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Friday, October 25 • 3:45pm - 4:15pm
Teaching Bites

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Katie Bunting
Research on the effects of access to and immersion in nature for K-12 students has identified multiple benefits for student health, well-being, and academic performance. There is less research exploring the effects of learning in nature for post-secondary students, with a particular paucity of research on graduate students’ experiences. Purpose: This study sought to understand how participating in a class held in a forested area and Japanese garden affected master of occupational therapy (MOT) students’ learning. The research questions were: (1) how did this outdoor class affect students’ self-regulation, academic buoyancy, and sense of connection to nature, campus, and their peers?; and (2) what were students’ experiences of learning outdoors? Methods: For research question one, 16 MOT students completed pretest & post test measures. Paired t-tests were used for analysis. A descriptive qualitative approach was used to answer research question two. Nine MOT students completed face-to-face semi-structured interviews and inductive thematic analysis was used. Findings: (1) There was a significant increase in measures of state mindfulness (p< 0.001) and academic buoyancy (p = 0.046). A significant decrease in perceptions of peer cooperation (p = 0.045) was found, which may be due to a ceiling effect, as pretest scores were high. (2) Themes related to self-regulation, connection, and the perceived value of learning outdoors emerged. Conclusions: For graduate level students, a natural environment can provide regulating sensory experiences, facilitate student interactions, allows for mental breaks, and offers students a space to consider new ways of understanding class content.

Karen McMurray
Cooperation, teamwork, pushing boundaries and playing within a discipline. Escape rooms as a way of showing what you know through adventure and intrigue.

Kenneth Shaw
Ocean Sediments

Jonathan Stone
Making statistics real, impactful, and fun. Students are tasked with finding open source datasets that will follow them throughout the course, culminating in an analytical paper. Datasets are chosen by the students and range from fish density in particular streams, the $$ value of different college majors, climate change data, to the deaths faced by Avengers characters in movies VS comic books.

Trish Dyck
Key elements, new directions, and recent research on team-based learning

Amber Brady
Professionalism and experiential learning: a look at how we are incorporating professional expectations into our learning in our Labour Relations course with a hybrid schedule of traditional weekly classes combined with an intensive bargaining simulation weekend.

avatar for Trish Dyck

Trish Dyck

Manager of Team Coaching, Team Coach, Royal Roads University
Manager of Team Coaching at Royal Roads University (RRU). Team Coaching is a co-curricular support service at RRU offering team skill development, co-creation with instructors around team design/assessment, live team coaching, and mediation. I invite conversations on Team Based Learning... Read More →

Jonathan Stone

Learning Assistance Specialist, Coast Mountain College

Amber Brady

Business Instructor, Coast Mountain College

Kenneth Shaw

Coast Mountain

Katie Bunting

University of British Columbia
avatar for Karen McMurray

Karen McMurray

Student / Faculty, Royal Roads University -MALAT / Coast Mountain College
Curiosities are open education resources and their impacts, transforming economics education for the betterment of society, provoking care in community and post secondary governance.

Friday October 25, 2019 3:45pm - 4:15pm PDT
Waap Galts’ap, Longhouse