Faculty Fellows Showcase 2024

Monday, April 15, 2024
9:00 AM - 11:00 AM
Southwest Corner- First Floor of Memorial Library or Zoom

Join the ART of Equity and CETL’s Faculty Fellows to discuss the research projects both groups have been conducting during this academic year. These presentations will focus on technology, diversity, equity, inclusion and belonging, and faculty development.

Light refreshments will be served.

Schedule of Presentations

9:00 am – Welcome 

 

9:05 am - Improving Students’ Performance and Decreasing the Academic Equity Gaps in Gateway Chemistry Courses by Course Redesign in Favor of Evidence Based Teaching Approaches and Increased Course Structure- Dr. Lyuda Stackpool 

Stackpool's scholarly work focuses on the effect of the course redesign in favor of a blended high structure course delivery format on student performance in gateway General Chemistry courses (Chem 201 and Chem 202).  It was shown in her research that simultaneously implementing two evidence-based teaching approaches (the flipped classroom teaching/learning model offered in conjunction with the supplemental instruction: faculty-facilitated learning enhancement tutoring and MavPASS) significantly enhances student academic achievements. 

9:20 am- Understanding the Impact: A Survey on ChatGPT Usage Among Computer Science Students- Drs. Rushit Dave and Farah Azhar 

In the fast-evolving landscape of artificial intelligence and natural language processing, understanding how emerging technologies like ChatGPT are utilized among computer science students is crucial. My project, titled "Understanding the Impact: A Survey on ChatGPT Usage Among Computer Science Students," aims into the dynamics of ChatGPT adoption within the CS Field. Through a comprehensive survey, we seek to uncover valuable insights regarding the prevalence, patterns, and perceptions surrounding the usage of ChatGPT among computer science students. Our research will address various aspects, including the frequency of usage, preferred applications, perceived benefits, challenges encountered, and ethical considerations.  

9:30 am- Learning, Engagement, and Belonging Online- Dr. Susan Schalge   

This project analyses ten semesters of student survey data from online, asynchronous sections of ANTH 101 Introduction to Anthropology. The goal is to better understand students' perceptions of their own learning, engagement, and sense of belonging in the online classroom environment with particular attention paid to issues of access and equity. 

9:40 am- Q & A 

9:50 am- Creating Awareness, Concern and Empathy for Non-Majority Culture People in Civil Engineering Education Through Systematic and Case Study-Based Explorations- Dr. Stephen Druschel  

This research study evaluated to what degree senior-level civil engineering students can improve their understanding and empathy for non-majority culture people, at least on a short-term basis, through systematic and case study approaches in a seminar exploration. 

Employing the presentation “Engineering Through a Diversity, Equity and Inclusion Lens”, cast as a framework for evaluation, and coupled with reflection, the students of the study worked through two actual civil engineering-oriented projects that encountered strong opposition rooted in privilege and whiteness.  Pre- and post-study responses were compared to assess whether improvement in understanding and empathy for non-majority culture people was achieved across the period of study. 

10:00 am- From Simplicity to Complexity: Faculty Learning through Equity Instruction- Dr. Heather Camp 

One way that faculty can support DEI work is to use reading and writing tasks to work toward equity objectives. This presentation makes visible the faculty learning that can occur through advancing racial equity via course content. 

10:10 am- Centering Courage When Engaging Settler-Colonial History- Dr. Chelsea Mead 

This presentation examines the impact of centering courage and one's full humanity in the process of learning about and engaging settler-colonial history and presence in the classroom. It explores how social emotional learning, ungrading, and courageous conversations frameworks can create equitable learning opportunities for students, especially when engaging settler-colonial subjects. 

10:20 am – Q & A and Closing