Ranita Ghosh DastidarImplementing active learning by stimulating critical thinking and

having targeted research goals in a lab

Rita Egekenze, Raul F. Garcia-Sanchez Use of Recorded Lessons for Reinforcement in a General Chemistry

Laboratory Course

Julie PlasenciaEnhancing cultural competency skills in dietetics/nutrition students

John Haughery, Mike Thornton, Matt Harvey, Sai Ramaswamy

Analysis Of Perceived Effectiveness Of Asynchronous Course Modules In Learning Statistical Process Control

4

AGENDA: BREAKOUT ROOM #4

Implementing active learning by stimulating critical thinking and having targeted research

goals in a lab

Ranita Ghosh Dastidar

University of California, San DiegoBiomedical Sciences

Can provision of detailed information on a biology project improve student performance

by enhancing their critical thinking?

• Instructor – Postdoctoral Scholar working in a Biology Lab[No Course being taught; No formal classroom setting]

1. A study on the practice of biology lab-based and NIH/NSF funded research project where no more than two or three students can work. However, biological techniques being used will be repeated more than once to gather statistically significant data in the same manner as data is collected in any biology research project.

2. Additionally, volunteer students in simulation lab will perform in pre- and post-survey to increase the database.

• Resources – Ready (Cell line and equipments)Study duration – 12-14 weeks during Fall 2015

Questions from the Audience

MethodologyActivities for Students in Lab and Simulation Lab

• Phase 1: Pre-survey Questions – Combination of basic biology questions and critical technique/experimental questions to categorize beginner (B) Vs experienced (E) student.

• Phase 2: Lab Students –

Literature on basic techniques will be provided. One student gets additional literature on the specific protein being studied and called informed student (IS) Vs the other student called as uninformed student (UIS).

Experiments to check protein and RNA expressions in a cell line under different chemical treatment conditions. Repeated at least thrice and in triplicates each time for statistically significant data. Timeline defines targeted goal.Simulation Lab Students – Categorize into IS and UIS and provide them with results from lab students to analyze and comment.

• Phase 3: Post-survey Questions – To get feedback on project learning efficacy methods as provided to the students and any suggestions that they might have.

• Evaluation: Students will be judged/scored based on their performance and/or analysis. This will not affect their grades but will give feedback on critical thinking and its effect on active learning on accomplishing targeted goals.

Questions from the Audience

Use of Recorded Lessons for Reinforcement in a General

Chemistry Laboratory Course

Rita EgekenzeDepartment of Chemistry, Howard University

Raul F. Garcia-SanchezDepartment of Physics & Astronomy, Howard

University

Description of Intervention and Timeline

• You may consider adding information here such as the course in which you are performing your intervention (what discipline? How many students? Are you a TA?)

• The first three laboratories (1-3) will serve as the control data.• In Labs (4-7), the session will be recorded live in class as Ms. Egekenze

explains the laboratory theory and the video will then be made available in Blackboard and Youtube.

• The final three laboratories will not require students to attend an actual lab and as such no lessons will be recorded for those. As such, it will be used as a measurement against student experience as they go through more labs.

Questions from the Audience

Description of Methods

• Students will be evaluated based on their lab report scores through each one of the labs where the videos were available and when they were not.

• We can survey the students at the end of the course to see how many found the videos useful and if they even watched them in the first place.

• Question 1: Does the availability of recorded lessons improve students’ ability to better understand laboratory sessions?

• Question 2: What method of dissemination best serves to get the most views?

Questions from the Audience

Assessment of Skills in Cultural Sensitivity Regarding Religious

Influence on Diet

Julie Plasencia, MS, RDMentor: Lorraine Weatherspoon, PhD,

RD

Michigan State UniversityDepartment of Food Science and Human Nutrition

Description of Intervention and Timeline

• Prior TAR showed that least common response to question regarding cultural considerations in medical nutrition therapy counseling was religion (Plasencia, 2014)

• Course: HNF 406 Global Foods and Culture, Spring 2015– Predominantly Jr. and Sr. level, n= ~120– Graduate TA– 2 Religion Lecture Periods weeks 3 & 4

• Proposed Intervention: – Cooperative Learning (vs. traditional lecture)

• Groups of 4 students (each will learn one assigned religion before class)

Questions from the Audience

Description of Methods

• Objective: To determine how cooperative learning in undergraduate nutrition and dietetics course enhances application of cultural competency related concepts in nutrition

Questions from the Audience

• Formative Assessments– Pre-test & Post-test (graded for

participation: ✓-, ✓, ✓+) • Pre-test at end of class period before

Religion Lecture• Post-test at end of guest speaker class• Name 3 ways in which an individual’s

religion can influence their diet.• Name the two religions, describe the

concept/influence on diet, and how this concept/influence on diet is similar or different for the two religions.

• Summative Assessment – In-class activity

• Score card of other group members– Grades of religion questions on exam

vs all other topics

YOUR QUESTIONS(please type here on whiteboard)

TAR PROJECTS4

Ranita Ghosh DastidarImplementing active learning by stimulating critical thinking and having targeted research goals in a lab

Rita EgekenzeRaul F. Garcia-SanchezUse of Recorded Lessons for Reinforcement in a General Chemistry Laboratory Course

Julie PlasenciaEnhancing cultural competency skills in dietetics/nutrition students

John Haughery, Mike Thornton, Matt Harvey, Sai RamaswamyAnalysis Of Perceived Effectiveness Of Asynchronous Course Modules In Learning Statistical Process Control