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- AI as learning coach: project explores ChatGPT integration beyond plagiarism concerns
- Investigating the motivations and perceptions of undergraduate students using AI for assignments
- Faculty teaching confidence soars through peer observation program
- Research proves role plays work: evidence-based approach transforms history and labour studies teaching
- Welcome Kaitlyn Watson!
- Authentic learning transforms large epidemiology course: students find personal meaning in public health research
- Developing AI-resistant teaching through story-centered approach
Interactive, Engaged Discussion in History
Grant program: Teaching and Learning Development Grant (TLDG)
Grant recipient: Mary-Ellen Kelm, Department of History
Project team: Sheryl Guloy and Josh Regnier, research assistants
Timeframe: July 2011 to December 2011
Funding: $2960
Description: In spring 2011, a series of focus groups conducted by Josh Regnier, an undergraduate student in history, found that although undergraduate history students like the tutorial system at SFU, they often report less-than-satisfactory experiences with TA-led tutorials. For their part, teaching assistants report frustration with students’ apparent lack of engagement, preparedness, and willingness to participate in tutorial discussions.
This project proposes a three-part workshop series to help history TAs improve their skills in facilitating engaged discussion. The target of this intervention will be HIST 101: Canada to Confederation, a course that typically attracts 250–300 students.