Redesigning Large First-Year Classes to Help Students Thrive
Supporting students as they transition from high school to university by redesigning the way large, first year classes are offered.
Project Lead: Partnership between the Faculties of Science and Social Science
Project Status: In Progress
The transition from high school to university can be a stressful time for students, especially when it comes to adapting to large, lecture-based classes. The Redesigning Large First-Year Classes project aims to help support students in this transition in two of Western’s largest first year classes: Biology and Psychology.
The funding is allowing the project to incorporate engaged learning lab exercises in a small group format to help students engage with the material in a different way. As a supplement to lecture and readings, the learning labs help students to apply the concepts to retain the content more easily.
Another component is integrating mental health supports for students by training over 100 teaching assistants (TAs) in mental health ‘first aid’. Two-hour workshops are offered to TAs to help them be prepared to support first year students presenting with mental health challenges, particularly before or in lab sessions.
Funding is also expanding mentorship opportunities for students in these disciplines to help them navigate their programs and the university transition.
By creating a new system of structures to integrate mental health, engaged learning, and community into large first year classes, students will be better supported with the foundations that allow them to thrive.
In summary...
- Over 95 teaching assistants and mentors were trained to provide mental health ‘first aid’ via 2-hour workshops.
- Prior to providing mental health supports, 50% of biology students reported they felt well-assisted by the instructional team in their studies and exam preparation. This value increased to 74% after providing the supports. There were many examples where “at-risk” students were successfully connected to mental health services.
- 42% of psychology students surveyed agree the Learning Labs helped them understand the course content and 41% agree the Learning Labs motivated them to learn more about psychology.
- Students in Learning Labs enjoyed peer discussions, hands-on activities, group work and the opportunity to socialize with peers.
- Learning Lab content is being revised to be tied more closely to lecture content.
- Psychology will be introducing an upper-year mentor system, mirroring biology’s.
