USG SoTL Fellows from UGA
Ann Massey (2018-2019)
Senior Lecturer, Department of Cellular Biology, Division of Biological Sciences
Research Questions and Hypothesis
What elements of “flipped” classroom learning should be included in laboratory exercises to enhance learning?
Does “flipping” lab content result in improved student mastery of physiological concepts and student satisfaction?
My hypothesis is that when a “flipped” learning structure (flexible, pre-class, outside learning, followed by structured in-class activities) is applied to laboratory exercises, students will demonstrate improved learning of the anatomy and physiology concepts under study, and express greater satisfaction with their laboratory experience.
The aims of this project are to a) develop a preliminary "checklist" of elements that need to be included when developing flipped laboratory exercises; b) to develop and implement three flipped laboratory exercises in Human Anatomy and Physiology II laboratory, using the checklist developed in part a; c) to assess student learning and satisfaction with the flipped approach. Learning gains will be assessed using student performance on quizzes and exams, while satisfaction will be assessed with student responses to questionnaires and end-of-course evaluations.
Lesley Clack, ScD (2017-2018)
Assistant Professor, Department of Health Policy and Management, College of Public Health
Reflections of a Professor: Using Autoethnography in the Scholarship of Teaching & Learning
Abstract: Autoethnography is a lesser-known methodology useful for exploring teaching and learning experiences from a personal perspective. This project involves writing an autoethnography of personal reflections and observations regarding transitioning from a teaching university to a research university, including the impact on classroom preparation. Discipline-specific observations related to health care management and health administration programmatic and curriculum differences are also explored.
Presentation: A Panel Presentation entitled "SOTL Research Projects from the USG SOTL Fellows" at the USG Teaching & Learning Conference in Athens on April 5th, 2018
Tim Foutz (2016-2017)
Meigs Distinguished Teaching Professor, College of Engineering
Using Argumentation as a Learning Strategy to Improve Student Performance in Engineering Statics
Abstract: Research suggests that a significant reason that a large number of students earn low grades in the fundamental engineering science course Statics is that they may be entering the course with incorrect conceptual knowledge of mathematics and physics. The self-explanation learning approach called collective argumentation helps k-12 students to understand their misconceptions of mathematical principles which often appear abstract to them. This objective of this study was to determine if argumentation had a similar impact on the academic performance of engineering students. The research questions included:
- How did argumentation affect student performance on exams used to assess their knowledge of concepts taught in Statics?
- What was the students’ perception of argumentation as a learning approach?
- How did argumentation impact classroom practices used by the instructor and by the students?
This work has been presented at the 2017 Annual Meeting of the American Society of Engineering Educators. The preliminary portion of this work has been published in the American Journal of Engineering Education, and the final version of this work is in review at the European Journal of Engineering Education.