Browsing by Subject "active learning"
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Item Altered Reality. An inquiry-based neuroscience lesson for helping students understand neuroplasticity and its role in learning(National Science Teachers Association, 2020) Ellingson, Charlene; Dubinsky, Janet MEffective science instruction requires knowledge of subject matter and scientific practices (Next Generation Science Standards (NGSS), 2013), as well as the context within which learning occurs (Anthony, Hunter and Hunter, 2014). For science teachers, there is often a tension between the efficiency of lecture and student engagement that comes with hands-on activities. In this article, we present Altered Reality, an inquiry-based neuroscience lesson that can bridge the gap between efficiency and engagement by concurrently teaching neuroscience, scientific practices, and modelling neuroplasticity.Item Neuroscience Education for Prekindergarten–12 Teachers(The Society for Neuroscience, 2010-06-16) Dubinsky, Janet MA debate rages concerning the ability of neuroscience to inform prekindergarten–12 teaching practice (Hirsh-Pasek and Bruer, 2007; Varma et al., 2008). Some educators charged with training future teachers argue that the mechanistic issues that concern neuroscientists are too far removed from the classroom context to be able to effectively inform practice (Hirsh-Pasek and Bruer, 2007). At the far end of our field, neuroscientists attempt to apply the techniques of cognitive neuroscience to educationally relevant issues. Understanding the physiological processes mediating dyslexia or attention-deficit hyperactivity disorder has the potential to lead to biomarkers for diagnosis and strategies for successful early interventions (Fischer, 2009; Goswami, 2009). Studies of the cognitive capacities of infants and toddlers are leading to strategies for incorporating innate lexical and mathematical abilities into educational progressions (Meltzoff et al., 2009; Gilmore et al., 2010). Psychologists view neuroscience research as providing the physiological justification for the behavioral interventions they have long studied (Diamond and Amso, 2008). Businessmen view neuroscience as an exploitable body of information that can be used to successfully market educational products and services (e.g., Jensen Learning, Brain Gym). Teachers view neuroscience as a complicated body of knowledge that may explain what goes on in their students’ heads (Brandt, 1999). Teachers feel that they need to understand both. However, the majority of neuroscientists are unaware of all of these issues.Item Neuroscience in Middle Schools: A Professional Development and Resource Program That Models Inquiry-based Strategies and Engages Teachers in Classroom Implementation(The American Society for Cell Biology, 2006-02-07) MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J; Dubinsky, Janet MThe Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5–8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to “inquiry-based” teaching versus “lecture-based teaching.” Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.Item Performance and Perceptions of Pharmacy Students using Team-based Learning (TBL) within a Global Health Course(University of Minnesota, College of Pharmacy, 2011) Addo-Atuah, JoycePurpose: Team-based learning (TBL) has been shown to be a very useful active learning tool in a variety of disciplines and educational settings. The objectives of this study in a Global Health elective course within a PharmD curriculum were to (1) determine whether TBL contributes to performance (as measured by iRAT scores, tRAT scores, and grades); and (2) evaluate students’ perceptions of TBL as an instructional strategy. Case Study: TBL sessions were incorporated into a new elective course in Global Health along with other teaching methodologies. Student performance was evaluated during the TBL sessions and course team projects, among others. An anonymous student qualitative survey explored their perceptions of and experiences with TBL at the end of the course. Students’ performance in the TBL sessions improved as reflected in the comparison of individual Readiness Assurance Tests (iRATs) and the team Readiness Assurance Tests (tRATs) scores. Overall students’ performance in the course resulted in over 88% earning the letter grade A. Students’ performance in the TBL sessions, especially their iRATs, was reflected in their overall course grades. Over 75% of the students believed that TBL increased their analytical skills and nearly 50% believed that learning utilizing TBL would have the most lasting effect on their careers. Conclusion: TBL was successfully implemented in a Global Health elective course in a PharmD curriculum and students perceived it as a beneficial instructional strategy. This study adds to the TBL literature by providing some evidence of the applicability of TBL in a course not traditionally taught in the PharmD curriculum (i.e., Global Health). Future research and intervention(s) leading to the development and growth of TBL in pharmacy education are recommended.Item Preparing the Future Nutrition Professional: Exploring the Pedagogical Benefits of Active Learning(2024-05) Kelley, MelissaThe education and training of future food and nutrition professionals plays a vital role in preparation for managing complex food and nutrition problems. Within food systems, food and nutrition professionals provide nutrition education to individuals and families and work to ensure access to nutritious and culturally significant foods. Food and nutrition professionals work collaboratively across a range of sectors and disciplines to advance the cause of healthy dietary practices. Their efforts are aimed at mitigating the prevalence of diet-related illnesses, addressing malnutrition concerns, combating the rising rates of overweight and obesity, and ensuring equitable access to food. Through interdisciplinary partnerships and the implementation of diverse strategies, they aim to develop sustainable solutions that contribute to the health and well-being of individuals and communities. However, current higher education students enrolled in the Didactic Program in Dietetics (DPD) to become registered dietitians may not be receiving the education and training necessary to work effectively in the food system before they enter the workforce. Traditional teaching and learning pedagogies are rich in technical knowledge but may lack opportunities for practical application of nutrition knowledge and transferable skill development. The purpose of this doctoral research was to provide internal and external active learning opportunities in upper-division nutrition courses and assess perceptions of strengths and recommendations for improvement provided by students and professionals external to the University of Minnesota. The studies were conducted in my work as a graduate teaching assistant under the direction of the instructor on record. The three separate reports included in this dissertation utilized data collected at the end of each program to evaluate the aims of each study. Each of the three research studies were underpinned by Participatory Action Research (PAR). In iterative cycles of action, observation, and reflection, undergraduate students and external stakeholders collaborated with the researchers in the design and implementation of active learning methodologies. The first project was the evaluation of three undergraduate food service and management redesigned courses. Prior to the redesign, the courses were taught using lecture-based passive learning methods. Following the redesign, the courses utilized project-based learning in a flipped classroom model. Over the course of an academic year, junior and senior nutrition and dietetics students enrolled in the courses developed and implemented projects related to food systems challenges. Data collected from students based on modified NGT sessions were used to evaluate the redesigned courses regarding strengths and recommendations for improvement. The data were aggregated with themes and relevant quotes identified that supported the findings. The greatest strength of the redesigned courses was the overall project-based framework of the course. The course framework empowered students with autonomy over developing and managing a project. Students also appreciated the opportunity to work on projects aligned with their interests and valued the connections formed with instructors and peers. On the other hand, students felt a gap in food service content, particularly concerning topics relevant to the registered dietitian exam. Their recommendation involved an increased allocation of in-class time towards formal lectures, to comprehensively cover topics related to food service and food service management. Although students valued student-instructors rapport, they expressed a desire for increased project group check-ins and communication from instructors. The second project evaluated a Professionals in Higher Education pilot program. Within the redesigned food service and food and nutrition management courses, activities to develop transferable skills were embedded in project management activities. The pilot program enlisted professionals external to the university to guide and support student project teams. At the end of the pilot program, semi-structured interviews with the professionals were conducted to identify key transferable skills needed for the college-to-work transition, the primary role of the professionals, and the strengths and recommendations for improvement of the pilot program. Interview data were analyzed using thematic analysis for themes and subthemes. The themes indicated that the most important transferable skills for a successful college-to-work transition are the ability to manage ambiguity, a growth mindset, persistence, failing forward or resiliency, and working in teams. The professionals viewed their role as aiding in refining project goals and objectives and providing support for the students. The professionals perceived the integration of real-world projects into the course as the greatest strength of the course. Suggestions for improvement encompassed increased interaction with students, instructors, and fellow professionals. Additionally, they expressed a desire to engage with the projects earlier in the academic year to maximize their support and guidance. The third project evaluated a community-based experiential learning program from the perspective of students enrolled in the program. The community-based program used a cross-cultural study to prepare students to work with a community partner on food and nutrition and health and wellness goals. The work with partners involved restaurant menu modification and development of a social marketing campaign to promote ancient grain consumption. In bidirectional knowledge sharing, students supported community-identified goals while learning to view health and wellness from a cultural lens. Semi-structured interviews and focus groups were conducted with students to evaluate the impact of a cultural self-study and the strengths and recommendations for improvement of the community-based experience. The greatest motivator for participating in the experience was working on real-world projects with the community. Students felt that the experience helped reinforce person centered care including an expanded view of health and wellness including the importance of culture. Students also perceived peer support as a strength of the experience. Students perceived the greatest challenge was communication barriers which lead to confusion and frustration. While the students thought the cultural self-study was helpful in preparing them to work with community, they would have preferred a shorter time for the self-study so they could work with the community sooner. Students indicated that the experience taught them the importance of communication and patience. In all three studies, data were triangulated using observations, field notes, and dialogue to increase the reliability and validity of the research. Similar themes related to strengths emerged in all three studies. Both students and professionals felt that working on real-world projects was a strength. In particular, the course redesign and the community-based experiential learning program helped students apply nutrition solutions in a real-world context. Additionally, students enrolled in the courses and the experiential learning program reported that they felt supported by the course instructors, their peers, and community collaborators. The themes related to areas of improvement were less consistent across all three studies. In the first study, students expressed a desire for more direct instruction on food service and food service management content through traditional lectures. Students struggled to see the connection between food service management content and the project-based learning format. A similar theme that emerged in both the Professionals in Higher Education pilot program and the community-based experiential learning program was a recommendation for earlier engagement with the projects and stakeholders. A prevalent theme identified in the community-based experiential learning program was the students' perception of inadequate communication as a significant challenge. This lack of communication resulted in confusion and frustration among the students, as reported. The findings from these studies indicate that students and professionals alike perceived the active learning methods implemented in the project-based course redesign and the community-based experiential learning program as beneficial. These approaches provided valuable exposure to real-world projects and community partners, as well as opportunities to develop transferable skills. Across all studies, communication was a challenge. Miscommunication and lack of communication resulted in feelings of confusion and frustration. Nevertheless, students emphasized that establishing a strong rapport with both their peers and instructors helped alleviate the challenges encountered in both the courses and the community-based experiential learning program. Despite acknowledging active learning as a notable strength, they also expressed concerns about the insufficient coverage of food service and food service management content.Item Student Self-Ratings of Skill Acquisition from a Clinical Controversy Debate in a Third Year Pharmaceutical Care Lab(University of Minnesota, College of Pharmacy, 2013) McNamara, Anusha; Janke, Kristin; Conway, Jeannine; Schweiss, SarahObjectives: To evaluate student perspectives of a clinical controversy debate activity designed to improve their skills to effectively approach and communicate complex therapeutic dilemmas. Design: A clinical controversy debate activity was implemented in the fall semester of the third year pharmaceutical care laboratory curriculum. Topics were chosen based on controversies encountered in practice. Students were assigned to groups of 5-6 and subdivided to the pro or con of the topic. Each debate lasted 25 minutes. Students completed a self-assessment asking them to rate eight skills (e.g. selecting appropriate references, analysis of literature, defending and predicting arguments, composing and delivering the presentation, and persuading the audience) before and after the debate as: novice, developing, skilled, facilitating/leading, or educating. Results were analyzed descriptively and the pre-post ratings were compared using a Wilcoxon Signed Rank Test. Results: 140 (84.8%) students responded to the self-assessment survey. The skill that students rated most highly prior to the debate was selecting appropriate resources and primary literature, with only 7.1% rating themselves as novice. After completing the debate, the skill rated with the greatest improvement was predicting opposing arguments with 47.1% rating as developing and 40% rating as skilled. All eight skills had statistically significant improvements pre- and post- assignment (p < 0.001). Implications: Preparing arguments for and against treatment options is an important clinical skill, used regularly by pharmacists. A clinical controversy debate activity resulted in reports of improvement on eight measures of evidence based medicine-related skills.Item Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom(The American Society for Cell Biology, 2012-07-30) Roehrig, Gillian; Michlin, Michael; Schmitt, Lee; MacNabb, Carrie; Dubinsky, Janet MIn science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classroomsItem The Utilization of Social Media in the Classroom(2017-04-10) Ramstad, Joseph E; Swenson, RebeccaThis study was designed to determine the influence media can have in the classroom environment.