We are pleased to share that the following projects, representing 5 academic schools, have been approved for the 2024-2025 academic year:

College student success & retention strategies

Nathan Wilson, Claire McCormack, Amy Derdall, David Swerdfeger, & Angela Wood, LS

This project measures the impact of initiatives aimed at reducing attrition and bolstering student satisfaction in General Arts and Science. These initiatives are in their second year, and this year along with the cohort-enhancing activities, student perceptions will be measured using student surveys to determine student motivation and “stick-to-ititiveness”.

Empowering success: Transformative assessments in Business Education

Corey Gill, Anne Donnellan, & Elisabeth Schoep, BUS

The purpose of this project is to determine whether adapting assessments away from memory-based to a variable assessment approach can ease the transition into the college environment, prepare students for the workplace, and reduce the stress felt by first semester students. These variable assessments focus on key concept application and the use of resources that would be available in the working world.

Teaching post-Covid learners in the college environment

Keri Semenko, Susan Teengs, & Dr. Erin Dancey, HS

This project will use a mixed methods study to collect data from various perspectives within the college to assess if/where there are gaps between the institutional approach to learning and students' perceptions of their needs following the disruption of COVID-19. Key requirements to maintain student engagement and promote student success while also meeting the needs of employers and satisfying faculty requirements will be investigated.

A MAD General Education proposal: A cross-departmental collaborative student assignment

Robert Savelle & Edin Ibric, MAD/LS

This project is a collaboration between a General Education course and Media Art and Design course allowing students to experience cross-discipline collaboration through an overlapping assessment. The goal is that, while evaluated separately, the assessment would bring together diverse themes and topics into a creative and cohesive document. The goal is for this type of initiative to enhance student enthusiasm and their appreciation of the value of durable and transferable skill sets emphasized in General Education courses.

Bridging the understanding gap: How cross-functional collaboration enhances business performance and learning in higher education

Jonathan Carrigan, Heather Milburn, & Dawn Salter, BUS/SCS/MAD

This project aims at investigating the factors that contribute to effective cross-functional collaboration. Using a mixed-method approach, the findings will inform how cross-functional collaboration impacts employee performance and learning in business contexts. The findings will also inform future curriculum development for MGMT 3211: Cross-Functional Collaboration, a course that will equip students in the faculties of Business, SEIT, and MAD with the knowledge and skills needed to collaborate effectively.

Closing the feedback loop: Automated assessment for coding education

Kyle Chapman, SEIT

This project will investigate the impact of using CodeGrade, an automated assessment and feedback tool, on student learning and progress in a foundational computer programming course. This study aims to determine the effectiveness of automated feedback in improving student engagement and positive perception of introductory computer programming, reducing student barriers to success and ultimately reduce attrition.

Recently Completed SoTL Projects

Completed SoTL projects have made valuable contributions to the body of knowledge in their respective areas. Results were shared during DC’s Fall Academic PD Day in their respective years, and some have been submitted for publication and/or presentation at conferences and symposia provincially, nationally, and globally. We invite you to engage with the valuable outcomes of this research by clicking on the titles to see project descriptions and poster presentation links.

Self-reported preferences of flexible deadlines by Durham College students

Michelle Rivers & Dr. Lynne N. Kennette, LS

This project aims to determine whether flexible deadlines on course assessments are preferred by students. Various flexible deadlines have been introduced in three courses in the faculty, but student acceptance and preference of the types of flexible assignments has not yet been examined. Using a student survey, experience with flexible deadlines, as well as perceived benefits and drawbacks will be examined to inform future assessment structure in these courses.

Quantifying learning over time in a COMM course

Catherine Patterson, Christine Conacher, & Dr. Lynne N. Kennette, LS

This project aims to determine whether pre and post-tests in a communications course show student learning over the semester. The two tests have been previously utilized in the course, but the scores have not yet been compared. By analyzing the results, the aim is to determine whether student learning is occurring, which will help inform what changes could be made to the tests and in the course to improve student communication skills.

Testing online vs. in person: Does it affect test scores?

Amanda Cappon & Dr. Lynne N. Kennette, LS

This project aims to understand whether online tests impact performance with respect to increasing equity and inclusion while decreasing test anxiety.

Is there a role for AI in durable skills development: An investigation of student perceptions

Morgan Chapman, Dr. Lynne N. Kennette, Clayton Rhodes, Nathan Wilson, & Alanna Szewczyk, LS

This project aims to bridge the gap between the use of GenAI on student learning. Using an online survey, student’s perceptions of AI tools for education will be examined to determine their perceived value. Specifically, it will examine perceptions around developing certain durable skills and to transfer of these skills into practical contexts for use in their future careers. The information gathered aims to help better inform GenAI use at DC.

Nutrition education’s impact on student wellness and nutrition literacy at Durham College

Dr. Erin Dancey, Dr. Asila Halilovic, & Sylvia Emmorey, HS

The aim of this project is to examine the influence of nutrition curriculum on dietary habits, nutrition knowledge, food security, attention, and wellness in domestic and international students. Using a student survey at the beginning and end of the course along with grades analysis, trends between the two surveys are compared to grades as a measure of the curriculum on nutritional literacy.