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The seminar delivers an enriched, small-class learning experience that supports students transitioning to university life. SCIE113 targets cross-disciplinary skills including constructing evidence-based arguments, thinking like a scientist, and communicating science through writing. Students practice scientific argumentation via case studies, readings, media and article examinations, reflections, writing, peer review, and feedback. The course is guided by instructional design best practices and ongoing research using validated assessment tools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enriching-educational-experiences-through-ubcs-first-year-seminar-in-science-scie113-feature-article/598718/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enriching-educational-experiences-through-ubcs-first-year-seminar-in-science-scie113-feature-article/598718.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What overall skills does SCIE113 aim to develop for first-year science students?","Question",{"text":112,"@type":113},"SCIE113 introduces skills that cross disciplinary boundaries, including building evidence-based arguments, communicating effectively, defining and discussing elements of a scientific approach, and learning to communicate science through writing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students learn scientific argumentation and improve writing in SCIE113?",{"text":117,"@type":113},"Students participate in interactive and collaborative in-class and out-of-class activities such as case studies, targeted readings, and examinations of media and scientific articles, alongside reflections, in-class writing, peer review, and discussions focused on writing fundamentals.",{"name":119,"@type":110,"acceptedAnswer":120},"How is collaboration integrated into the design and delivery of the seminar?",{"text":121,"@type":113},"SCIE113 developed through a sustained cycle involving faculty, administrators, educational support staff, and later students, with regular meetings to exchange ideas, support reflective practice, and incorporate evolving research and feedback into course development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598718,1792166559,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","2013 Alan Blizzard Award Feature Article  \nEnriching Educational Experiences through UBC’s First Year Seminar in Science (SCIE113)  \nJoanne Fox 1,2,10, Gülnur Birol 3,10, Andrea Han 4, Alice Cassidy 10, Ashley Welsh 5,9, Joanne Nakonechny 3,10, Jim Berger 6,10, Simon Peacock 7,10 and Lacey Samuels 8,10 .  \n1Michael Smith Laboratories, 2Microbiology and Immunology, 3 Science Centre for Learning and Teaching, 4Centre for Teaching, Learning and Technology, 5Curriculum and Pedagogy, 6Zoology, 7Earth, Ocean and Atmospheric Sciences, 8Botany, 9Faculty of Education, and 10Faculty of Science, University of British Columbia.  \nFront: Simon Peacock, Lacey Samuels, Jim Berger, and Joanne Fox Back: Alice Cassidy, Andrea Han, Ashley Welsh, and Gülnur Birol Missing: Joanne Nakonechny  \nAbstract  \nThe First Year Seminar in Science (SCIE113) was developed during 2009/2010 academic year through an exemplary collaboration between faculty, administrators and educational support staff in the Faculty of Science at the University of British Columbia (UBC). SCIE113 reflects the vision and values of the Faculty of Science and UBC by offering an enriched educational experience to its first year students. The small class format provides students an intimate connection with faculty, an opportunity for significant engagement early in their academic careers, and helps with transitioning to the university environment.  \nThe overall goal of SCIE113 is to introduce skills that cross disciplinary boundaries and that every scientist and student in science must master: how to constructively build an evidencebased argument and how to communicate effectively. The overarching course goals are to define and discuss the elements of a scientific approach, to think like a scientist, and to communicate science through writing. SCIE113 fosters the development of authentic scientific scholars through the construction, integration, and use of argumentation skills and through an exploration of science as a way of knowing using a collaborative class environment.  \nSCIE113 engages students in interactive and collaborative activities and promotes learning of scientific argumentation and writing skills.  \nIn-class and out-of-class activities allow students to frequently discuss, debate, and defend their views of science. Specific learning activities such as case studies, targeted readings, and examinations of media and scientific articles allow students to evaluate the validity of scientific claims and to construct a scientific argument. Meanwhile, activities such as reflections, in-class writing, peer review, and discussions on the fundamentals of writing help students to improve their writing skills which are assessed by three short essays and a term project. The guided peer review process, which fosters collaboration, enables students to provide expert-like feedback to their peers. Faculty and TA feedback completes the review process.  \nSCIE113 is an exemplary model of collaboration and is guided by best practices in instructional design.  \nSCIE113 is a model of collaborative course design and instruction with a large, multidisciplinary teaching team. The design of SCIE113 is guided by best practices and continues to evolve in response to emerging research. The teaching team consists of faculty and teaching assistants from 14 different departments, representing four Faculties, with a wide range of expertise and experience in fostering student learning. The teaching team meets bi-weekly to cultivate reflective practice and to support faculty in their professional development for teaching this writing intensive course.  \nSCIE113 is informed by the scholarship of teaching and learning.  \nSCIE113 is informed by comprehensive research that is incorporated into course design and implementation and utilizes validated assessment tools. Frequent feedback from students and faculty, and measures of perceived and actual learning gains, ensure successful course implementation and promot","cbCaieCJ2jjWko7u","https://ap.wps.com/l/cbCaieCJ2jjWko7u","pdf",17467327,18,"English","# Abstract\n## Educational purpose and course goals\n## Learning activities and assessment\n## Collaboration model and development cycle\n## Project description","[{\"question\":\"What overall skills does SCIE113 aim to develop for first-year science students?\",\"answer\":\"SCIE113 introduces skills that cross disciplinary boundaries, including building evidence-based arguments, communicating effectively, defining and discussing elements of a scientific approach, and learning to communicate science through writing.\"},{\"question\":\"How do students learn scientific argumentation and improve writing in SCIE113?\",\"answer\":\"Students participate in interactive and collaborative in-class and out-of-class activities such as case studies, targeted readings, and examinations of media and scientific articles, alongside reflections, in-class writing, peer review, and discussions focused on writing fundamentals.\"},{\"question\":\"How is collaboration integrated into the design and delivery of the seminar?\",\"answer\":\"SCIE113 developed through a sustained cycle involving faculty, administrators, educational support staff, and later students, with regular meetings to exchange ideas, support reflective practice, and incorporate evolving research and feedback into course development.\"}]","Enriching Educational Experiences through UBC’s First Year Seminar in Science (SCIE113) - Feature Article | PDF",1792087452,45]