- BioLEAP: Biology Learning Engagement and Assessment Platform
Description Students entering their first year of undergraduate biology have difficulty coping with the demands of undergraduate life sciences curriculum. Many do not understand how their current coursework and laboratory activities connect to other courses, ultimate learning goals as they progress through their undergraduate studies, and expected skill set outcomes. In part this is due to the nature […]
- Digital literacy and enriched learning: creating, curating and disseminating media rich learning modules
Description The pilot project will test the feasibility of a campus-wide initiative to assist instructors in the design and delivery of media assignments that can help students prepare their new knowledge for active use and dissemination through the creation, curation and promotion of course-based, media rich learning modules. Learning modules will be developed on topics including, […]
- Modernization of the undergraduate chemistry labs: integration of instrument data management into digital learning opportunities
“The LEAF funds are being used for equipment and personnel to connect analytical instruments to the network to make better use of student-generated spectral data by integration with online tools…” – Dr. Andrew Dicks Description This project is designed to promote students’ communication, collaborative, and analytical thinking skills, while better aligning their laboratory experience with […]
- T135Y Calculus — implementing computational assignments
Description Presently, first-year calculus courses in the Department of Mathematical and Computational Sciences (MCS) are delivered in a traditional format including assessment done through online/written assignments and supervised tests. As industry moves increasingly towards valuing computational methods over pen-and-paper computation, introducing numerical methods early will give our students an additional useful skill. This project will […]
- Scaling up of proactive online interactive support and accelerated academic English development using Vocabulary Expansion Accelerator (VEA) for English-language learners (ELL) and others with similar academic English needs
empower our students to self-train using their respective course readings and self-assess their vocabulary progress towards the goal of achieving competency in the 10,000 word family.
- Academic writing in first-year chemistry using peer-to-peer feedback: experiencing the process of research article submission
Description This project develops and assesses a writing assignment on an open-ended topic in two large first-year Chemistry courses (CHMA10 and CHMA11 [ around 2200 students per year]) using the PeerScholar platform. We will develop a number of resources to support teaching assistants and students on topics like how to give and receive feedback. This project will primarily support the […]
- Assignments across disciplines: a digital assessment resource and community of practice
The aim of this project is to create a community of practice (CoP) focused on assignment design that will build and sustain an open-access educational online resource to support student writing across the disciplines.
- Helping U of T students through proactive coaching
LEAF funding helped support a 5 year effort to better support first year Economics students in their academic achievement through proactive coaching.
- The Virtual Mystery Project (phase 2): the Virtual Mystery custom web tool
The Virtual Mystery (VM) project is an online hybridized problem-based learning (PBL) teaching tool that self-releases weekly clues with images to engage small student groups in collaborative active learning within large courses.
- Using virtual reality to teach large-enrolment environmental science classes
[Virtual Reality]…offer[s] online learning opportunities…to preserve and improve upon the high-quality experiential learning experience. – Dr. Nicholas Eyles Description Growing enrollment has made it very difficult to maintain the crucially important hands-on experiential learning required for environmental science courses. Traditional laboratory and field exercises cannot accommodate the logistical and accessibility demands created by large diverse […]