work done with mini-projects, lit review, journal/reflection
* '''Assignment 2: Data summary''' (15%)[Learning outcomes: 1,4] - written interpretation of data collection
* '''Assignment 3: Video abstract''' (10%) [Learning outcomes: 3,4] - video abstract of research question
* '''Assignment 4: Conference organization''' (15%)[Learning outcomes: 2,3] - Self and peer assessment based on participation in team-based organizing committees.
* '''Assignment 5: Conference presentation''' (35%)[Learning outcomes: 2,3,4] - conference presentation
* '''Assignment 6: Participation''' (15%)[Learning outcomes: 4] - captures mentorship component (Maybe collapse into conference organization mark)

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

'''Sample rubrics'''

[[Media:Rubric for Oral Presentations of Student Capstone Projects - Interdisciplinary.pdf | Sample rubric for Oral Presentation in Capstone Project]]

==Required and Recommended Readings==

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

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

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

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

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

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

Documentation:Vantage College Curriculum/Multidisciplinary Research Project

2014-01-28T20:26:20Z

JaclynRea: /* Action: Create New Course */

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

==Description==
Proposed Calendar Entry: (40 word limit.)

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

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

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

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

Pre-requisites:

VANT 148: None. Restricted to Vantage College students.

VANT 149: VANT 148

==Action: Create New Course==
Rationale for Proposed Change:

Include direct reference to the ideas/recommendations in ''Enriched Educational Experiences at UBC: A Framework for Dialogue and Action'' June 6, 2012: e.g.:
* team projects
* peer teaching
* integrating learning from multiple sources
* building a learning community

'''Rationale VANT 148'''

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

'''Rationale VANT 149'''

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

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

'''Course Description'''

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

'''Intended Audience'''

Restricted to Vantage College students

'''Course Topics and Structure: VANT 148'''

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

Week 1-3: Using Modelling in Science/Definitions

Week 4-5: Guest Lecture: Computer Science & Earth, Ocean and Atmospheric Sciences

Week 6-7: Exponential Laws in Science: e.g. Radiocarbon Dating

Week 8-9: What is 'Stuff'? e.g. Modern View of Matter

Week 10-11: Plateaus Problem, Waves and Springs

Week 12-13: Thermodynamics, Ideal Gas Law

{| class="wikitable"
|+
Term One Themes
|-
! Week !! Theme !! MATH !! EOAS !! PHYS !! LING !! CHEM !! CPSC
|-
| 1-3 || Modelling || || || || Structure vs System || |
|-
| 4-5 || Growth and decay || e || Radiocarbon dating || Currents || Language development || Kinetic energy of gaseous molecules ||
|-
| 6-7 || What is stuff || The nature of math truth || || Matter and energy || Action and reflection || Quantum stuff || Virtual reality
|-
| 8-9 || Optimization and equilibrium || Soap bubbles/fractal dimensions || || || System, instance & register || Protein folding ||
|-
| 10-11 || Laws of nature || Axioms || || Thermmodynamics || || Ideal gas law ||
|-
| 12-13 || || || || || || ||
|-
|}

Example of Weekly Themes for Common Lecture Series, Science Program, 2014W Term 2 (Vantage College program courses: MATH101, PHYS108, LLED201, SCIE113):

Week 1-3: What is data?

Week 4-5: Abstraction in Science: e.g. Magnetic Fields/Logic/Induction/

Week 6-7: Guest Lecture - Computer Science/Earth, Ocean and Atmospheric Sciences

Week 8-9: Symmetry

Week 10-11: Systems that Change: e.g. Differential Equations

Week 12-13: Case Scenarios - Science in Everyday Life; e.g. MRI/CPSC

{| class="wikitable"
|+
Term Two Themes
|-
! Week !! Theme !! MATH !! EOAS !! PHYS !! LING !! CHEM !! CPSC
|-
| 1-3 || What is data? || || || || || ||
|-
| 4-5 || Abstraction in science || Induction || || Magnetic fields || || ||
|-
| 6-7 || Symmetry || || || || || ||
|-
| 8-9 || Systems that change || Differential equations || || || || ||
|-
| 10-11 || Case scenarios || || || || || ||
|-
| 12-13 || || || || || || ||
|-
|}

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

Week 1-3: Defining Social Sciences

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

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

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

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

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

Example of Weekly Themes for Arts Program, 2014W Term 2 (Vantage College program courses: PSYC102, GEOG121, POLI100, LLED200):

Week 1-3:

Week 4-5:

Week 6-7:

Week 8-9:

Week 10-11:

Week 12-13:

'''Potential Instructors'''

Dr. Steven Barnes, Instructor, Psychology

CK Choi 173, 604-827-3768

steven.barnes@vantagecollege.ubc.ca

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

Director, Vantage College Science Program

CK Choi 166, 604-827-0339

joanne.fox@vantagecollege.ubc.ca

Dr. Joss Ives, Instructor, Physics

CK Choi 172, 604-827-2619

joss.ives@vantagecollege.ubc.ca

Dr. Fok-Shuen Leung, Instructor, Mathematics

CK Choi 174, 604-827-2149

fok-shuen.leung@vantagecollege.ubc.ca

Dr. Siobhán McPhee, Instructor, Geography

CK Choi 171, 604-827-2077

siobhan.mcphee@vantagecollege.ubc.ca

Dr. Jenny Peterson, Instructor, Political Science

CK Choi 167, 604 827 1597

jenny.peterson@vantagecollege.ubc.ca

Dr. Jaclyn Rea, Instructor, Arts Studies

Arts Academic Writing Coordinator

CK Choi 162, 604-827-3765

jackie.rea@vantagecollege.ubc.ca

Dr. Georg Rieger, Instructor, Physics

CK Choi 172, 604-827-2619

georg.rieger@vantagecollege.ubc.ca

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

VANT 148 (WT1/WT2)
* 1 hr/week lecture, program specific lecture series (for example, Science Program & Arts Programs)
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

VANT 149 (ST)
* 1 hr/week workshop, LLED guided support
* 1 hr/week workshop, small group mentorship (25 or 40 students, 1 faculty)

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

'''Mentorship activities/Assessment'''

===Term One===

{| class="wikitable"
|+
Term One Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Identifying concepts ||
|-
| 2 || Keeping a journal ||
|-
| 3 || Assessing concepts ||
|-
| 4 || || Assignment 1: Mini project 1
|-
| 5 || ||
|-
| 6 || ||
|-
| 7 || Accessing library resources ||
|-
| 8 || Preparing lit reviews ||
|-
| 9 || Preparing lit reviews || Assignment 2: Mini project 2
|-
| 10 || Preparing lit reviews ||
|-
| 11 || ||
|-
| 12 || || Assignment 3: Lit review
|-
| 13 || || Assignment 5: Note taking - Covers both WT1 & WT2
Assignment 6: First term summary of journal (completion check only)
|-
|}

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

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

{| class="wikitable"
|+
Term Three Schedule
|-
! Week !! Mentorship activities !! Assessment
|-
| 1 || Working with data (Maybe leave this all in WT2?) ||
|-
| 2 || Preparing proposals/Organizing a conference ||
|-
| 3 || Preparing proposals/Organizing a conference || Assignment 1: Project proposal
|-
| 4 || Organizing a conference ||
|-
| 5 || Summarizing research results ||
|-
| 6 || Preparing abstracts||
|-
| 7 || Preparing abstracts ||
|-
| 8 || Presentation skills || Assignment 2: Data summary
|-
| 9 || Presentation skills ||
|-
| 10 || Presentation skills ||
|-
| 11 || Building a professional profile || Assignment 3: Video abstract
|-
| 12 || Building a professional profile || Assignment 4: Conference presentation
|-
|}

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

===Project learning outcomes===

'''VANT 148 (WT1/WT2)'''

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

'''VANT 149 (ST1/ST2)'''

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



===Sample Materials===
Sample materials to support the above goals/outcomes

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

===Evaluation===

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

'''VANT 148 WT1'''
* '''Assignment 1: Guided mini-project''' (5%) [Learning outcomes: 1,2] - 1st mini project based on course work in 1 of the courses. Mini projects allow students to demonstrate understanding of a concept covered in class
* '''Assignment 2: Guided mini-project''' (5%) [Learning outcomes: 1,2] - 2nd mini projects based on course work in a second course. Mini projects allow students to demonstrate understanding of a concept covered in class
* '''Assignment 3: Guided literature review''' (15%) [Learning outcomes: 1,3] - Literature review extending topic in course work. Lit review provides introduction to this skill and gets students thinking about their capstone project and how it fits into the discipline

'''VANT 148 WT2'''
* '''Assignment 4: Mini-project''' (10%) [Learning outcomes: 1,2] - 3rd mini project building on WT1 work. 3rd mini project extends the depth of understanding and covers the 3rd course, for which students have not done a mini project - perhaps is more analytical whereas 1&2 are more descriptive
* '''Assignment 5: Note taking''' (20%) [Learning outcomes: 1,3] - Note-taking exercise linked to lecture series. Note taking & journal provide incentive to attend lecture series and summarize the learning. Also scaffolds for later components
* '''Assignment 6: Written journal''' (20%) [Learning outcomes: 3,4] - In Connect, reflect on progress & justify project idea using journal entries. Allows for reflection on their progress & synthesis. Creates building block for project proposal
* '''Assignment 7: Proposing research questions''' (25%) [Learning outcomes: 4,5] - Identify possible question(s)including cited literature. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Prepares students for VANT 149

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

'''VANT 149 (ST1/ST2)'''
* '''Assignment 1: Project proposal''' (10%)[Learning outcomes: 1,2] - based on possible question identified in VANT 148 WT2. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Compiles work done with mini-projects, lit review, journal/reflection
* '''Assignment 2: Data summary''' (15%)[Learning outcomes: 1,4] - written interpretation of data collection
* '''Assignment 3: Video abstract''' (10%) [Learning outcomes: 3,4] - video abstract of research question
* '''Assignment 4: Conference organization''' (15%)[Learning outcomes: 2,3] - Self and peer assessment based on participation in team-based organizing committees.
* '''Assignment 5: Conference presentation''' (35%)[Learning outcomes: 2,3,4] - conference presentation
* '''Assignment 6: Participation''' (15%)[Learning outcomes: 4] - captures mentorship component (Maybe collapse into conference organization mark)

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

'''Sample rubrics'''

[[Media:Rubric for Oral Presentations of Student Capstone Projects - Interdisciplinary.pdf | Sample rubric for Oral Presentation in Capstone Project]]

==Required and Recommended Readings==

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

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

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

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

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

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

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JaclynRea: Created page with "This is a test!"

This is a test!