This biology education research project has two parts: the first 4-week part will involve creating an organized, accessible, digital library of shared pedagogical resources for introductory biology courses. Informed by the current literature on best practices in critical conscious- and evidence-based pedagogies, we will develop, assemble, and curate resources for these courses.

The second 4-week part will involve conducting novel research investigating how students learn (and don’t learn!) fundamental microbiology concepts, with the goal of developing and testing the efficacy of new microbiology teaching tools.

Both parts of this project are likely to include: scientific literature reading and review, creating searchable databases, creating and working with Excel spreadsheets, creating classroom worksheets, and assembling digital resources.

• Focus Areas: Biology
• Project Duration: 8 weeks (June 7-July 30)
• Prerequisite Courses: none
• Preferred Courses: BIOL 247: Biometrics
• Number of Student Positions: 1

Principal Investigator

During the 2020-21 academic year, PHYS 101 and 102 were taught in an online format. Zoom sessions were recorded and saved for student reference. We propose to review this archive of material, and extract appropriate portions for future use: mini-lectures, solved problems, lab introductions, etc. These could be assigned viewing or simply supplementary material.

In addition, we will revise and improve video-analysis and at-home labs that were created for this semester. These labs might be used as part of the regular courses in the future, or serve as make-up labs for students who are unable to attend in-person labs.

• Project Duration: 4 weeks (June 7-July 2)
• Prerequisite Courses: PHYS 101: General Physics 1
• Preferred Courses: PHYS 102: General Physics 2
• Number of Student Positions: 1

Principal Investigator

In academic year 2020-21, Calculus (MATH 110) was taught in both hybrid and online formats. We propose to examine and expand course materials and course structure in order to identify elements which will contribute to increased student learning, engagement, and sense of belonging even after we return to an in-person, semester-long format in these courses.

In particular, we seek to establish frameworks of universal design for learning by setting best practices for recording and making class sessions and notes available to students outside of the classroom, providing individualized attention to students via Discord, using Desmos group activities and MATLAB labs to increase engagement and build practical skills, assessing learning via standards-based grading of Moodle quizzes, exams, and online homework assignments, incorporating virtual visits from professionals to serve career-readiness, and using other technological solutions which have been effective in an online format in these courses.

Central to our work will be continual mindfulness of the ways in which white supremacist structures in education can lead to exclusion of students from underrepresented groups from mathematics.

• Project Duration: 4 weeks (June 7-July 2)
• Prerequisite Courses: MATH 110: Calculus 1
• Preferred Courses: MATH 115: Calculus II and familiarity with Zoom and Discord.Experience with MATLAB or other programming experience would be especially helpful.
• Number of Student Positions: 1

Principal Investigator