1. Help. I’m drowning and I’m not learning anything - More is not better
SLIDE 1 – Leslie to introduce topic and presenters
VIU BSN Partnership for Student Learning Initiative
BSN Students:  Jesi Davis, Kate Lovejoy, Jessica Sadlemyer, Lee Windecker
BSN Faculty:  Mary Anne Moloney, Leslie Sundby, Carla Tilley
BSN Partnership Initiative 2016/17
Conference Presentation_May2017

2. Who are we? Our 2016/17 Team Year 1 Year 2 Year 3 Year 4
Jasmine Ashmore
Tiah Skutnik
Miranda Hendrickson
Jessica Sadlemyer
Jesi Davis
Kristin Miller
Year 2
Jeanette Wieringa
Victoria Treacy
Louise Lauzon
Year 3
Mychaela McGifford
Tanys Latham
Lee Windecker
Megan Brooke
Year 4
Kate Lovejoy
Christina Heinrich
Mira de Vos
SLIDE 2 – Leslie will continue and provide a brief overview of the BSN Partnership for Student Learning Initiative
BSN Partnership for Student Learning – formed in Fall 2015 as a result of one of the recommendations from CASN (Canadian Association of Schools of Nursing) Accreditation that we needed to explore new & different ways to engage students in our BSN program
Purpose of Partnership: BSN students, BSN faculty and Centre for Innovation & Excellence in Learning (CIEL) working together as a collaborative team to find new ways to engage students, achieve deep learning and design solutions to identified learning challenges in the BSN program
Faculty participants: Mary Anne Maloney, Brenda Lane, Marti Harder, Carla Tilley, Leslie Sundby, Piera Jung, Margaret Huml
BSN Partnership Initiative 2016/17
Conference Presentation_May2017

3. As a team, we are Inquiring Designing Piloting Sharing Connecting
SLIDE 3 – Lee to introduce the focus of our work as a team.
Inquiring: What challenges do students & faculty experience? How might we respond to these?
Designing: Developing specific engagements & strategies in response to students’ challenges & foster opportunities for helping them learn how to learn
Piloting: Implementing new activities in current courses.
Sharing: Transferring knowledge & expertise across years of the program
Connecting: Applying our learning to make better connections within courses, between courses & throughout the program.
BSN Partnership Initiative 2016/17
Conference Presentation_May2017

4. Disconnect between our “want” and the “reality”
What we think
What we found out
SLIDE 4 – CARLA AND JESSICA TO INTRODUCE. At our BSN Partnership meetings, the topic of student workload and adequate preparation for class and practice arose frequently.
At a BSN faculty retreat, faculty examined (our perception of) student workload in each semester of the BSN program. This included students prepping for classes, exams and practice, as well as completing course readings.
BSN faculty explored new ways of teaching and learning in order to achieve deep learning and academic success. One focus has been on evaluation strategies and student workload.
BSN Partnership Initiative 2016/17
Conference Presentation_May2017

5. Workshop Outline We are going to simulate our experience
1. Review your own Course Outline
2. Estimate your students’ workload
3. Discussion – strategies for time, energy and deeper learning
SLIDE 5 – CARLA & JESSICA TO PRESENT OVERVIEW
BSN Partnership Initiative 2016/17
Conference Presentation_May2017

6. Let’s get started … STEP 1
Refer to your own Course Outline/Syllabus, or think about a course that you teach frequently
How much time do students spend in pre-reading/prepping for class each week?
Record your answers
STEP 2
Now do an assessment of student learning
How much time do students spend on assignments, studying for quizzes exams, etc.?
Is there a variety of assessments?
Record your answers
SLIDE 6 – MARY ANNE & KATE, JESI, LEE, JESSICA TO INTRODUCE ACTIVITY - Participants work in groups (?size of groups?) This slide will stay up while participants engage in the activity
Encourage discussion within groups. Circulate through groups to engage, and clarify as needed 15 mins or until done
BSN Partnership Initiative 2016/17
Conference Presentation_May2017

7. Now just take a moment to think about this
Collectively – if your students are carrying 3 – 5 courses what is their workload for each week?
SLIDE 7 – MARY ANNE & KATE, JESI, LEE, JESSICA
Combine your weeks. Encourage discussion within groups. Circulate through groups to engage, and clarify as needed 15 mins or until done
BSN Partnership Initiative 2016/17
Conference Presentation_May2017

8. Adding it all up!
How many hours do students spend on your course per week?
Are their peak periods?
Is there a variety of assessments
Other trends?
Record answers
SLIDE 8 – MARY ANNE & KATE, JESI, LEE, JESSICA
BSN Partnership Initiative 2016/17
Conference Presentation_May2017

9. Let’s hear from the students!
Students: “Please track your time”
Data collected weekly
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Any guesses?
SLIDE 9 – KATE, JESI, LEE, JESSICA BSN faculty completed the same exercise you’ve just done at their summer retreat in Following this, they presented their work to the BSN Partnership committee. Students kindly suggested that the hours recorded might not be an accurate representation of time they actually spend on their school work
BSN Partnership Initiative 2016/17
Conference Presentation_May2017

10. Students Actual Time!
SLIDE 10 – KATE, JESI, LEE, JESSICA In order to find out an accurate representation of time, it was decided that we needed to hear from the students. How much time to they really spend on their workload in our program?
A brief weekly online survey is ed to all students to track number of hours spent each week.
Data is still being collected, but early results suggest that faculty underestimated the time that students spend on their schoolwork.
Direct participants to posters on the walls to see comparisons
BSN Partnership Initiative 2016/17
Conference Presentation_May2017

11. Let’s take an even closer look
SLIDE 11 – KATE, JESI, LEE, JESSICA - this slide is just to demonstrate the visual differences – the top graph is faculty assumptions – the bottom graph is students reality
BSN Partnership Initiative 2016/17_Conference Presentation_May2017

12. Are you surprised? Consider your course again….
Is less more? Are all the assignments necessary? Do they foster deeper learning? Are they meaningful to students?
Is it possible to reduce workload for faculty and students, yet still achieve the deep learning outcomes?
What can be changed in your courses to create rigorous, but less strenuous assessments?
SLIDE 12 – MARY ANNE & KATE, JESI, LEE, JESSICA - BSN faculty was interested at the results from their students.
Let’s transition back now to your course, and the number of hours your students spend….did the number of hours/week surprise you?
BSN Partnership Initiative 2016/17
Conference Presentation_May2017

13. In summary
SLIDE 13 – LESLIE – Leslie to provide a summary of the project.
Plug for grad attributes
Initiate discussions within your faculty
Engage with inquiry with students
Faculty and students talk about their experience with BSN partnership
BSN Partnership Initiative 2016/17
Conference Presentation_May2017