The Students as Partners (SaP) Course Design Grants have funded many student-faculty partnership projects to date, since inception in 2022.
Partnership, Reflection, and Redesign: Enhancing the Learning Experience in the SANS 300 Classroom (Arts)
Collaboratively converting BIOC302 into a blended classroom environment phase II (Medicine)
Decolonizing SLAV 105 for more integrated perspective on Slavic region through partnership and community engagement (Arts)
Redesigning a community service-learning seminar in partnership with student participants (Arts)
Co-developing an accessible and inclusive field-based course: A student-driven approach (Forestry)
Transforming MTRL 251: student-partnered course redesign through digital integration and artificial intelligence (Applied Sciences)
Transforming Classroom Experiences of the Islamic Past in Hist 353 with Multicultural, Multidisciplinary Perspectives (Arts)
Redesigning ARBM 450: Celebrating EDI and Alternative Epistemologies (Arts)
A student-informed perspective on Indigenizing the curriculum in the Coordinated Arts Program (Arts)
Building Responsible Environmental Awareness Through Inhaler Education (BREATHE) (Pharmaceutical Sciences)
Anthropology Alive: Bringing Embodied Knowledge to Anthropology of Gender and Sexuality) (Arts)
Bringing diversity, equity and inclusion into problem based learning cases in dentistry (Dentistry)
IMPACTS – Improving the Interprofessional Collaboration Practicum Through Student Partnership (Pharmaceutical Sciences)
Interactive Technology Enhanced Learning Modules for Pre-Clinical Dental Hygiene (Dentistry)
Making Computational Physics (PHYS 210) more equitable and engaging with respect to previous coding experience (Science)
Redesigning Introductory Physics II for Engineering through a student perspective to enhance concepts understanding, motivation and engagement (Science)
RENAL: Reinforcement of Education for Nephrology Academic Learning (Pharmaceutical Sciences)
Scaffolding and evaluating student empathy development and user engagement for an inclusive design project (Applied Science)
Student-driven perspectives in the classroom – leveraging former student experiences to promote more effective learning and inclusivity (Science)
Un-slaving Slavic Studies for Integrated Understanding of Eastern Europe (Arts)
Decolonizing the studio critique: Exercises to promote community in the visual art classroom
The goal of this project is to recast the purpose of studio art critiques through continuous community-building exercises, develop relationships and honour the labour of collegiality and knowledge both inside and outside of class time.
Implementing course mastery tracking through student-revised learning objectives
The goal of this project is to implement changes in the FRST 304 course, by performing a critical review of existing learning outcomes and activating outcomes in Canvas.
ISCI 400: Capstone development
The goal of this project is to create a curriculum proposal to present to the Faculty of Science Curriculum Committee, and incorporate the course into the Integrated Sciences specialization requirements.
Developing a digital communal viewing culture in GERM 304: German Cinema
The goal of this project is to retain the various online streaming options for the GERM 304 course, while affording students an opportunity to experience and reflect upon communal viewing.
Redesigning LING242: Computational tools for linguistic analysis
The goal of this project is to allow non-linguistics students to achieve a better learning experience with easier comprehension of linguistic concepts.
Reinventing the approach to mental health therapeutics in the Entry-to-Practice PharmD Program
The goal of this project is to improve mental health scaffolding in the PharmD program and use an academic version of EHR systems as the teaching medium to simulate longitudinal care.
Redesigning an upper-year Urban Forestry course partnering with undergraduate students who have recently completed the course
The goal of this project is to identify and ameliorate barriers to success indentified by student course evaluations, such as lacking practical application and unclear scope and scale.
The BRAIN Project: Building Resources and Assessments In Neurology
The goal of this student-led project is to improve the teaching and learning of complex pharmacotherapy topics in neurology by developing resources and assessments that appeal to a diverse pharmacy student audience.
Redesigning a core Urban Forestry course to integrate student partnership and address barriers to success
The goal of this project is to address two areas that create barriers to success: online content connection to class activities and field exercises, and gaps in the laddering of field skills.
Reimagining Early Childhood Education online courses through co-creating the course ethics of care with infants and toddlers
The goal of this project is to design a new online ECED 480 course with a focus on how the course’s pedagogical intentions are reflected in its content and design while leaning on students’ experience in taking ECED online courses.
Group project communication – collaboratively improving the student experience
The goal of this project is to use the CIVL 201 course to design resources that empower students to create effective group cultures, practices and ecosystems when engaging in collaborative projects.
Fostering critical hope in a sociology families course (SOCI 200) through equitable, diverse and inclusive student-faculty collaboration
The goal of this project is to design the SOCI 200 course in a more equitable, diverse and inclusive way for the hundreds of students taking the course each year.
Re-imagining astrophysics as a gateway to STEM and student empowerment
The goal of this project is to improve many aspects of the ASTR 200 course, from academic integrity to enhancing student-centered active learning.
Redesigning MES 300: Faculty-student (re)visions of a student-centered course
The goal of this project is to redesign the MES 300 course by collaborating with former students to analyze findings and using them to enhance interventions by making them more sensitive, impactful, and constructive for future students.
Is this the real life? Centering student perspectives and experiences to promote critical thinking habits and intrinsic motivation for learning about biology
The goal of this project is to enhance students’ biological literacy and ability to appraise biology-related news items critically and improve equitability in assessments.
Amplifying UBC international students’ voices in classroom to create a more inclusive and transformative learning experience
The goal of this project is to identify ways to better integrate international students into UBC’s learning community by re-designing student assessment and interaction in the CHIN 483 002 course.
Developing curriculum to acknowledge and explore the lack of diversity in the field of biomechanics
The goal of this project is to evaluate approaches to integrate discussions about the lack of diversity into the course curriculum, and to develop resources that integrate and implement diversity in an effective way.
Reimagining Family Theory
The goal of this project is to create a partnership with students to embed experiential learning in the redesign and development of the SOCI 415 course.
Redesign with knowledge users in mind: The healthcare quality improvement course in Pharmaceutical Sciences
The goal of this project is to re-design the PHRM 481 course in partnership with students to critically review and update course content as well as scrutinize and renew instructional assessment configurations.
Transforming the undergraduate geomatics learning experience for wicked problems in Forestry
The goal of this student-led project is to develop new Geographic Information Systems lab topics for teaching them in the Faculty of Forestry.
Amplifying learning in a fourth-year community experiential learning course: Implementation of innovative practical and theoretical activities
Land and Food Systems
The goal of this project is to critically review the learning objectives of the FNH 473 course from a student’s lens, to identify what is working well, which areas could be strengthened, and to define appropriate assessment tools.