Ranita Ghosh Dastidar Implementing 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 Plasencia Enhancing 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 A GENDA : B REAKOUT R OOM #4

Implementing active learning by stimulating critical thinking and having targeted research goals in a lab Ranita Ghosh Dastidar University of California, San Diego Biomedical 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 – weeks during Fall 2015 Questions from the Audience

Methodology Activities 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 Egekenze Department of Chemistry, Howard University Raul F. Garcia-Sanchez Department 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, RD Mentor: Lorraine Weatherspoon, PhD, RD Michigan State University Department 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

Y OUR Q UESTIONS (please type here on whiteboard) TAR P ROJECTS 4 Ranita Ghosh Dastidar Implementing 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 Plasencia Enhancing 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