ITUE 10th Anniversary Symposium: Poster Session

ITUE 10th Anniversary Symposium

Transforming Undergraduate Education:
Promises, Benefits, and Limitations

Abstracts for Poster Session
Center for the Arts
June 13, 2007

"Picture this: Student teams learn by creating a lexicon"

Janet Hethorn, UD Fashion and Apparel Studies, and Paul Hyde, UD IT/User Services

Students in Seing and Being, FASH 110, have developed team technology skills by utilizing Web CT in a creative way. As part of a project for learning a visual language, they worked together to obtain and select images representing various terms. They then shared the images along with descriptive text in an electronic environment accessible by the entire team and eventually shared with the larger class of 80 - 100 students. Examples from this project will be displayed in this poster as well as explanations of how objectives were met through this unique and dynamic approach.

"Implementing a service-learning project in an introductory wildlife course: Getting students excited and prepared for the future!"

Penny Rodrick-Williams, UD Entomology & Wildlife Ecology

Service-learning has often been used to foster civic engagement in social sciences, as well as a capstone experience. A community-based service-learning project was implemented in an introductory wildlife ecology course to expose students to what it's like to "be a wildlife biologist" and to excite them for future classes in the major, with the hopes of boosting retention, in addition to fostering community involvement. This poster presents the results of a student survey reflecting on their experiences.

"Need Perspective on Student Writing?"

Dorry Ross, UD English and University Writing Center

This poster and accompanying handouts cover the following topics.

Managing the paper stream with minimal marking and rubrics

Developing models of effective writing

Creating sequenced, laddered, or alternative assignments

Implementing low-stakes and writing-to-learn activities

Using technology for feedback and revision

Measuring learning outcomes with student writing

"Chromatophores and Color Changes for Investigative Physiology Laboratory Instruction"

Seung Hong, UD Biological Sciences

A new investigative physiology laboratory course was adopted for biology majors a few years ago. It is a 2-credit, stand-alone, and research-based course. Physiological color change in lower vertebrates was chosen for the main theme of the class research. Two major accomplishments of this newly developed lab course were 1) students seemed more actively engaged in most experiments, and 2) ownership was tangibly exhibited in their group research projects. One of the challenges we faced, however, was the quality of the student research projects, which seemed bit superficial and less scientific in analysis and in writing. In addition, the workload was too extensive for one instructor to evaluate students’ progress on a weekly basis and mentor up to 8 group research projects per semester. In the following study, we explored some ways to improve these aspects of a research-based laboratory instruction. First, the semester began with three prescribed lab exercises, which provided an overview on chromatophores and color changes in animals. Second, more structured guide was used as they develop a research proposal. Third, more time was given for conducting experiments. Finally, undergraduate students were recruited to co-mentor group research projects. The student research projects evolved to be more specific and thorough, and team teaching with peer mentors appears to be crucial to this upgrade in research-based laboratory instruction.

"Kids, Chemicals and Cancer: Cell Biology in the Context of a Problem-Based Learning (PBL) Investigation for Future Teachers"

Deborah Allen, UD Biological Sciences, Richard Donham, UD Math/Science Education Resource Center, Steven Fifield, Delaware Education Research & Development Center

We developed a PBL investigation on cell processes, environmental toxins, and cancer epidemiology as a 3.5-week unit in a semester-long interdisciplinary curriculum for future K-8 teachers. These future teachers investigated the real case of environmental pollutants and appearance of childhood cancers in Toms River, NJ. The PBL investigation was integrated with mini-lectures, class discussions, use of interactive web resources, and lab various activities about. Student learning was assessed by daily assignments, concept mapping, pre- and post-unit content questions, evaluation of evidence about the existence of a Toms River cancer cluster, and design of a lesson plan for teaching children about cancer. Analysis of course evaluations, student interviews, and student work revealed that this unit strengthened student interest in and understanding of important cell biology concepts, improved their ability to apply these concepts to complex, real-life situations, and increased their appreciation for the importance of cell biology concepts to their daily lives. In addition, on a Likert scale in which 4=strongly agree and 1=strongly disagree, students agreed that the course helped them to better think about issues and problems, integrate ideas, use class information in other conversations, work with students in groups, communicate orally, and use information technology. This project was supported in part by NSF DUE award 0088527.

"Stimulating Attitudes of Inquiry Through Problem-Based Learning and Undergraduate Research"

Hal White, UD Chemistry and Biochemistry and David Usher, UD Biological Sciences

The University of Delaware has received four Undergraduate Science Education Grants from the Howard Hughes Medical Institute since 1992. The most recent grant continues to support the University of Delaware's national leadership in the implementation of problem-based learning, undergraduate research, and science career access to underrepresented students in the sciences. It also supports a major new effort in curricular change to reflect the importance of mathematics and the physical sciences in contemporary biology. ITUE and PBL have been important partners with the HHMI program.

"UD Students Awake and Working, 8 AM MWF: 15 Years of Total PBL in Majors Introductory Biochemistry"

Hal White , UD Chemistry and Biochemistry

In 1993, CHEM-342, Introduction to Biochemistry, was among the first courses to adopt a Problem-Based Learning (PBL) format at the University of Delaware. It pioneered and has served for 15 years as a national model for the use of classic research articles as PBL problems. Comprehensive course evaluations, initiated with the support of an NSF grant in 1994 and administered every year since, provide a rich data base on student perceptions of PBL and performance. For example, attendance for this 8:00 am Monday, Wednesday, Friday class has averaged over 95% for over a decade.

"Delaware GK-12 Partnership: Improvement of Science Education in Vocational Technical High Schools through Collaborative Teaching and Coteaching"

presented by Anissa Brown, UD Biological Sciences, and Katherine Skalak, UD Geological Sciences

The University of Delaware and the New Castle County Vocational Technical School District (NCCVT) have initiated a GK-12 partnership in which nine full-time UD graduate students in the sciences are selected annually to serve as Fellows. In the first year of this project, Fellows have been paired with high school science teachers from NCCVT. These pairs, along with the principal investigators (PIs) of this program, have formed a learning community focused on examining and reflecting on current issues in science education while specifically addressing critical needs in teaching science in vocational technical high schools. During summer workshops and in follow-up meetings facilitated by the PIs, the Fellows have been introduced to a number of innovative teaching strategies including problem-based learning (PBL) and Coteaching. Fellow/teacher pairs have begun to develop and teach PBL activities that are in agreement with State of Delaware science standards and that support student learning through inquiry. Fellows also have engaged in Coteaching with their teacher partner. In this “teaching at the elbow of another”, Fellows gain a better understanding of and appreciation for the complexities and nuances of teaching science in vocational-technical high schools. As a result of their Delaware GK-12 activities, Fellows have enhanced the science classroom experience for high school students while simultaneously gaining insight for themselves into current issues of science education. Furthermore, Fellows have grown in their ability to communicate scientific understandings to an audience with multiple and diverse learning needs.

"Technology-Supported PBL in a Pharmacy Dispensing Lecture Course"

Clarence E. Curry and Valerie W. Hogue, School of Pharmacy, CPNAHS, Howard University

Intent: This project incorporated elements of problem-based learning (PBL) in a traditionally-taught pharmacy dispensing lecture course using technology to facilitate interactive communication among students and faculty. The project was designed to: (i) apply course enhancements using a modified PBL methodology, (ii) develop and use a comprehensive web site having discussion board facility for small group interaction, and (iii) assess the impact on learning satisfaction among students. Process: A course website provided a forum for small group discussion and served as a resource for problem research. Pharmaceutical care links were provided to students for access to selected online prescription pharmacy sites, drug information sites, and adult and pediatric medicine sites. Five cases were developed based on selected course objectives. Students were divided into eleven tutor-less groups comprised of six to seven members. Every fourth lecture period, a case was distributed. Each group was expected to chronicle learning issues during an in-class session. In addition, groups met once in an out-of-class session. Learning issues generated during class were addressed between sessions. Using small group discussion boards, students communicated about these and related issues that contributed to case resolution. Small groups were required to post case solutions onto their password-protected discussion boards within two weeks of receiving the case. Results: Overall, students were satisfied with both in-class and out-of-class small group sessions.

"The Power of IS X: Using Instructional Strategies to Influence Teachers’ Attitudes"

Andrea Ray , Red Clay School District

Teachers’ beliefs and assumptions about educational change have been identified as a barrier and present a major obstacle to teacher professional development offerings seeking to bridge the research-to-practice gap in education. This study collected data from a ten-month evaluative case study of public school teachers participating in a teacher professional development course and identified instructional strategies in the course that influenced teachers’ attitudes toward initiating and sustaining change in their practice. A preliminary analysis of the data indicated that the instructional strategies in the professional development course were successful in affecting teachers’ attitudes toward initiating and sustaining change in their practice. However, the power of instructional strategies (IS) to affect teachers’ attitudes is not inherent in the strategy itself. The course was developed using a new model, The Reflective Conceptual Model (Ray, 2006), and followed the steps in the process. The application of the process allowed the power of instructional strategies to increase exponentially. The reflective mirrors in design path one and design path two enabled the exponential increase of the power of the instructional strategies(IS) through application of identified learners’ needs (LN) and insertion of characteristics of successful innovations (IA).

"A Relationship Exercise to Evaluate Kinematics Concepts"

Jorge Flores Herrera, Instituto de Ciencias Físicas, Escuela Superior Politécnica del Litoral, Guayaquil, Ecuador

The present study set out to investigate the effect of the relationship exercise to evaluate kinematics concepts. In the study participated 33 students, registered in Physics A, a calculus based course. The instructional unit selected for instruction was Kinematics of a Particle and the time dedicated for teaching was four hours. Students received the teaching of the unit's content using a traditional class, and then they took an evaluation using this test instrument incorporated in Moodle. Next they answered an open questionnaire in order to know the effect of this test instrument. The mean, the standard deviation, and the standard error on this test is 39.67/65, 14.58, and 2.54 respectively. According to the questionnaire 72.72% think that the test is adequate, 24.24 consider that the test is inadequate and 3.03% remain neutral. It is necessary to make clear that is the first time that students take this kind of test; therefore, the results are affected by the unfamiliarity of the test. However, the mean is 7.17 points above the theoretical mean and the standard deviation is 3.15 points above the theoretical standard deviation. This test instrument allows evaluating students´ learning and at the same time evaluating students´ writing process. Besides, the purpose of this test is to evaluate formatively to students and provide feedback.

"Tunnels, Mines and Export Quality Pets? PBL at La Molina, Lima, Perú"

Martha Williams de Castro, Biologist, Mg.Sc, Faculty of Sciences, Universidad Nacional Agraria La Molina, Javier Arias Carbajal, Agr. Eng. M.S., Faculty of Agronomy, Universidad Nacional Agraria La Molina

A group of lecturers worked with undergraduate students in order to apply Problem-Based Learning (PBL) during their 2005 and 2006 courses. Those courses were: Mathematics, (Constructing a tunnel), General Ecology, (Majaz mine, Rio Blanco Project: Does it run or not?), Animal Physiology (Pets: Abandoning them or cloning them?), and Agroecoclogy (Highland Exports: Utopia or Reality).

In every case students analysed the issues, decided which were the main stakeholders, assumed different stakeholders positions and produced various written and oral presentations.

Results using PBL showed that, students learn significantly mathematic concepts (ellipse)when committed to solve real world problems (constructing a tunnel). Achievements were measured in terms of passing grades and class retirement percentages. When using PBL, an attitudinal change (better participation) from students was achieved, but it involves more lecturers (especially seniors), adjusting topics to PBL, and improving classroom settings.

General Ecology students concluded that “Under current conditions a Mining Project such as Rio Blanco Project, will affect the nearby vegetation, animal wildlife, water and soil resources”and that working with PBL helped them to understand Perú´s complex ecosystems.

Students enrolled in Animal Physiology considered that one of the main results was a change of attitude in relation to their pets and abandoned animals. Each stakeholder defended outstandingly its position, showing that from a general issue, a specific issue such as endocrinology can be significantly learnt.

Agroecology students` conclusion was that this government supported Peruvian Project started without any technical justification, taking into account that most agricultural activities in the highlands are based on rainfall patterns. Besides, the term given by the government was too short in order to achieve goals and obtain significant results.

Comments, suggestions, or requests to ud-itue@udel.edu.
"http://www.udel.edu/inst/june2007/abstracts.html"
Last updated June 13, 2007.
© Univ. of Delaware, 2007.

	"Picture this: Student teams learn by creating a lexicon"
	*Janet Hethorn*, UD Fashion and Apparel Studies, and *Paul Hyde*, UD IT/User Services
	Students in Seing and Being, FASH 110, have developed team technology skills by utilizing Web CT in a creative way. As part of a project for learning a visual language, they worked together to obtain and select images representing various terms. They then shared the images along with descriptive text in an electronic environment accessible by the entire team and eventually shared with the larger class of 80 - 100 students. Examples from this project will be displayed in this poster as well as explanations of how objectives were met through this unique and dynamic approach.

	"Implementing a service-learning project in an introductory wildlife course: Getting students excited and prepared for the future!"
	Penny Rodrick-Williams, UD Entomology & Wildlife Ecology
	Service-learning has often been used to foster civic engagement in social sciences, as well as a capstone experience. A community-based service-learning project was implemented in an introductory wildlife ecology course to expose students to what it's like to "be a wildlife biologist" and to excite them for future classes in the major, with the hopes of boosting retention, in addition to fostering community involvement. This poster presents the results of a student survey reflecting on their experiences.

	"Need Perspective on Student Writing?"
	*Dorry Ross*, UD English and University Writing Center
	This poster and accompanying handouts cover the following topics. Managing the paper stream with minimal marking and rubrics Developing models of effective writing Creating sequenced, laddered, or alternative assignments Implementing low-stakes and writing-to-learn activities Using technology for feedback and revision Measuring learning outcomes with student writing

	"Chromatophores and Color Changes for Investigative Physiology Laboratory Instruction"
	*Seung Hong,* UD Biological Sciences
	A new investigative physiology laboratory course was adopted for biology majors a few years ago. It is a 2-credit, stand-alone, and research-based course. Physiological color change in lower vertebrates was chosen for the main theme of the class research. Two major accomplishments of this newly developed lab course were 1) students seemed more actively engaged in most experiments, and 2) ownership was tangibly exhibited in their group research projects. One of the challenges we faced, however, was the quality of the student research projects, which seemed bit superficial and less scientific in analysis and in writing. In addition, the workload was too extensive for one instructor to evaluate students’ progress on a weekly basis and mentor up to 8 group research projects per semester. In the following study, we explored some ways to improve these aspects of a research-based laboratory instruction. First, the semester began with three prescribed lab exercises, which provided an overview on chromatophores and color changes in animals. Second, more structured guide was used as they develop a research proposal. Third, more time was given for conducting experiments. Finally, undergraduate students were recruited to co-mentor group research projects. The student research projects evolved to be more specific and thorough, and team teaching with peer mentors appears to be crucial to this upgrade in research-based laboratory instruction.

	"Kids, Chemicals and Cancer: Cell Biology in the Context of a Problem-Based Learning (PBL) Investigation for Future Teachers"
	*Deborah Allen, UD Biological Sciences, Richard Donham, UD Math/Science Education Resource Center, Steven Fifield*, Delaware Education Research & Development Center
	We developed a PBL investigation on cell processes, environmental toxins, and cancer epidemiology as a 3.5-week unit in a semester-long interdisciplinary curriculum for future K-8 teachers. These future teachers investigated the real case of environmental pollutants and appearance of childhood cancers in Toms River, NJ. The PBL investigation was integrated with mini-lectures, class discussions, use of interactive web resources, and lab various activities about. Student learning was assessed by daily assignments, concept mapping, pre- and post-unit content questions, evaluation of evidence about the existence of a Toms River cancer cluster, and design of a lesson plan for teaching children about cancer. Analysis of course evaluations, student interviews, and student work revealed that this unit strengthened student interest in and understanding of important cell biology concepts, improved their ability to apply these concepts to complex, real-life situations, and increased their appreciation for the importance of cell biology concepts to their daily lives. In addition, on a Likert scale in which 4=strongly agree and 1=strongly disagree, students agreed that the course helped them to better think about issues and problems, integrate ideas, use class information in other conversations, work with students in groups, communicate orally, and use information technology. This project was supported in part by NSF DUE award 0088527.

	"Stimulating Attitudes of Inquiry Through Problem-Based Learning and Undergraduate Research"
	*Hal White, UD Chemistry and Biochemistry and David Usher*, UD Biological Sciences
	The University of Delaware has received four Undergraduate Science Education Grants from the Howard Hughes Medical Institute since 1992. The most recent grant continues to support the University of Delaware's national leadership in the implementation of problem-based learning, undergraduate research, and science career access to underrepresented students in the sciences. It also supports a major new effort in curricular change to reflect the importance of mathematics and the physical sciences in contemporary biology. ITUE and PBL have been important partners with the HHMI program.

	"UD Students Awake and Working, 8 AM MWF: 15 Years of Total PBL in Majors Introductory Biochemistry"
	*Hal White* , UD Chemistry and Biochemistry
	In 1993, CHEM-342, Introduction to Biochemistry, was among the first courses to adopt a Problem-Based Learning (PBL) format at the University of Delaware. It pioneered and has served for 15 years as a national model for the use of classic research articles as PBL problems. Comprehensive course evaluations, initiated with the support of an NSF grant in 1994 and administered every year since, provide a rich data base on student perceptions of PBL and performance. For example, attendance for this 8:00 am Monday, Wednesday, Friday class has averaged over 95% for over a decade.

	"Delaware GK-12 Partnership: Improvement of Science Education in Vocational Technical High Schools through Collaborative Teaching and Coteaching"
	presented by Anissa Brown, UD Biological Sciences, and Katherine Skalak, UD Geological Sciences
	The University of Delaware and the New Castle County Vocational Technical School District (NCCVT) have initiated a GK-12 partnership in which nine full-time UD graduate students in the sciences are selected annually to serve as Fellows. In the first year of this project, Fellows have been paired with high school science teachers from NCCVT. These pairs, along with the principal investigators (PIs) of this program, have formed a learning community focused on examining and reflecting on current issues in science education while specifically addressing critical needs in teaching science in vocational technical high schools. During summer workshops and in follow-up meetings facilitated by the PIs, the Fellows have been introduced to a number of innovative teaching strategies including problem-based learning (PBL) and Coteaching. Fellow/teacher pairs have begun to develop and teach PBL activities that are in agreement with State of Delaware science standards and that support student learning through inquiry. Fellows also have engaged in Coteaching with their teacher partner. In this “teaching at the elbow of another”, Fellows gain a better understanding of and appreciation for the complexities and nuances of teaching science in vocational-technical high schools. As a result of their Delaware GK-12 activities, Fellows have enhanced the science classroom experience for high school students while simultaneously gaining insight for themselves into current issues of science education. Furthermore, Fellows have grown in their ability to communicate scientific understandings to an audience with multiple and diverse learning needs.

	"Technology-Supported PBL in a Pharmacy Dispensing Lecture Course"
	Clarence E. Curry and Valerie W. Hogue, School of Pharmacy, CPNAHS, Howard University
	Intent: This project incorporated elements of problem-based learning (PBL) in a traditionally-taught pharmacy dispensing lecture course using technology to facilitate interactive communication among students and faculty. The project was designed to: (i) apply course enhancements using a modified PBL methodology, (ii) develop and use a comprehensive web site having discussion board facility for small group interaction, and (iii) assess the impact on learning satisfaction among students. Process: A course website provided a forum for small group discussion and served as a resource for problem research. Pharmaceutical care links were provided to students for access to selected online prescription pharmacy sites, drug information sites, and adult and pediatric medicine sites. Five cases were developed based on selected course objectives. Students were divided into eleven tutor-less groups comprised of six to seven members. Every fourth lecture period, a case was distributed. Each group was expected to chronicle learning issues during an in-class session. In addition, groups met once in an out-of-class session. Learning issues generated during class were addressed between sessions. Using small group discussion boards, students communicated about these and related issues that contributed to case resolution. Small groups were required to post case solutions onto their password-protected discussion boards within two weeks of receiving the case. Results: Overall, students were satisfied with both in-class and out-of-class small group sessions.

	"The Power of IS X: Using Instructional Strategies to Influence Teachers’ Attitudes"
	*Andrea Ray* , Red Clay School District
	Teachers’ beliefs and assumptions about educational change have been identified as a barrier and present a major obstacle to teacher professional development offerings seeking to bridge the research-to-practice gap in education. This study collected data from a ten-month evaluative case study of public school teachers participating in a teacher professional development course and identified instructional strategies in the course that influenced teachers’ attitudes toward initiating and sustaining change in their practice. A preliminary analysis of the data indicated that the instructional strategies in the professional development course were successful in affecting teachers’ attitudes toward initiating and sustaining change in their practice. However, the power of instructional strategies (IS) to affect teachers’ attitudes is not inherent in the strategy itself. The course was developed using a new model, The Reflective Conceptual Model (Ray, 2006), and followed the steps in the process. The application of the process allowed the power of instructional strategies to increase exponentially. The reflective mirrors in design path one and design path two enabled the exponential increase of the power of the instructional strategies(IS) through application of identified learners’ needs (LN) and insertion of characteristics of successful innovations (IA).

	"A Relationship Exercise to Evaluate Kinematics Concepts"
	*Jorge Flores Herrera*, Instituto de Ciencias Físicas, Escuela Superior Politécnica del Litoral, Guayaquil, Ecuador
	The present study set out to investigate the effect of the relationship exercise to evaluate kinematics concepts. In the study participated 33 students, registered in Physics A, a calculus based course. The instructional unit selected for instruction was Kinematics of a Particle and the time dedicated for teaching was four hours. Students received the teaching of the unit's content using a traditional class, and then they took an evaluation using this test instrument incorporated in Moodle. Next they answered an open questionnaire in order to know the effect of this test instrument. The mean, the standard deviation, and the standard error on this test is 39.67/65, 14.58, and 2.54 respectively. According to the questionnaire 72.72% think that the test is adequate, 24.24 consider that the test is inadequate and 3.03% remain neutral. It is necessary to make clear that is the first time that students take this kind of test; therefore, the results are affected by the unfamiliarity of the test. However, the mean is 7.17 points above the theoretical mean and the standard deviation is 3.15 points above the theoretical standard deviation. This test instrument allows evaluating students´ learning and at the same time evaluating students´ writing process. Besides, the purpose of this test is to evaluate formatively to students and provide feedback.

	"Tunnels, Mines and Export Quality Pets? PBL at La Molina, Lima, Perú"
	*Martha Williams de Castro,* Biologist, Mg.Sc, Faculty of Sciences, Universidad Nacional Agraria La Molina, Javier Arias Carbajal, Agr. Eng. M.S., Faculty of Agronomy, Universidad Nacional Agraria La Molina

	A group of lecturers worked with undergraduate students in order to apply Problem-Based Learning (PBL) during their 2005 and 2006 courses. Those courses were: Mathematics, (Constructing a tunnel), General Ecology, (Majaz mine, Rio Blanco Project: Does it run or not?), Animal Physiology (Pets: Abandoning them or cloning them?), and Agroecoclogy (Highland Exports: Utopia or Reality). In every case students analysed the issues, decided which were the main stakeholders, assumed different stakeholders positions and produced various written and oral presentations. Results using PBL showed that, students learn significantly mathematic concepts (ellipse)when committed to solve real world problems (constructing a tunnel). Achievements were measured in terms of passing grades and class retirement percentages. When using PBL, an attitudinal change (better participation) from students was achieved, but it involves more lecturers (especially seniors), adjusting topics to PBL, and improving classroom settings. General Ecology students concluded that “Under current conditions a Mining Project such as Rio Blanco Project, will affect the nearby vegetation, animal wildlife, water and soil resources”and that working with PBL helped them to understand Perú´s complex ecosystems. Students enrolled in Animal Physiology considered that one of the main results was a change of attitude in relation to their pets and abandoned animals. Each stakeholder defended outstandingly its position, showing that from a general issue, a specific issue such as endocrinology can be significantly learnt. Agroecology students` conclusion was that this government supported Peruvian Project started without any technical justification, taking into account that most agricultural activities in the highlands are based on rainfall patterns. Besides, the term given by the government was too short in order to achieve goals and obtain significant results.