Teaching Practices and University Student Well-being: An Outcome Evaluation
Authors: Serena Hurvitz, Negah Mortazavi, Dr. Tal Jarus & Michael Lee
Introduction. Student mental health is an increasing concern on university campuses in Canada, which can greatly impact the occupation of learning. Different teaching practices can result in various learning outcomes. However, there is a gap in literature regarding the impact of teaching practices on student well-being. Our previous studies identified teaching strategies that promote student well-being by surveying thousands of UBC students in 2015-2016. Using the data collected from these students, we designed knowledge translation events on specific teaching practices that promote student mental health and well-being. These events were shared with UBC instructors in the form of symposiums, workshops, and poster presentations. Objective. This quantitative study will describe how increasing awareness on teaching practices that promote university student well-being among the teaching community are the seeds of change for enhancing wellness and learning outcomes. Method. Five student wellness promotion knowledge translation events were presented to UBC instructors from various faculties. This project evaluated the effectiveness of these events by asking instructors to report before and after on their perceptions of their own knowledge, skills, and sense of responsibility around supporting student well-being. Conclusions. The findings of this study suggest that instructors’ awareness regarding teaching practices that enhance student wellbeing is improved after participation in a KT event. This project will help promote student well-being through raising awareness on teaching practices that facilitate learning as an enriching occupation.