supporting student wellbeing at ubc - ubc...
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Research MethodsExploring teaching practices that promote student wellbeing
SUPPORTING STUDENT WELLBEING AT UBC
*Undergraduate Experiences Survey
conducted in February 2015
20 1 5 U E S*S U RV E Y
U E S 201 6S U RV E Y
U E SDATA
A N A LYS I SDATA
A N A LYS I S
P R E LI M I N A RY DATA
A N A LYS I S
FA L L T E R M I N ST R U C TO RI NT E RV I E WS
WINTER TERMI N ST R U C TO RI NT E RV I E WS
WINTE R TE RM STUDE NT
FOCUS GROUPS
FA L L T E R MST U D E NT
FOCUS GROUPS
We gratefully acknowledge the financial support for this project provided by UBC Vancouver students via the Teaching and Learning Enhancement Fund
blogs.ubc.ca/teachingandwellbeing
Our research question:Research shows that e�ective teaching supports student learning and that wellbeing supports student learning. Our question was: how do instructional practices a�ect student wellbeing?
*Undergraduate Experience Survey 2016.
The Identifying the influence of teaching practices on undergraduate students’ mental health and wellbeing project explored which teaching practices best support student wellbeing and e�ective student learning.
Studies have indicated that good mental health and wellbeing enhances a student’s ability to learn. Evidence also shows that di�erent teaching practices a�ect student learning outcomes. The Identifying the influence of teaching practices on undergraduate students’ mental health and wellbeing project explored which teaching practices best support student wellbeing and e�ective student learning.
1 3Students are motivated to learn and feel they are learning successfully 2 Students feel connected
to their peers and instructors
Instructors recognize that the students’ experience extends beyond academics
E F F E C T I V ET E A C H I N G
S T R AT E G I E S
B E L O N G I N G& S O C I A L
I N C L U S I O N
S U P P O R T F O R T H E W H O L E
S T U D E N T
STUDENT WELLBEING IS IMPROVED THROUGH
STUDENTLEARNING?
STUDENTWELLBEING
TEACHING PRACTICES
Did you know?UBC students indicate that their academic performance is negatively a�ected by*:
CO L D/ F LU/S O R E T H R OAT
I N T E R N E T U S E /G A M E S/ V I D E O S
S T R E S S A N X I E T Y S L E E PD I F F I C U LT I E S
Helping students find value in the subject matter
Helping students find value in the learning process
Structuring the course e�ectively
Delivering the material e�ectively
Supporting learning outside the classroom
Recognizing that students have lives outside academics
Openly discuss wellbeing-related topics
Creating a safe classroom environment
Fostering instructor-student relationship
Fostering peer-to-peer relationships
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