ÌìÃÀmvÌìÃÀ

Open Educational Resources & Practices (OERP) (2024-2026)

In partnership with the ÌìÃÀmvÌìÃÀ Library, LEAP conducted a mixed-methods study to examine the use and impact of Open Educational Resources and Practices (OERP) at ÌìÃÀmvÌìÃÀ. The student-focused phase (2026) combined survey data and focus groups to explore how students engage with OER, the benefits and barriers they experience, and how OER availability shapes course selection and learning.

This work builds on an earlier instructor survey (2024), which examined the adoption of OERP, including patterns of use, perceived value, and areas where additional support is needed. Together, these studies provide a multi-perspective view of OERP at ÌìÃÀmvÌìÃÀ and inform ongoing institutional efforts to support accessible and affordable learning materials.

Learning Spaces: Instructor Consultation (2025)

In collaboration with the Space Utilization and Planning Advisory Committee (SUPAC), LEAP conducted consultations with instructors who were teaching medium (30 to 50 students) and large (100+ students) classes in 2025 to understand how current learning spaces support, or constrain, teaching practices.

The consultation explored classroom design, technology, and instructional needs, and identified recurring challenges such as unreliable infrastructure, limited space, and constraints on active teaching approaches. Findings are intended to inform future learning space planning and investment decisions at ÌìÃÀmvÌìÃÀ.

Final Examination Scheduling (2025)

This report was prepared for the Senate Committee on Undergraduate Teaching and Learning (SCUTL) in response to ongoing concerns about the efficiency and evolving practices of final exam scheduling at ÌìÃÀmvÌìÃÀ. The analysis includes data from Spring 2018 to Spring 2025, comparisons with practices at other universities, and recommendations for improving ÌìÃÀmvÌìÃÀ’s exam scheduling process.

There was no clear pattern of in-person examinations being 'frontloaded'—that is, occurring more frequently at the beginning of the final examination period. 

Class Size Trends for Selected Undergraduate Courses (2018-2024) Report (2024)

This report summarizes information about class size trends between the academic years 2018–19 to 2023–24, including only the following faculties and departments: Faculty of Applied Science (FAS), Beedie School of Business (BUS), Faculty of Education (EDUC), Faculty of Science (SCI), Biomedical Physiology and Kinesiology (BPK), Criminology (CRIM), and English (ENGL). 

The analysis compares class sizes across disciplines and delivery modes, providing a targeted view of how instructional scale has evolved over time within specific academic areas.

Blended Learning Assessment (BLA) (2022)

In Spring 2022, ÌìÃÀmvÌìÃÀ piloted blended courses, a new format combining in-person and online instruction to provide greater flexibility. To gather feedback on this new model, LEAP conducted the Blended Learning Assessment (BLA) survey. This two-part survey captured instructors' experiences before the term began and collected feedback from students, teaching assistants, and instructors at the end of the semester. The survey results provided key insights into the benefits and challenges of the blended course format from the perspectives of all three groups.

Learning Experience Transition Survey (LETS) (2021)

To prepare for the transition from fully-remote learning to more in-person classes starting in Fall 2021, LEAP launched the Learning Experiences Transition Survey (LETS) to capture student perspectives. The survey, which reached both undergraduate and graduate students, was designed to understand their views on returning to campus and to identify successful elements of remote learning that should be continued. Among other topics, the survey explored student preferences on synchronous versus asynchronous learning, which course activities should be held online or in person, and which course components they found most valuable during the remote learning period.

Student Online Learning Experiences (SOLE) Survey (2020)

In March 2020, ÌìÃÀmvÌìÃÀ transitioned to remote learning due to the COVID-19 pandemic. To help instructors prepare for this new environment, LEAP conducted the Student OnLine Experiences (SOLE) survey. This project gathered direct student feedback on what was working well and what could be improved. The resulting report highlighted successful teaching practices, identified areas where students were struggling, and offered insights to help instructors refine their teaching plans.

General Education Curriculum Review (GECR) (2020-2023)

As part of ÌìÃÀmvÌìÃÀ's General Education Curriculum Review, LEAP consulted with ÌìÃÀmvÌìÃÀ faculty members, advisors, and the library. This comprehensive analysis evaluated how well the Writing, Quantitative, and Breadth (WQB) course model meets the university's curricular and student experience goals. The review also assessed the support systems available to students, instructors, and staff to ensure student success in meeting these general education requirements. The findings informed the recommendations of the General Education Curriculum Review Committee, which were subsequently approved by Senate in 2023 (S.23-48).