| Teaching and Learning Technology > Abstracts > CERTI Mini-Grant Sessions |
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Abstracts - CERTI Mini-Grant Sessions
NOTE: CERTI Mini-Grant sessions are approximately 15-25 minutes (depending on how much time is allotted for Q&A by each presenter). There are two mini-grant sessions per 1-hour time slot. The CERTI Educational Research Symposium program provides mini-grants to instructors interested in trying new technologies and pedagogical strategies in one or more courses. All sessions take place in Butler-Carlton Hall on the Missouri S&T campus ~ Rethinking Redesign to Enhance Course Engagement CERTI EDUCATIONAL RESEARCH SYMPOSIUM MINI-GRANT SESSION (15-25 minutes) Presenters: Tags: Audience: Higher Education Time, Date, and Location: 9:45 - 10:30 a.m., Friday, March 18, BCH 121 Technology is transforming traditional classrooms into training spaces that can be tailored for individual learning patterns and personalized for different skill levels. Students in these nontraditional settings are given additional hands-on experience that allows them to become immersed in a variety of subjects. These techniques challenge students enough to maintain focus while remaining within their capabilities to preserve student curiosity. This presentation will discuss how to tailor a course to allow students to experience different teaching techniques—such as flipped classrooms, hands-on activities, videos, TedEd, Quizlet, and Scoop.It—to build on the concepts explained in class. ~ How do Online Videos and Textbook Reading Engage Students and Affect Exam Performance? CERTI EDUCATIONAL RESEARCH SYMPOSIUM MINI-GRANT SESSION (15-25 minutes) Presenter: Dr. Katie Shannon - Associate Teaching Professor of Biological Sciences; Missouri S&T Tags: flipped classroom; student engagement; student study habits; assigned reading Audience: Higher Education Time, Date, and Location: 9:45 - 10:30 a.m., Friday, March 18, BCH 121 My Cell Biology course meets three days a week. One day a week is flipped, where students watch online videos and take a quiz before class and work as a group on problem sets in class. The other two days a week students have an assigned reading before class, and in class is primarily lecture. I am using data on student's video viewing and reading habits to determine effects on exam performance and to measure student engagement. ~ Visualizing Research and Writing: Improving Student Self-Confidence through Focus Groups and Library Interaction CERTI EDUCATIONAL RESEARCH SYMPOSIUM MINI-GRANT SESSION (15-25 minutes) Presenter: Jossalyn Larson - Assistant Teaching Professor of English & Technical Communication; Missouri S&T Tags: blended learning; flipped classroom; course design; student success; instructor efficacy; library; research; citations; copyright Audience: Higher Education Time, Date, and Location: 10:45 - 11:30 a.m., Friday, March 18, BCH 121 The project's design is intended to capitalize on face-to-face interactions by flipping the traditional lecture/workshop classroom setting, and converting class meetings to discipline-specific focus groups that would meet once per week in the library. Students participate in the course online, and meet in discipline-specific focus groups once per week, during the class’s section time. During weeks 15-16, the class reconvenes to meet three times per week, and students present condensed versions of their research projects to their classmates in order to gain presentation experience, and to gather feedback from an audience that is not comprised solely of specialists in their disciplines. ~ Evaluation of Section Properties App for Mechanics of Materials CERTI EDUCATIONAL RESEARCH SYMPOSIUM MINI-GRANT SESSION (15-25 minutes) Presenter: Dr. Nicolas A. Libre - Assistant Teaching Professor of Civil, Architectural, & Environmental Engineering; Missouri S&T Tags: mechanics of materials; statics; instructional software; educational technology; assessments Audience: Higher Education Time, Date, and Location: 10:45 - 11:30 a.m., Friday, March 18, BCH 121 The efficiency of an app-based educational technology in active learning and adaptive evaluation of students in mechanics of materials will be discussed in this presentation. The effect of using an educational app on performance of students that was experimentally measured by comparing performance of students who use this app with those who use traditional methods will be discussed. The proposed program will address the gap related to primary knowledge required by all students taking Mechanics of Materials, which is a cornerstone course in many engineering disciplines. ~ Enhanced Student Engagement and Learning in a Blended Laboratory Course CERTI EDUCATIONAL RESEARCH SYMPOSIUM MINI-GRANT SESSION (15-25 minutes) Presenters: Tags: blended laboratory course; experiential learning; hands-on activities; student success; student motivation Audience: K-12; Higher Education Time, Date, and Location: 10:45 - 11:30 a.m., Friday, March 18, BCH 124 Missouri S&T’s Freshman General Chemistry Laboratory Course (CHEM 1319) has been redesigned as hands-on blended laboratory experience. The redesign specifically addressed (a) supporting topics of the parallel lecture course (CHEM 1310), (b) meeting American Chemical Society (ACS) professional training guidelines and (c) reducing the strain on campus laboratory space and resources. GPA data, pre- and post-test results, as well as student surveys show evidence for enhanced motivation, participation, and student success in the lab as well as in the lecture course. |
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