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 2016- 2017 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 2017 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 2017-2018 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?

Brian Bay

 image of Brian Bay

Mechanical Engineering

Aligning Content and Assessment with Student Goals and the Contemporary Technical Environment

  1. Do learning assistant guided flipped classroom exercises correlate with post- requisite class performance? 
  2. Does a decrease in formal lecture time adversely affect in-class assessment performance? 
  3. Do online assessment results correlate with optional in-class assessment results? 

 Lindsay Biga and Devon Quick

image of Lindsay Bigaimage of Devon Quick

Integrative Biology

Developing Professional Skills and Science Identity in Undergraduate Students: A Comparison of Research and Peer Facilitation Experiences


Chong Fang

image of Chong Fang

Physical Chemistry

Effective Implementation and Research on Evidence-Based Instructional Practices in Physical Chemistry Education at OSU

Active Learning Strategies

The purpose of this study is to effectively communicate the abstract concepts and underlying math of physical chemistry to cross-disciplinary learners, I will research into the facets of interactive engagement to elevate student interest and accountability as a doer, stimulation of student inquiry-based conceptual understanding, and cooperative learning models.

Jennifer Parham-Mocello

image of Jennifer Parham-Mocello

Electrical Engineering and Computer Science

Peer-Led, Peer-to-Peer Recitations

This study investigates the relationship between qualitative and quantitative data from peer-led peer to peer recitations and 1) course performance, 2) gender, 3) race, 4) ethnicity, 5) major, and 6) class standing  in freshman computer science courses.

 Scott Peterson

image of Scott Peterson



Using the construct of fixed versus growth mindset (Dweck, 2006), this study seeks to examine what type of classroom experiences support students? transition from a fixed to a growth mindset about themselves as mathematics learners.

Dan Rockwell and Nicole Seaders

image of Dan Rockwellimage of Nicole Seaders


Studying a Trio of Interactive Lecture Styles

  1. How do these 3 different approaches to interactive lecture impact student perception of learning? What about teacher perception of learning?
  2. Is there a particular approach that stands out as “better” than the other two? What does “better” mean? Better could mean that the student (or the teacher, or both) perceives learning occurred. Is this perception instructor dependent?
  3. Did our implementation of any of the three styles improve over the course of the term? What can we learn as teachers about each of these approaches? For instance, did our expectations of how conversations will evolve in lecture prove true?
  4. How does this inform which style we might use in the future for various topics?

KC Walsh

image of KC Walsh


Project Boxsand

Educational Data Mining: Project BoxSand


Studying correlations between students' engagement with online out-of-class material and their performance on exams and standardized assessment tools such as the Force Concept Inventory.

Aaron Worley and Christine Kelly

image of Aaron Worleyimage of Christine Kelly

College of Engineering

Developing a Robust Learning Assistant Recruitment and Training Framework in the College of Engineering

  1.  Does centralized coordination of LA recruitment and training: • reduce barriers for faculty in opting to use LAs (assessed by faculty survey and #s of LAs trained AY16, AY17 and AY18), • reduce faculty workload in the logistics of using LAs (assessed by faculty survey), and/or • catalyze the breadth of ways faculty use LAs (assessed by faculty survey)?
  2. Did the Learning Assistant training impact the use of frequent formative feedback or formal cooperative learning activities in the course (assessed by faculty and student survey)?
  3. Did the LA training improve achievement on assessments of the course learning outcomes (assessed by direct assessment instrument, student self-assessment on course outcomes)?


Click here to view the 2015-2016 ARF cohort.