Experiential Learning
Freshman Introduction to Research in Engineering (FIRE)
Cohort: 2015
Fellow: Carolyn Seepersad
The goal of this initiative is to establish a freshman research program for mechanical engineering students that can serve as a template for an engineering-wide freshman research program. Many first-year students express an interest in participating in engineering research early in their college careers, but the perceived barriers can be high. It can be difficult for first-year students to navigate the research enterprise, and many professors are hesitant to hire first-year students. The potential advantages of freshman research, however, are much greater than the barriers
Professional Development for Undergraduate Students Majoring in the Biological Sciences
Cohort: 2015
Fellow: Christopher Shank
I seek the opportunity to create a professional development curriculum that would provide students a structured vehicle for developing professional confidence and self-awareness, and facilitate early success in an increasingly competitive ‘real-world.’ My desire to work on this idea as a Provost Teaching Fellow stems from the overwhelmingly positive student response to professional development activities that I have incorporated in several of my courses.
McCombs Student Journal
Cohort: 2015
Fellow: Sanford Leeds
The McCombs Business Journal was an effort to give students an opportunity to read and write about research. We recruited students, worked with the students to establish an organizational structure, set expectations for members, and selected student leaders. Students read a significant amount of research and wrote summaries, focusing on how that research impacts the real world.
Peer Learning Assistant Program Guidelines and Curricula
Cohort: 2015
Fellow: Cynthia LaBrake
The Peer Learning Assistant Program within the Department of Chemistry is a program developed with resources from the Provost Teaching Fellows program to enhance the educational experience of students taking general chemistry by training and employing Peer Learning Assistants (PLAs) to service large blended general chemistry courses. The large (300 –500 students) blended courses have replaced the straight lecture model with active, student centered, learning. Active learning requires coaching and in a large class it is impossible to implement with only one instructor and one tea
Animals, Sustainability, and the Environment: A Service Learning Model for the Humanities
Cohort: 2015
Fellow: Janet Davis
This project has provided my students with an experience in hands-on service learning, thus fostering a synergistic understanding of historical analysis and community engagement. “Animals and American Culture: Select Historical Perspectives” is an interdisciplinary upper-division undergraduate seminar that attracts a diverse student body in the liberal arts and natural sciences. During the first week of class, students are required to contact one of two local organizations--or, with my permission, an organization of their own choosing.
Clinical Advancement in Simulated Environments
Cohort: 2015
Fellow: Courtney Byrd
Among the communication disorders considered to be fundamental to the scope of practice for speech-language pathologists, stuttering or what is also commonly referred to as a fluency disorder has historically been and continues to be the disorder for which most speech-language pathologists report minimal to no clinical or academic exposure and/or competency.
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.
Use of Standard Patients in an Observed Structured Clinical Exam
Cohort: 2015
Fellow: Renee Acosta
The College of Pharmacy curriculum is designed for the students to begin with a foundation of knowledge that they then practice in a laboratory setting followed by application in a real world setting. This project will provide students in the Nonprescription Pharmacotherapeutics/Self-Care sequence opportunity to gain constructive feedback and more consistent practice of their skills prior to moving on to the Community Pharmacy - Introductory Pharmacy Practice Experience in their third year and Advanced Pharmacy Practice Experience in their fourth-year.
