Individual Fellow Initiatives

Displaying 1 - 3 of 3
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Enhancing Assessment Practices in Large Physics Courses

Cohort: 2022
Fellow: Jonathan Perry

There exists a gap between instruction and assessment in large introductory physics courses. Recent
projects supported by the PTFs and the Texas Mindset Initiative have focused on classroom instruction and

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Academic Culture in McCombs School of Business

Cohort: 2022
Fellow: Kristie J Loescher

MSB does not have a standardized way to define or measure rigor in the classroom beyond using class GPAs as a proxy measure. This focus on lower GPA = higher rigor has had the unintended consequence of creating a
culture of acceptance for low student performance, which disproportionately falls on underrepresented
minorties and first-generation students. This project focuses on standardizing the definition and measurement of rigor in the classroom in a manner that supports both faculty development/promotion and student diversity/inclusion.

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Dynamic Practice and Assessment System for Statistics Course(s)

Cohort: 2015
Fellow: Tasha Beretvas

Mastery of the use and interpretation of statistical techniques requires a lot of practice. Similarly, statistics is only mastered with a lot of practice. However, instructors unfortunately only have a finite amount of time available to create an endless supply of new problems and associated answers. They also do not have an endless amount of time to provide hints to help students find their own way past their misconceptions. In addition, it is very difficult for students to receive immediate feedback to understand what they are doing and what they need to do.