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 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.

Planned Activities

For a schedule of ARF activities in the 2017-18 academic year, please click here.



Project Title & Summary


Preliminary Research Questions

Rebekah Elliott &

Erin Glover

 Rebekah Elliot

Erin Glover

Mathematics Education


Supporting Ambitious Mathematics

with Math Majors (SAMMM)


  1. How do our instructional practices and tools employed for ambitious teaching support or hinder undergraduates’ capacity for learning and sense making of mathematics for teaching,
    1. how are instructional practices used within whole group discussion of authentic mathematics tasks and
    2. how are instructional practices used within a four-phase teaching experiment – we will use a constellation of data sources.


Donald Heer &

Rachael Cate

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




  1. What educational experiences contribute to ECE seniors’ success in the senior design capstone year? and
  2. What instructional practices best facilitate these transformative educational experiences?

Nathan L. Kirk &

Lori J. Kayes

Nathan Kirk

Lori Kayes


Integrative Biology


Impact of Two-Stage Exams on Short-term and Long-Term Retention of Content Knowledge





  1. Do two-stage exams increase short-term and/or long-term understanding of concepts compared to just taking an individual exam?
  2. Do students perceive learning gains based on participating in a two-stage exam?


Natasha Mallette &

Christine Kelly

 Natasha Mallette

Christine Kelly


Chemical, Biological, and Environmental Engineering


Incorporate Functional Teaming Skills

in CBEE Student Abilities






  1. What is an evidence-based method for teaching teamwork skills to engineering students?
  2. After specific teamwork focused instruction, will functional teamwork skills be retained through multiple teams for chemical and bioengineering students through the CBEE senior lab/design series?
  3. What is an effective method to accurately, with reasonable resources, assess individual performance of students’ teamwork skills?
  4. Are there any discrete differences in implementation between the two disciplines and how may those influence the results?

Jennifer Parham-Mocello

 Jennifer Parham-Mocello

Computer Science


Continuation of Peer-Led,

Peer-to-Peer Recitations



  1. Analyze peer-peer feedback (number of words used and frequency of specific words)
  2. Design a rubric for assessing quality assignments in computer science
  3. Analyze assignment (number of lines, date submitted, rubric for describing quality assignment, etc.) with designs
  4. Make correlations between CS 162 in 2016 with 2017
  5. Analyze student perceptions of the recitations.
  6. Analyze TA perception of design in CS.
  7. Analyze correlations between TA perceptions toward designs and their grading with student perceptions.


Lyn Riverstone,

Elizabeth Jones,

Sara Clark, &

Katy Williams

Lyn Riverstone

Elizabeth Jones


Katy Williams 



Active Learning in College Algebra

Using Adaptive Technologies to Support Student Engagement and Success



  1. How do the types and level of questions we pose in class affect the discussions sparked amongst students?
  2. Is there a way to use ALEKS early in the term to determine which students will need extra support to be successful?

KC Walsh

KC Walsh



Development of a Longitudinal Educational Data Mining Study on Student Engagement with BoxSand.org Online Resources


  1. Develop a set of long-term research questions
  2. Formulate a long-term research protocol
  3. Standardize research methods and data analysis procedures


Paula Weiss

 Paula Weiss



Effect of Post-Exam Workshop on Learning Strategies on Subsequent Exam Scores


  1. Do students change their study techniques after learning about learning strategies?
  2. Do these changes in study techniques result in higher exam scores?


Kirsten Winters

Kristen Winters

Computer Science


Enhancing Feedback Channels in Five+1 Knowledge Domains of the Computer Science Senior Capstone Class




  1. How do communication and team-building activities (i.e., the escape room experience1, intellectual coaching2, and reflective writing) affect quality and quantity of feedback in the K4 and K5 knowledge domains?
  2. What evidence is there for adding a sixth knowledge domain (ethical practice), and what activities would provide cooperative learning within each of the four feedback channels?