Purpose of the Fellowship

The purpose of this fellowship is to support instructors already using EBIPS in lower division science, mathematics or engineering courses to take the next step in educational innovation through action research; that is, asking and answering questions about practice and collecting evidence in their own classroom to inform practice. Fellows are supported in three ways: 1) participation in an interdisciplinary community of instructors with similar goals to apply what research tells us about learning in the classroom; 2) partnership with a member of the ESTEME@OSU research team with expertise in education research and classroom practice to support research design, data collection and analysis; and 3) $3,000 financial support. 

Meet the Fellows!

The following faculty and instructors have been selected as ESTEME@OSU's first Action Research Fellowship cohort. The following table contains names, subjects, and short descriptions of each team's project. To read more about an individual, click on their name. 

Eligibility and Requirements

Fellows must be faculty or instructors teaching lower division large enrollment courses in the colleges of science or engineering with adequate demonstration of their use of EBIPs. Fellows are required and must be able to:

• Stay in regular communication with their research partner.
• Meet with the community of fellows and research partners four to six times during the 2015- 2016 academic year to discuss and refine research plans, discuss approaches to analysis, and discuss results.
• Work with the research partner to further develop the proposed study and ensure compliance with all policies of the OSU office of research integrity and the Institutional Review Board for research on human subjects.
• Present the study at the spring 2016 ESTEME@OSU “Faculty, Food, and Fun” event.
• Present the study at least one additional OSU venue during the by the end of the 2016 calendar year (may include campus seminar, departmental or all college meetings). 
• Disseminate results by presenting a paper or poster at a conference or by submitting to a peer-reviewed journal by the end of the 2016-2017 academic year.


Project Title & Summary

Research Questions

Tracy Arras

image of Tracy Arras

Civil and Construction Engineering

Cooperative Learning in Engineering Graphics and Design: Adopting Greenwater Infrastructure Devices

  1. Will changing the grading scheme on the group project allow students to work more collaboratively?
  2. Will adding verification of an individual's contribution in the cover letter allow students to work more collaboratively?
  3. To what extent does including an individual assessment of project content impact student collaboration?

Mary Beisiegel

 image of Mary Beiseigel


How Does Noticing My Teacher Moves Influence My Teacher Moves?

1) What do I learn about my teaching practices? (The ‘a-ha’s and ‘oh’s of watching myself teach), 2)What do I learn about my knowledge of mathematics?, and 3) What do I learn about my knowledge of mathematics for teaching?

 Jeff Chang, Lori Kayes, and Indira Rajagopal

image of Jeff Changimage of Lori Kayesimage of Indira

Integrative Biology

Assessing the Impact of EBIPS on Improving Learning to Enhance Vertical Alignment Across Life Science Curricula

How does the implementation of an active learning approach improve student retention and understanding of knowledge of nucleic acids throughout the term and beyond?

Michael Burand and Margie Haak

image of Michael Burandimage of Margie Haak


Investigating New Group- and Invidually-Based Pedagogies in a Hybrid General Chemistry Course

What are the effects of 1) having each student’s individual review quiz score be partially dependent upon his or her problem-solving group’s overall performance, and 2) setting up Canvas such that the pre-class quizzes may be opened only if a student has first opened the accompanying video modules he or she was assigned to watch for the upcoming class?

 Richard Nafshun

image of Rick Nafshun


Pre-test Based Curriculum Time Allotments 

Is the amount of time devoted to topics in the curriculum appropriate or should we make adjustments based on student pre-test data?

 Scott Peterson

image of Scott Peterson



  1. What beliefs (e.g., a growth mindset, the need for persistence, and/or mathematical reasoning) change during a College Algebra course?
  2.  If a change in particular belief(s) occurs, what aspect of the course (e.g., teacher talk, group work) do students identify as causing the change?
  3. In what ways are the practices the instructor emphasized in a journal kept during the course related to the aspects of the course students identified?

KC Walsh

image of KC Walsh


Project Boxsand

The primary goal of this research is to understand more about how students interact with online physics content. Specifically what content is accessed, what order it is accessed in, and how does that interaction correlate with performance on exams and concept inventory gains.

 Paula Weiss

image of Paula Weiss


Changes in Student Study Habits and Their Relation to Course Assignments

1. During a ten week course, do students report a change in study techniques or in study habits?
2. What do students report as causes of these changes? 
3. Do student final grades correlate with identified techniques or study habits and/or with changes of these behaviors?

 Kristin Ziebart

image of Kristin Ziebart


Promoting Conceptual Understanding of General Chemistry with Short Writing Tasks

  1. To what extent are After Class Activities (ACAs) responsible for higher exam scores/overall course grade?
  2. What particular aspects of the ACAs are attributable to improved course performance? e.g., the process of reflecting? the process of writing? the instructor feedback? the signal that ACAs send to students that "this concept is important - study it more”?
  3. Do certain demographics of students benefit more or less from the ACAs?