Beyond the gateway: measuring course impact via reflection in a student-centred introductory course

Instructors of Level I undergraduate “gateway” courses hope that their students build useful skills and practices. A new course at our institution, designed with student input (within a students-as-partners model), aimed to form incoming students’ perception of what it means to study in the Faculty of Science. Our study was designed to go beyond the usual institutional evaluations by investigating whether the course is substantially useful to …