Project Team
Jennifer Yessis, School of Public Health Sciences
Katherine Lithgow, Centre for Teaching Excellence
Narveen Jandu, School of Public Health Sciences
Nada El-Abbar, School of Public Health Sciences (Research Assistant)
Project Summary
Using qualitative methods, this study will explore the extent to which the addition of the SLICC model enhances students’ ability to recognize and articulate the transferable skills they develop while completing the MPH Capstone course. In this course, student teams partner with a client to identify a project and deliverable that is of mutual interest. To help students recognize the transferable and lifelong learning skills they are developing, we will integrate the SLICC model. Using the SLICC framework, students identify what they need to do to achieve three prescribed learning outcomes thereby taking ownership for their learning. In addition, students complete reflections to examine their learning processes. We will compare the 2022 SLICC student responses with those of the 2021 non-SLICC cohort to assess whether the addition of the SLICC framework impacted students’ ability to articulate and plan for their learning.
References
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