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AGENDA: BREAKOUT ROOM #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
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 postsurvey to increase the database.
• Resources – Ready (Cell line and equipments)
Study duration – 12-14 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
• 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.
Questions from the Audience
• Summative Assessment
– In-class activity
• Score card of other group members
– Grades of religion questions on exam
vs all other topics
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TAR PROJECTS
YOUR QUESTIONS
(please type here on whiteboard)
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