Kristen Brooke



“A lot of work was involved in bringing this project to life. From the graduate student who developed the algorithm to the students who worked on the web system architecture and user interface, for this tool to come together so quickly and to such a high level of quality is incredible.”


FORMING EFFECTIVE TEAMS IS OFTEN MORE ART THAN SCIENCE, but a new tool by Dr. Bowen Hui and her team of students at UBC Okanagan is using data-driven solutions to revolutionize how instructors approach group work.  

Their tool, Teamable Analytics, helps instructors create balanced teams using an AI algorithm that matches self-reported student skills and attributes against characteristics identified by the instructor. Instructors can balance students based on factors that will give them the best opportunity to achieve learning outcomes and create a positive team environment.   

“I’m often asked for guidelines and advice on how to form effective teams, but the answer is different for everyone,” Hui explains. “Teamable Analytics allows instructors to decide what balance means to them in relation to their course, project requirements, or pedagogy.”  

Hui has seen the value of creating balanced teams firsthand as the instructor of an interdisciplinary course that brings together students from media studies, psychology, management, engineering, and computer science backgrounds. Teamable Analytics began as part of an ALT-2040 project exploring personalized learning in interdisciplinary courses. It became quickly apparent that the tool could have benefits beyond its initial application, and Hui enlisted the help of her students to support her vision.  

Though an algorithm didn’t bring their team together, Hui credits the complementary skill sets of her students with creating this remarkable tool. “A lot of work was involved in bringing this project to life. From the graduate student who developed the algorithm to the students who worked on the web system architecture and user interface, for this tool to come together so quickly and to such a high level of quality is incredible,” Hui shares. “I am so proud of all the students involved. It was their passion and dedication that made this project possible.”    

And their hard work is paying off. After a successful year that saw the team win the Best Demo Award at the International Learning Analytics and Knowledge Conference (LAK’22) and pilot their tool in seven classrooms of all sizes across UBC Vancouver and Okanagan, Hui has plans to expand their pilot project beyond UBC. “We want to continue piloting the tool to build a bigger user base and keep improving Teamable Analytics,” Hui says. “There was a lot of interest in the demo. Now we’re focusing on how we want to grow from here.”   

Hui already has some ideas about what the future might hold. “I want to provide deeper insights that will help faculty use their data from previous years to gain insights on what a balanced team means in their courses. Every year, every class is different, and it takes some trial and error to learn the best approach overall,” Hui says. “There are also opportunities to look at how Teamable Analytics can support student learning beyond academic success, such as looking at the overall health of the teams with respect to their mental health and wellness.”   

Meet Laura Prada

Role: Senior Manager, Academic Programs, Teaching and Learning

Laura Prada has worked in higher education for more than 12 years in student services and teaching and learning. In her current role, she supports academic programs and reviews in the Office of the Provost and Vice-President, Academic. Laura has degrees in both psychology and education, as well as a university teaching certificate, that inform her practices. She is passionate about sharing and collaborating with others to provide holistic support to academic units and educators at UBC Okanagan.

Please describe what you do in the Office of the Provost.

I support academic initiatives such as new program proposals, program evaluation, re-design of existing programs and campus-wide processes for quality assurance and enhancement. I collaborate with many other units on campus to do this work, including the Centre for Teaching and Learning (CTL), the Okanagan Planning and Institutional Research (OPAIR), and Finance.

What upcoming projects or current initiatives are you most excited about?

Within the Provost’s Office, I am most excited about supporting the quality assurance and enhancement work we committed to do after our first Quality Assurance Process Audit by the Ministry of Advanced Education and Skills Training in 2021. This will entail lots of great conversations, learning, and innovative ways to approach the work we do to continue offering excellent academic experiences for our students.

At a campus-wide level, I am most excited about the implementation of the ARIE (Anti-Racism and Inclusive Excellence) report recommendations for building a truly inclusive campus, free from racism.

What made you choose to work AT UBC Okanagan?

The land of the Okanagan Syilx Peoples made me choose UBC Okanagan. I am so appreciative of this land’s caretakers and knowledge holders and I strive to be a respectful uninvited guest and positive contributor to this beautiful place.

What’s your favourite Okanagan activity or spot and why?

Beach volleyball is one of the activities I tried for the first time in the Okanagan and I now enjoy it very much. Playing with friends while overlooking the mountains and Okanagan lake is such a gift!


Date: Thursday, December 1, 2022

Time: 11 am to 12:30 pm

Format: Virtual (zoom link sent to registrants one day before event)

Register Now


Facilitated by Dr. Anita Chaudhuri, UBC Okanagan’s Faculty Advisor on Academic Integrity, this panel session provides an opportunity to discuss issues of academic integrity across teaching and learning. It will include information about UBC Okanagan’s recently revised discipline for academic misconduct regulation and centralized supports and resources for addressing academic misconduct through an educative approach. This will be followed by a panel discussion that will introduce academic integrity in classrooms, connect academic integrity to discipline-specific concerns, and discuss strategies to perform/practice academic integrity to inform professional identity. Faculty, Teaching Assistants and students are encouraged to attend and participate in this conversation.

Speaker Bios

Anita Chaudhuri is an Assistant Professor of Teaching in the Department of English and Cultural Studies at the University of British Columbia – Okanagan (UBCO). Her research interest in the areas of identity construction of language learners, and their development in writing and communication have been published in TESOL Quarterly, BC TEAL Journal, Writing & Pedagogy, and as a chapter contribution in Affect, Embodiment, and Place in Critical Literacy: Assembling Theory and Practice. Her ALT-2040 funded project titled “Disciplinary Approaches to Academic Integrity” (2022) plans to inform training and education of students (faculty and administrators) at institutions of higher education. She was a member of the Academic Integrity Working Group (2020-21) at UBCO as well as the cross-campus group with UBC Vancouver colleagues and contributed to the content development of the Academic Integrity website and Canvas learning modules. She co-chairs the Academic Integrity Advisory Group at UBCO (2022-23 & 2021-22).


Laura Patterson is an Associate Professor of Teaching specializing in Technical and Professional Communication in the School of Engineering at UBC’s Okanagan campus and has been in her current position since 2007. She is dedicated to academic integrity and recently was the Lead of the Provost’s Academic Integrity Working Group from 2020-2021. She is currently the Chair of the School of Engineering’s Ethics and Academic Integrity Committee since she initiated it in 2017.


Tamara Ebl has over 20 years of experience teaching in higher education – over a decade of which has been with UBC (currently as Lecturer in the Faculty of Management at UBC’s Okanagan campus).  Tamara has engaged with thousands of students and shared teaching philosophies and pedagogical approaches with many colleagues, both at UBC and beyond. A self-proclaimed ‘Facilitator of Learning’, Tamara will share some of her approaches to promoting academic integrity awareness and practices in the classroom, including What she does, Why it matters, and the Impact she believes it makes.


Jacqueline Barnett

Jacqueline Barnett is a PhD Candidate with the Faculty of Science, a Learning Design Intern with the Centre for Teaching and Learning, and a seasoned teaching assistant.

The first cross-campus book club focused on academic integrity brought together eighteen participants, including students, faculty and staff, for inspiring conversations and learning centred on Cheating Academic Integrity: Lessons from 30 Years of Research, co-edited by David A. Rettinger and Tricia Bertram Gallant. Through virtual meetings, participants from both campuses met four times, including a meeting that welcomed one of the book’s editors in attendance. The book club was hosted by the Office of the Provost and Vice-President, Academic and funded in partnership with the Library. Thank you to all the participants for contributing to the ongoing dialogue around academic integrity at UBC.

Learn more about academic integrity

Find Academic integrity resources

New alumna and former undergraduate research ambassador Yuen Yee Leung dives into her lifelong curiosity for science

The young girl peered closely at a small green leaf in her hand—her scientific curiosity growing and blossoming like the plant. Little did she know that one day, she would travel across the world to satisfy that curiosity.

New Irving K. Barber Faculty of Science alumna and former undergraduate research ambassador Yuen Yee Leung developed an interest in science at an early age growing up in Ho Chi Minh City, Vietnam and Hong Kong. From dissecting plant leaves to building volcanoes as a child, Leung has always been curious about the world around her.

“Throughout school, I took science classes whenever I could,” Leung shares. “Biology was my main interest, but I also enjoyed chemistry and physics.”

Encouraged by her secondary school biology teacher, Leung served as the Biology Subject Ambassador in her program. “That was the beginning of my interest in helping other students,” she explains. “It was also my first experience having a mentor and someone outside my family really support me.”

Attending an international high school also encouraged her to think globally when planning her future. “I applied to universities across the globe, but what drew me to UBC Okanagan was the connected environment where I could grow as a person in a close-knit, nurturing community.”

Though she initially chose to major in Psychology, the trajectory of Leung’s education was forever changed after an Introduction to Microbiology course reignited her passion for biology, leading Leung to switch majors and pursue the Microbiology Honours program. Through her undergraduate courses, she gradually developed a deeper interest in biomedical science research.

In her second year, Leung participated in the Undergraduate Research Awards, completing a research project focusing on the oxidation of camptothecin backbone through the use of oxidative enzymes. This research earned her an International Undergraduate Research Award and inspired a deep love of research—which she continued to nurture in her Microbiology honours research focusing on working with plants that produce high-value chemicals. “Research drives me to go above and beyond and truly understand the practical applications of what I’m studying,” shared the recent alumna. “I also like the collaborative nature of research — you don’t just do research by yourself—you bounce ideas off your colleagues and talk to your supervisor about your ideas and hypotheses. Research encourages students to dive into their curiosities and take action.”

Her experience with the Undergraduate Research Awards led her to apply for the role of Undergraduate Research Ambassador. “It’s a service I would have loved when I started undergraduate research,” she says. “As a first-generation university student, I completely understand how daunting navigating life during university can be, so having support from university resources, friends, and colleagues is extremely important.”

UBC Okanagan’s Undergraduate Research Ambassadors assist undergraduate students to get involved in the many research opportunities available at the university. Despite participating in the program during a year that saw COVID-19 measures implemented across campus, Leung is proud of the work their team was able to accomplish and sees exciting opportunities for the program to continue developing and supporting student research in new ways. “Through my interactions with the students, I’ve seen that there is a lot of interest, but students don’t know where to start. Although COVID-19 made things more difficult, we were still able to reach students through our pop-up events and webinars. In the future, I would love to see networking events and opportunities for conversations about research, academics and literature—that will give faculty a better idea of what students are interested in and how they can recruit students and create more opportunities for collaboration.”

More than supporting the research and academic community, Leung looked for other ways to support her fellow students, serving to promote financial literacy with Enactus UBCO, as well as working to support educational equity both globally and locally through student-led non-profit club, Nourishing Futures. “Growing up, I witnessed people struggle due to societal barriers, leading me to become a passionate advocate for increased access to education. I’m grateful I was able to continue my passion in this area through Nourishing Futures and Enactus UBCO.”

Now that she’s an alumna, Leung plans to spend time working in a research laboratory and exploring Canada before pursuing further education. “Looking back on my experience at UBCO, I am extremely grateful for the friends I have made and the experiences I have had. They have all played a critical role in shaping who I am today and who I may be in the future.” As for her advice to undergraduate students interested in pursuing research? “Take the first step and reach out—talk about your interest in research, and from there, it will shape itself.”

Meet Michelle Lamberson

Role: Director, Flexible Learning Special Projects

Dr. Michelle N. Lamberson is the Director of Flexible Learning Special Projects in the Office of the Provost and Vice-President,  Academic at UBC’s Okanagan Campus. She provides strategic support to innovative teaching, learning and curriculum initiatives; her current focus areas include supporting the transition to online learning, coordinating UBCO’s career and personal education efforts, and managing UBCO’s ALT-2040 fund. Prior to joining UBCO’s Provost Office team in 2015, Michelle served in a variety of roles in the UBC Vancouver Provost Portfolio since 2002.


In many ways, the word “flexible” in my title says quite a bit about what I do, which has changed and transformed with new developments in teaching and learning in response to how the campus has evolved. As part of the Academic Operations and Services team led by Heather Berringer, my primary responsibilities are currently Continuing and Professional Education (CPE) and the Aspire-2040 Learning Transformations (ALT-2040) Fund. I’ve been with the Office of the Provost since 2015 and have had the opportunity to support strategic initiatives and projects at the intersection of teaching, learning and technology. Along the way, I’ve had the good fortune of working with many innovative faculty, students and staff. I have close ties with colleagues in the Centre for Teaching and Learning, the UBCO Library and UBCO IT. My work also involves collaborating with colleagues in similar portfolios on the Vancouver campus.


I am excited about building UBC Okanagan’s capacity to offer continuing and professional education (non-credit) courses and programs, supported by the Excellence Fund. I am fortunate to work on this project with two fantastic professionals, Vania Chan (Educational Consultant) and Laura Mabee (Support and Programming Analyst). The key challenge (and what makes it most interesting to us) is that the policies, systems, processes and services associated with non-credit education are not as well developed as credit education. To tackle this, we are taking a two-prong approach of supporting a set of micro-credential courses/programs while engaging more broadly with colleagues across UBC Okanagan and Vancouver to assess the ongoing structural needs of CPE. It’s quite a fast-moving project and keeps us on our toes!


I love working in a university – it’s such a dynamic environment, and the opportunity to support and contribute to peoples’ learning journeys is irresistible. I remember visiting the campus when it was first established in 2005. I was working at UBC Vancouver when I came to visit UBC Okanagan to consult with colleagues in the Centre for Teaching and Learning. I remember the remarkable energy in the Okanagan – with everyone contributing to make the goals and vision of the new campus a reality. When an opportunity arose to work here in 2015, I was excited. The people of UBC Okanagan are amazing. There is a small community feel, even though we are part of a larger organization. The community is close-knit and supportive. It is a young campus, constantly changing and growing, with opportunities to try new ideas and contribute to a positive learning environment.


The Okanagan is a world-class birding location, and I want to see every bird I can! I spend evenings and weekends in the summer (ok, year-round) wandering around backroads and hills throughout the valley. My favourite spots are Robert Lake, Beaver Lake Road and Rotary Marsh (Kelowna). When on campus, I’m often seen around the pond by EME with a camera in hand and binoculars around my neck.


UBC Okanagan students will have new opportunities to flourish in an increasingly interconnected environment with the proposed Bachelor of Arts Major in World Literatures and Intercultural Communication. Drawing on intercultural learning and international awareness fostered by the study of literature from a global perspective, this program will prepare graduates to meet the growing demand for intercultural communications across all industries.

Graduates of this program will gain:

  • Increased capacity to communicate across cultural differences
  • Written communication skills with knowledge and awareness of cultural context
  • Critical awareness of other cultures, and critical self-awareness with respect to their own culture
  • Ability to recognize and explain the importance of local territory, positionality and privilege in taking action towards reconciliation
  • Skills in active listening, critical thinking and judgement, complex problem solving, coordination and time management
  • and more!


Course Highlights

  • Introduction to Intercultural Communication  (Year 1)
  • Introduction to Decolonization: Indigenous Studies (Year 1)
  • Introduction to Management Thought and Social Responsibility (Year 1)
  • Introduction to World Literatures (Year 2)
  • Creative Communication and Engagement (Year 2)
  • Cross-cultural Travel Narratives (Year 3)
  • Indigenous Peoples United Nations and Global Issues (Year 4)
  • Community Service Learning (Year 4)


Provide a letter of support

Would your organization benefit from graduates with these skills? The Office of the Provost is collecting letters of support for the program from industry and businesses to complement the proposal for Ministry approval.

  • Could graduates with these skills make an impact in your workplace?
  • Would you hire these graduates if you had the funding?
  • What excites you the most about this program?

Download the Letter of Support Template


For questions or additional information, please contact:

Laura Prada
Senior Manager, Academic Programs, Teaching and Learning

Last winter, UBC Okanagan launched a campaign to collect unused iClicker remotes from students on campus. While the technology is no longer in use at UBC, there was an opportunity to collaborate with long-term institutional partner, the University for Development Studies (UDS) in Tamale, Ghana, to keep the technology in use. This summer, six classroom “kits” were shipped to UDS, including over 250 student-donated remotes and accompanying instructor remotes and base units to implement the technology. The two institutions plan to further collaborate on workshops that support clicker pedagogy and using student response systems as a means of engaging students effectively in courses.

This summer UBC Okanagan hosted a series of workshops for the Banff International Research Station (BIRS). The programs provide a unique opportunity for local graduate students and faculty members to interact with world leaders in mathematics, computer science, data science and statistics.

Most recently, the campus hosted a two-week summer school sponsored by the Mathematical Sciences Research Institute (MSRI) based at the University of California-Berkeley and BIRS, providing UBCO STEM graduate students direct access to world-class instruction in a current hot area of optimization– an opportunity only offered at the UBC Okanagan campus.

Led by BIRS-UBCO Site Coordinator Dr. John Braun, ten summer research workshops were held in a cross-section of STEM disciplines, bringing up to 20 researchers to the campus for five days to study and work together, presenting the latest developments in their areas.

The BIRS events hosted at UBC Okanagan also produce world ambassadors for the campus, with researchers returning to their home campuses with stories of their experiences here.

The Society for Teaching and Learning in Higher Education (STLHE) has opened the nomination process for the 2023 3M National Teaching Fellows, with an earlier deadline than in recent years (November 15th).

Recognizing that UBC Okanagan has many faculty members who are worthy of this prestigious recognition, faculty are strongly encouraged to support and encourage colleagues from their Faculty or School.  The award recognizes and rewards a faculty member who, in addition to being known for extraordinary teaching, is also active in promoting exemplary teaching in others.

Individuals self-nominate for this award, usually coordinated through their home academic unit. The Office of the Provost and Vice-President, Academic provides the institutional letter of support for inclusion in the nomination package. Applicants/Heads are invited to contact Brad Wuetherick, Associate Provost, Academic Programs, Teaching and Learning early in the nomination process for advice and feedback regarding nominations.

Completed nomination packages for Okanagan faculty members should be sent to the Office of the Provost and VP, Academic, Okanagan, by Friday, October 28th. Following sign-off by the Provost, the package will be returned to the Faculty/School to submit directly to the competition by the final deadline, November 15th, 2022.