Funded Projects
| Project Title | Overview of the Project |
|---|---|
| Evaluating the impact of global clincal immersion strategies in undergraduate community health nursing education Norma Sarkar Nursing Judith Policicchio Nursing Nancy (Amby) Gallagher Medical School $3000.00 |
Evaluating the Impact of Global Clinical Immersion Strategies In Undergraduate Community Health Nursing Education The American Association of Colleges of Nursing has established standards for cultural competency in baccalaureate nursing education. The University of Michigan uses three clinical strategies in our senior-level community health nursing course: international immersion experiences in Ecuador and India, video-conferencing with schools of nursing in Haiti, Botswana and India, and "glocal" experiences with local vulnerable populations. While evidence supports the impact of cultural immersion on cultural care competencies, less is known about other approaches that do not require travel and therefore are more widely accessible to students, both here and at our partner institutions. The purpose of this project is to evaluate these models of global clinical immersion. A mixed-methods approach will be used to answer two research questions: How effective are each of the three global clinical immersion strategies in changing students' knowledge, skills and attitudes related to cultural care competencies? and, What is the impact of each of these three global clinical immersion strategies on developing students' knowledge, skills, attitudes and behaviors related to cultural care competencies? An existing cultural care competency survey will be used to measure changes in knowledge, skills, and attitudes at baseline and at the end of the course. Scripted focus groups, structured interviews, journal entries and blog postings will be analyzed for themes related to students' attitudes related to cultural care competency and preparation for providing patient care. The expertise and resources of CRLT will facilitate identification of a relevant survey, scripting/design of the focus groups and recommendations about quantitative and qualitative data analysis. |
| The Impact of Computer-Aided versus Manual Analyses on Critical Thinking in Materials Science and Engineering Joanna Millunchick Engineering $4000.00 |
Every undergraduate science or engineering curriculum includes at least one laboratory course, which provides hands-on demonstrations of disciplinary concepts. In addition to connecting theoretical with practical knowledge, laboratory courses develop skills in data gathering, analysis, and presentation. Computer-aided methods (CAM) allow for quick data evaluation and/or interpretation compared to traditional manual methods (MM). However, students often accept the output of computer analyses without much critical thought. Worse, they presume that computer calculations are inherently more precise than analytical calculations, despite evidence to the contrary. In this work, we will explore how student learning is impacted by the use of computational tools compared to manual tools. We are interested in understanding the benefits and drawbacks of using computer-based analysis, and determining whether its use clouds critical thinking. Furthermore, we wish to counteract any over-reliance on technology and enhance more reasonable judgment. Based on the observations pertaining to student misinterpretation of computer vs manual analysis, and grounded in the theoretical frameworks of Credibility Theory and the Elaboration Likelihood Model, we will determine how computer credibility clouds students' critical analyses in a materials science laboratory setting, and whether peer discussions of these analyses influence student understanding of the concepts over the short- and long-term. Educators from any discipline that require data analysis will be able to apply the findings of this research to their curriculum, designing course activities that take advantage of technology in a specific field while also encouraging students' critical thinking. |
| Learning from cases in a large, web-blended class-- Nursing 527 Anne Sales Medical School $4000.00 |
Abstract: The transformation of graduate nursing education at the University of Michigan requires adaptive, innovative, evidence based educational strategies to meet the changing demands of today's advanced practice registered nursing student. For this reason the University of Michigan School of Nursing has been collaborating with the Center for Research on Learning and Teaching. Web blended courses combined with monthly face to face meetings have been used for many years with class sizes of 20-25 students. Due to recent revision of the master's education curriculum, class sizes have recently increased to accommodate over 100 students, as is the case in the new N527 "Optimal Models and Systems for Health Care Delivery" course, creating challenges for a student centered approach. This new course uses adult/active learning educational methods combined with case based group activities and simulation exercises. The combination of a web-blended approach, large class size, and case-based learning is quite novel in graduate education in nursing and relatively unusual across the University of Michigan, providing a unique opportunity to capture important baseline information and reflection on the methods being used. This proposal seeks to identify what factors affect student engagement and the effect of student engagement on learning outcomes. Results of this study will guide programmatic development of future nursing courses and may be of interest in other disciplines in which students share characteristics with graduate nursing education: older students who work at least part time, and who have limited time to engage in learning activities. |
| Developing an Introductory Biology Preparation Assessment Tool Laura Olsen LSA - Molecular, Cellular, and Developmental Biology $3000.00 |
Students who elect to enroll in Introductory Biology (171 and 172/174) have diverse biology backgrounds and prior coursework experience. This diversity in preparation is a challenge both for instructors and less-prepared students. Underprepared students often struggle in Introductory Biology, and many end up leaving biology. We need to find ways to correct this preparation deficit and increase success of these students in Introductory Biology if we hope to retain these students in STEM fields. We plan to develop a preparation assessment for students entering Introductory Biology; this assessment will allow us to identify the least prepared students so that we can prevent them from having an adverse outcome in Introductory Biology. The assessment will be developed based on the current Introductory Biology curriculum along with the Next Generation Science Standards for high school biology, and will be tested and validated before it used. Results of the assessment will be used to advise underprepared students into non-majors biology courses or other 100-level topics courses to help mitigate their preparation deficit prior to enrollment in Introductory Biology. The assessment will be used in the Comprehensive Studies Program sections of Introductory Biology at first, and may be expanded to the large sections in the future. |
| Investigating the Relationships of Student Engineering Team Size and Make-up with Project Success and Team Satisfaction Robin Fowler Engineering - Technical Communication $3000.00 |
This proposal requests assistance for a learning-analytics style investigation of team performance data from the researcher's sections of a team-based, project-based course (Engineering 100) going back to 2007. The goal of the study is to investigate relationships between team make-up and resulting team performance and team satisfaction. Using team performance and satisfaction information from a variety of naturally-occurring teams (about 1200 students on 240 teams, all assigned by instructor), I would like to see whether "best practices" for team formation (avoid stranding minority and female students/ make diverse teams/ etc) are supported in this sample of first-year engineering student teams working on semester-long projects. |
| Dental Students Apply Evidence-Based Practice (EBP) to Clinical Scenarios: Developing, Enhancing, and Assessing Skills Hsun-Liang Chan Dentistry Rachel Sheridan Dentistry Tae-Ju Oh Dentistry $4000.00 |
Evidence-Based Practice (EBP) is the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients. Although EBP is required within dental education by the Commission on Dental Accreditation (CODA), currently, the exposure of dental students to EBP is limited. This skill is incorporated in a didactic course in the 1st dental year, before students start treating patients. When they start providing cares they are rarely asked to apply EBP skills and their learning is rarely systematically assessed. Therefore, this proposal is to apply two interventions to students who are currently providing care in the clinics: (1) a classroom based learning and (2) an active group learning. Three methods will be used to assess learning: (1) a questionnaire (2) a written exam and (3) a score sheet for group practice. Their learning efficiency will be investigated by comparing the pre- and post-intervention results of the three methods. This teaching module may be potentially applied to other schools, e.g. Schools of Medicine, Pharmacy, Nursing, etc. for students to facilitate the use EBP and for educators to assess EBP-learning, and will solidify the students' use of these skills in their future clinical practices. |
| Impact of Hands-On Activity in System Dynamics and Control Engineering Education Gillespie Brent Engineering $4000.00 |
It has long been accepted that hands-on activities can provide advantages in learning certain types of tasks. Here, we explore whether hands-on activity (as facilitated by our novel haptic device) provides a benefit in system dynamics and controls engineering education. The benefit of haptics in education has been studied in the haptics community but often relies on qualitative measures as indicators of learning. The proposed study will assess learning using both quantitative and qualitative measures, and is designed to examine the "hands-on" effect by introducing students to tasks on a novel haptic device which reinforces specific system dynamics and controls engineering concepts as they learn them. This proposal builds on the results of an IRB-approved pilot study conducted last semester in the ME 461: Automatic Controls course. |
| Experiential Learning in Dementia Care for Social Workers Berit Ingersoll-Dayton Social Work Beth Spencer Social Work $4000.00 |
This project will evaluate the experiential learning of social work students as they engage in an aging- related research intervention, the Couples Life Story Project (CLSP). The CLSP focuses on older couples in which one partner has memory loss, to help them review their shared life together, learn and practice communication techniques, and focus on their strengths as partners. Student interventionists are involved in this project both as practitioners and as researchers. We will examine the extent to which student interventionists' participation in the CLSP influences their understanding of dementia, clinical skills, research, and critical reflection. To address this research question, the co-investigators will conduct in-depth interviews with student interventionists at the end of their participation in the project and analyze their responses using qualitative analysis. Findings from this project will contribute to developing creative ways of incorporating experiential learning into social work education. |
| Interactive Multi-Media ‘Textbooks’: An Approach to Large Core Courses for an eReader Generation Mark Clague Music, Theatre & Dance $4000.00 |
Through the Investigating Student Learning program of U-M's CRLT, we propose to examine the design and efficacy of dynamic multi-media learning texts with interactive study and assessment tools. Built using readily available Google supported tools and Apple iBook authoring software, these Web/Book modules will target five thematic areas in a large media rich core-curricular class for freshman music majors at Michigan's School of Music, Theatre & Dance and thus impact approximately 140 students. Data collection and analysis will assess the effectiveness of these modules in enhancing student exam results as well as building student engagement and enthusiasm. Results of Web/book-enhanced learning will be compared to topics not supported by these modules and secondarily by comparing the effectiveness of the modules against one another to suggest avenues for future development. Results will be shared online and in print with broad implications for the use of rich media eText supplements for large enrollment core courses. |
| Preparing Socially Engaged Citizens: Understanding the Impact of the Community Action Social Change Minor Katie Richards-Schuster Social Work Mary Ruffolo Social Work $4000.00 |
Preparing Socially Engaged Citizens: Understanding the Impact of the Community Action Social Change Minor The purpose of the proposed student learning investigation grant is to explore the specific effect of the minor's course work and activities on preparing students to be effective socially engaged "citizens" upon graduation from the University of Michigan. Using a mixed-methods approach including the comprehensive surveys of CASC minors and current CASC students and the review of e-portfolio capstone projects from students and alumni, our research plans to: (1) examine the impact of the minor on student learning and their ability to translate their learning into post-graduate engagement, (2) explore the contributions of the CASC minor to student knowledge, skills, and experiences, and (3) develop lessons learned, from the experience of recent graduates, for future improvements of program and curricular components of the minor. |
| Characterizations of how students collect, synthesize, and utilize stakeholder information during the design process Kathleen Sienko Engineering $4000.00 |
Globalization requires that engineering graduates learn to design products that fully take into account the needs of the customer and the culture in which the product will be used. Increasing interaction with stakeholders during the design process and particularly while eliciting user requirements has been shown to yield more innovative solutions that better meet customer needs. This study seeks to characterize how students collect, synthesize, and utilize stakeholder information in order to develop effective design pedagogies. Semi-structured interviews will be conducted with design teams during their senior capstone project. Using an iterative coding methodology, major themes related to stakeholder interaction will be identified during the design process. The development of sound design pedagogies is dependent on a thorough understanding of how students currently interact with stakeholders. Results will be used as pilot data for an external grant submission and will be presented at an engineering education conference. |
| Using Blogger to Improve Student Engagement and Learning Michelle Aebersold Nursing Dana Tschannen Nursing $3000.00 |
In this study, we propose to use Google Blogger as way to increase student engagement and student learning through a more collaborative learning pedagogy that encompasses the constructs of the Community of Inquiry (CoI) framework. Specifically were are interested in determining if Blogger increases a student's sense of community, student engagement and ability to achieve course objectives among graduate nursing students. A multi-method approach will be used to answer our research questions. The CoI survey will be used to determine student's perception of a sense of community, social network analysis will be used to student cohesion and a comparative analysis between posts submitted to Blogger and c-tools forum will be made using the CoI framework. |
| Development of the student motivation, interest, and comprehension of the new material outside of their major field of studies Alex Ganago Engineering $4000.00 |
We continue our research of student learning in EECS 314 Electric circuits, Systems, and Applications – a large introductory course in Electrical Engineering (EE) for non-EE majors at the College of Engineering, and propose to investigate: 1. What teaching strategies and events affect the students' motivation, interest, and comprehension? 2. How exactly do the motivation and course performance evolve during the semester for individual students and specific student groups? 3. Are there any singular events or experiences ("turning points") that spur the students' interest, motivation, and learning? Our methodology includes quantitative and qualitative analysis of online surveys and focus groups, with a special focus on the development of motivation of individual students, while maintaining their anonymity. Two graduate students (from School of Education and College of Engineering) will be involved in all aspects of this research. The results will be promptly used in teaching and disseminated at the University and nationwide. |
| The Effects of Promoting Student Autonomy in a Gateway Course $4000.00 |
This project investigates what effects significantly increased student autonomy in a large introductory course has for student learning, learning styles, and future success as well as how this autonomy shapes students' course and academic career choices. The project focuses on Political Science 101, Introduction to Political Theory, in which I try to foster student autonomy by offering multiple, optional paths to satisfy course requirements, by using nonstandard evaluation instruments to leverage students' prior skills and inclinations, and by giving students some choice in how they are graded. The project uses multiple methods, including quantitative comparisons of student college careers, surveys, and interviews. The project contributes to discussions of student motivation, learning and its assessment, self-regulated learning and metacognition, and to questions of how to plan, run, and assess large courses. |
| Learning cariology in a new dental curriculum: Long lasting student learning of critical thinking and problem solving skills in the context of patient care Margherita Fontana Dentistry Carlos Gonzalez Dentistry $4000.00 |
Critical-thinking and problem-solving are two of the most frequently espoused goals for student learning across disciplines. As part of a current major revision of the dental school's curriculum, faculty recognized that many students struggled to translate information from the classroom and use it later during their clinical experiences in the context of patient care. Two new first year courses were developed (Cariology I and II) to enhance and facilitate critical-thinking, problem-solving, and use of evidence-based information for dental caries (dental decay) detection, diagnosis, risk assessment, prevention and management. We are interested in investigating what are the long lasting student learning outcomes from the critical-thinking and problem-solving components assessed in these courses. Specifically, does early assessment correlate with these skills being demonstrated in later years during decision-making in clinical patient care? The key purpose of our participation in the ISL (Investigating Student Learning grant) community is to systematically develop and pilot assessment rubrics derived from data from our existing course and clinical activities and/or consider piloting additional assessment strategies of critical thinking during our didactic and clinical courses throughout the curriculum, and assess the relationships between initial and long-term follow up assessments. Pedagogical activities focused on teaching critical thinking and assessment of long-term transfer of learning developed and tested as part of this proposal will have implications for teaching and learning not only for dentistry, but broadly within higher education, as these are key educational goals now-a-days of most disciplines. |
| Long-Term Impact of Patient Narrative-based Learning on Physician Attitudes Regarding Patient-Centered Care Eleanor Sun Medical School Jennifer Stojan Medical School Arno Kumagai Medical School $3000.00 |
This project is a qualitative, interview-based study of the long-term impact of the Family Centered Experience (FCE) on practicing physicians. The FCE is a medical school program at UMMS that incorporates patient narratives and reflective discussions to explore the experience of illness, doctor-patient relationships, and the humanistic side of medicine. Many of the hundreds of students who have gone through the FCE since its beginnings in 2003 are now practicing medicine either in residency programs or beyond. The proposed study is designed to investigate the reflections and insights of graduates regarding their experiences in the FCE and how these experiences have shaped their identities as physicians and their attitudes towards patient care and the practice of medicine. |
| Assessing the Impact of Engineering Service-Learning Projects in Developing Countries Ann Jeffers Engineering $4000.00 |
This CRLT Investigating Student Learning project aims to assess the learning outcomes of an international service-learning project that involves the design and construction of a suspended pedestrian bridge in a remote village in Bolivia. The PIs have collectively recruited a multidisciplinary team of students who are working together to conduct the surveying, develop a complete design of the bridge, and will eventually work with the local community to achieve the bridge's construction in 2013. Aside from fostering various technical skills, it is expected that this immersive learning experience will result in unprecedented professional and personal growth and will have a lasting impact on the students directly and indirectly involved in the experience. Funding is requested from the CRLT ISL grant to conduct a rigorous assessment of the learning outcomes, which include subject mastery, critical thinking and leadership skills, and the ability to operate within a complex social and global environment. |
