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.
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.
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 2017- 2018 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 2018 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 2018-2019 academic year.
For a schedule of ARF activities in the 2017-18 academic year, please click here.
Fellows |
Project Title & Summary |
Courses |
Preliminary Research Questions |
Erin Glover Mathematics Education
|
Supporting Ambitious Mathematics with Math Majors (SAMMM) |
SED414 |
|
Donald Heer & Rachael Cate
Electrical Engineering and Computer Science
|
Engineering Project Success Through Transformative Educational Experiences: Identifying Factors That Contribute to Successful Completion of an Electrical and Computer Engineering Undergraduate Capstone Design Project |
ECE441 ECE442 ECE443 |
|
Nathan L. Kirk &
Integrative Biology
|
Impact of Two-Stage Exams on Short-term and Long-Term Retention of Content Knowledge |
BI211 BI212 BI213 |
|
Natasha Mallette & Christine Kelly
Chemical, Biological, and Environmental Engineering
|
Incorporate Functional Teaming Skills in CBEE Student Abilities |
CBEE414 CHE431 CHE432 BIOE490 BIOE415 |
|
Jennifer Parham-Mocello Computer Science
|
Continuation of Peer-Led, Peer-to-Peer Recitations |
CS161 CS162 |
|
Lyn Riverstone, Elizabeth Jones, Sara Clark, & Katy Williams
Mathematics
|
Active Learning in College Algebra Using Adaptive Technologies to Support Student Engagement and Success
|
MTH111 |
|
Physics
|
Development of a Longitudinal Educational Data Mining Study on Student Engagement with BoxSand.org Online Resources |
PH201 |
|
Chemistry
|
Effect of Post-Exam Workshop on Learning Strategies on Subsequent Exam Scores |
CH121 |
|
Kirsten Winters Computer Science
|
Enhancing Feedback Channels in Five+1 Knowledge Domains of the Computer Science Senior Capstone Class |
CS461 CS462 CS463 |
|