Posters
Presenter: Dr. Samuel Buchanan
Presentation title: Making Learning Personal
Abstract:
On the topic of progress Barack Obama once said, “sometimes the most important changes start in small places.” For our university to have a positive impact on our surrounding communities it is important that our students are able to effectively utilize their knowledge and skills on their immediate surroundings before we can expect larger scale change. To enhance the reinforcement and application of knowledge from the Exercise Science degree, it is proposed that volunteering students having completed Physiology and Techniques of Strength/Power Fitness create and implement a tailored three-month exercise training program for an immediate family member. The goals of this endeavor are student achievement of the higher levels of Bloom’s Taxonomy: Applying, Analyzing, Evaluating, and Creating.
Creation of a custom training program requires applying knowledge to analyze needs and evaluate baseline measures of the family member to determine the most effective exercise regime. The evaluation component also provides a research learning opportunity for students to collect data to determine the effectiveness of the program after the three-month period. This approach may also serve as an alternative for students struggling to find future internship opportunities off-campus that generally require the purchase of health insurance. An additional benefit will be the provision of funding to take a nationally certified exam.
Effectiveness of this teaching approach will be assessed by the quality and underlying rationale of the training program, intra-rater data collection, and scores obtained from the certification exam. Student benefits are improved learning, a national certification, and a healthier family member.
Learning Outcomes:
- Application of concepts learned throughout degree program.
- Creation of a unique customized training program.
- Ability to collect data to evaluate program effectiveness.
Presentation title: Transforming A Laboratory Experience into A USA Track & Field Racewalking Olympic Presentation
Abstract:
KINE 3153 Exercise Physiology Laboratory is a course taught within the Department of Health and Human Performance (HHP). The course description is the emphasis on demonstration of lecture concepts through hands on experiences in the lab. Maximal oxygen consumption and aerobic fitness assessment, human thermoregulation, body composition analysis, pulmonary function testing are among the topics explored. Many exercise science courses involve students in Institutional of Review Board (IRB) approved human subject’s testing research protocols. Traditionally, students are involved in the scholarly process because many of these students are continuing on to physical or occupational therapy programs in which research skills is highly recommended. This particular exercise physiology laboratory took on a community service learning project for their research investigation. A community leader from Pharr, Texas approached with a request for aid investigating why elite level racewalking athletes were leaving their sport. This community member was involved locally and nationally with racewalking. He also had very close ties to the USA Track & Field Racewalking Olympic committee that over saw USA Racewalking. Students in this course with the aid of the instructor formulated a research investigation entitled, “Psychological Factors of Burnout in Former/Retired Elite-Level Racewalkers in the United States.” Students in this exercise laboratory took an ordinary laboratory experience and make it an Olympic presentation to the Governing Board for USA Racewalking at their National USA Track & Field Conference in Houston, Texas. The student’s success in the course was only matched by their success in presenting at the national level while providing a community service learning experience in the Rio Grande Valley. No faculty member or student prior to this had ever made a national presentation to any USA Olympic Committee in the history of UTRGV. Taking the “ordinary and making it extraordinary,” is one directive from our College of Health Professions Dean. These students were extraordinary.
Learning Outcomes:
- Students will identify those elements necessary for successful laboratory skills.
- Students will identify those elements necessary for the successful completion and approval of an IRB application.
- Students will identify those elements necessary for the successful presentation of research data, analysis and conclusions
- Students will identify those elements necessary for a successful community service learning experience
Presenter: Assraa Hassan Jassim
Presentation title: Igniting Students to Reach Their Potentials Is Our Mission as Educators
Abstract:
Teaching visions and goals need to continuously develop to become focused on motivating and encouraging students to ask, formulate questions, and seek answers independently through research. To achieve this vision, classroom teaching should not be limited to discussing the lecture and creating exam questions but ignite students by interactive activities.
Observational and discussion-based learning motivates students, teaches students responsibility, expands their horizons, and therefore ingrains passion for knowledge. To achieve this, interactive activities are needed. First, holding journal clubs by evaluating and constructively criticizing clinical and research papers by following the “PP-ICONS” approach, which stands for; P: problem, P: patient or population, I: interventions, C: comparison, O: outcome, N: number of subjects, S: statistics. Second, solving a case study that involves a certain disease. Third, reading a research paper and criticizing the interpretations made in the discussion. Fourth, rotating in research laboratories to teach students the art of developing hypotheses, work on experiments, analyze and interpret data, and present data in class, research day, and/or conferences.
These interactive activities: journal clubs, case studies, research papers, and lab rotations, will ignite students and help them reach their academic potentials. Driving students’ curiosity to ask, discuss questions, think critically, be independent, and apply knowledge in professional career are our mission as educators.
Learning Outcomes:
- Develop interactive learning techniques
- Ignite students to seek learning opportunities instead of overwhelming them with too much information
- Transform students from dependent to independent learners
Presentation title: Using Art Journals for Self-Discovery and Client Connection
Abstract:
This presentation overviews the use of the art journal in an expressive arts facilitation course as a method to assist students in self-discovery and client connection. Students were assigned a semester-long project which involved participation in self-directed art using a variety of art techniques and modalities to explore their personal issue of greatest concern. In addition, students related their explorations to the use of art as an expressive techniques for future clients who have life-threatening illness, chronic illness, disability, and aging issues, Students developed plans to facilitate group expressive arts projects designed to address specific population needs based on researching prevalent symptoms and concerns. This presentation will be related to the transformative teaching approach as a method of enhancing learning through the processes having experiences and challenging assumptions and perspectives in order to internalize learning.
In addition, student art work and the resulting qualitative analysis of their written summary statements will be presented.
Learning Outcomes:
- Participants will review techniques used in the arts as they can apply to general student self-development
- Participants will acquire skills to enhance transformative teaching whereby students come to explore topics, enhance connection to educational material, and internalized learning.
- Participants will experience an expressive arts technique and process its personal impact
Presenter: Diana Mendez
Belinda Rivas (co-presenter)
Sponsor (Student Accessibility Services)
Presentation title: Innovative Online Teaching
Abstract:
This innovative teaching poster will present creative and interactive activities to engage students in their learning and course retention in online courses while adhering to compliance with the American Disabilities Act (ADA). Colleagues who teach primarily online courses will be able to enhance weekly Panopto lectures by adding features that accommodate students with a variety of disabilities. Moreover, professors can add assignments to weekly modules to test student retention of lecture materials and allow for student engagement.
Learning Outcomes:
- Provide colleagues with ideas to use in their weekly online modules
- Enhance online lectures by adding features to assist students with disabilities
- Provide colleagues with assignment ideas that reflect student retention and engagement
Presentation title: Reflection on Providing High Impact Learning/Research Experience in a Lab Course
Abstract:
Reflection on Providing High Impact Learning/Research Experience in a Lab Course
It is well known and accepted that hands-on learning experience gives students the opportunity to experience real world situations and improves student success/retention.
Why Hands-on Education?
Students learn how to conduct health/fitness tests of a subject/client/patient for the purpose of exercise prescription, and/or diagnosis, and/or prognosis. However, there are so many details that cannot be learned from lectures and students will not feel comfortable enough to perform any of those tests and techniques in real world situations.
Therefore, I have redesigned KINE 3160 to give students both freedom and responsibility to learn through hands-on education. Students get the opportunity to see real-world examples of core concepts that provides holistic experiences.
Activities Involved
Students actively engage in their learning by not only conducting research projects (designing research studies, writing IRB, collecting data, and presenting their findings), but also learning from classmates while volunteering for other research projects.
Students also learn how to present their data in graphs, interpret statistical analyses, develop essential communication/social skills to work as a team, and prepare a poster that is presented at a local, and/or State, and/or National Conferences.
Pros & Cons.
Cons: Obtaining IRB approvals can be challenging, it takes time to train students, it takes a lot of time to recruit and collect data.
Pros: Enhancing students’ knowledge and skillset, developing teamwork skills that are essential for professional success, improving presentation skills, and publishing in peer-reviewed journals.
Learning Outcomes:
- Explain the fundamental background about providing high impact learning/research experience
- Identify activities involved in providing hands-on learning/research experience
- Identify pros & cons of providing high impact learning/research experience
Presentation title: Teaching Effectiveness through the Lens of the Undergraduate Student in the Time of COVID-19
Abstract:
The Covid-19 outbreak caused a sudden shift away from the traditional classroom setting, bringing much uncertainty to educators and posing great challenges. Educators were thrusted out of their comfort zones, having to adapt to teaching through a computer screen and hoping that they are giving enough instructions and providing effective resources to their students in order for them to succeed. The shift to a new setting came with disadvantages and advantages. Educators were unable to easily pick up on nuances from students that indicate the students struggle with material, yet educators also witnessed growth of their students, they became more self-reliant. In spite of it all and to maximize continued growth as an educator, there is a more concrete need to know if teaching methods were effective during Covid-19. The objective of this study is to analyze teaching effectiveness by identifying and subgrouping a population of health-biomedical science students at the University of Texas Rio Grande Valley from Spring 2020 through Spring 2021. Students involved in the study were administered a course evaluation survey containing 5 questions pertaining to teaching effectiveness which involves methods of instruction and preparedness. Students were asked to express how much they agreed or disagreed with a particular statement through a 5-point Likert scale. Higher scores on the survey positively correlated to greater teaching effectiveness. The survey data indicates the majority of students strongly agreed that teaching was effective during Covid-19 and most students perceived frequent communication and encouragement with overall teaching effectiveness.
Learning Outcomes:
- The participant will recognize the impact frequent communication and student encouragement has on teaching effectiveness.
- The participant will evaluate self-perceived teaching effectiveness versus teaching effectiveness through the lens of the student.
- The participant will report an intent to implement teaching approaches and methods that support efficacy and student learning in a new environment.
Presenters: Maggie Shelledy and Sue Anne Chew
Presentation title: An Interdisciplinary Approach to Teaching Research Proposal Writing for Undergraduate Students
Abstract:
Scientific reading comprehension, writing and oral communication skills are vital for success in a biomedical science research career and a healthcare profession. A research proposal course was developed and taught by an interdisciplinary team of faculty from the Department of Health and Biomedical Sciences and Department of Writing and Language Studies. This course takes a Writing in the Disciplines approach, grounded in the recognition that students need disciplinary-specific writing instruction and practice to thrive. The course includes lectures, readings, and discussion on different scientific writing approaches, supplemented by rhetorical concepts applicable to scientific writing. The primary text of the course, however, is the students’ own work (research proposal under the supervision of their research mentor), and roughly half the course meetings are devoted to reading and providing formative feedback (peers /instructors) to drafts. This approach encourages students to see themselves as scientific writers as they analyze and evaluate each other’s writerly choices. Students learn how to assess the validity of published literature, identify the gaps in knowledge, and how their project can contribute to science and successfully develop a feasible project design that complies with the principles of responsible research practice, including rigor and reproducibility. In addition to learning the conventions of the NIH proposal, students also learn the role of writing in the production and dissemination of scientific knowledge. Through the course’s focus on rhetoric and scientific writing, students are enculturated into the values and practices of the wider discipline and better understand how to approach their writing strategically.
Learning Outcomes:
- Recognize the important of scientific reading comprehension, writing and oral communication skills for undergraduate students and the incorporation of an interdisciplinary approach
- Define the important topics to cover in a research proposal course
- Plan how to develop a research proposal course using an interdisciplinary approach
Presenter: Maria T.Castaneda
Co-Presenters: Dr. Herminio Guajardo and Ms. Emily Jordan
Presentation title: Guest Speakers as an Enhancing Learning Experience.
Abstract:
Introduction: The course BMED 3103 (Human Behavior) examines the neuronal basis and foundations of human behavior, with particular emphasis on biology, psychology, disease, and social environment.
We have implemented an innovative method of teaching enhancement. We have invited a “Guest Speaker” to present to students who is an expert in a particular topic related to the content covered during class lectures. Speaker presentations provide critical information that is often omitted during a regular class. We hypothesize that inviting “Guest Speakers” to the class will provide an enhanced learning experience through offering a different perspective on topics covered during regular lectures, and by allowing students to ask real-time questions to an expert.
Methods: 100 students taking the BMED 3103 course were invited to participate in a survey about their perception of the learning experience during the “Guest Speaker” presentation. Data was collected and analyzed.
Results: A high number of students rated their learning experience satisfactory during the “Guest Speaker” talks. 90% of respondents believed this learning strategy was helpful for their success and support their learning Outcomes.
Conclusion: Overall, students’ perceptions about guest speakers were positive.
Learning Outcomes:
- Students defined social factors that may affect health.
- Students understand factors that influence adolescent behavior.
- Students identify the most frequent mental and substance-related disorders.
Presenters: Lin Wang, Murat Karabulut, Soojin Yoo, and Sonio Garcia
Presentation title: Linking Exercise Science Majors’ Student Success to a Benchmark Course – Assessment of the Impact of A&P Courses
Abstract:
Core benchmark and graduation predicting course for majors in the Department of Health and Human Performance was reported to be Anatomy and Physiology (A&P) I from legacy institution of the University of Texas Rio Grande Valley. Does A&P I stand true to predict student success for Exercise Science majors and can the finding be useful for amid curriculum changes such as course realignment, new course addition, and old course deletion? What about A&P II? What level of prediction does the grade in A&P II demonstrate (as A&P I&II are current prerequisites for upper-level major’s courses)? association between A&P I&II grades and student success in upper-level courses will facilitate evidence-based decision making for curriculum actions. Data from declared Exercise Science and Kinesiology majors from Fall 2019 to Spring 2021 will be analyzed to show any potential correlation between students’ readiness as indicated in their grades in A&P I&II and their performance in major courses as indicated in their grades in KINE 3353 Exercise Physiology, KINE 3365 Physiology and Techniques of Strength/Power Fitness, and KINE 4380 Exercise Science Internship (capstone). Potential prediction will be discussed to provide evidence-based decision making for future curriculum action(s).
Learning Outcomes:
- Recognize the important of scientific reading comprehension, writing and oral communication skills for undergraduate students and the incorporation of an interdisciplinary approach
- Define the important topics to cover in a research proposal course
- Plan how to develop a research proposal course using an interdisciplinary approach
Presenters: Cecilia Montiel-Nava
Co-Presenters: Norma Dibrell, Arlett Lomeli, Andrya Rivera-Burciaga, and Carolina Miles
Presentation title: A Case Study. A written assignment for diagnosis, differential diagnosis, and communication of results.
Abstract:
Most of the current mental disorders were initially discovered by a careful study of a single case. Case studies continue to be a valuable method of pedagogy in psychopathology. Moreover, for students in the clinical sciences, writing assignments are a way to reflect on the class readings and integrate different perspectives into their clinical practice. Those assignments with a written reflection component might lead students to become agents of change in their community. Hence, pairing case studies with a written assignment might improve students' ability to integrate clinical knowledge and transform it into valuable tools for their everyday professional life as clinicians, advocates, or academicians.
This project illustrates using a written case study assignment to assess articulation of nosology of child psychological disorders. The case study assignment requires the students to work in pairs and complete three different parts: (1) write questions that could help to arrive at the appropriate diagnosis, justify it, integrate the symptoms presented, and use the proper terminology, (2) write an outline about how to deliver the diagnosis to parents, health professionals, or educators, (3) write a couple of sentences reflecting upon their learning during the activity (their most significant moment of learning).
The discussion includes the experiences of child psychopathology students with the writing assignment, self-evaluation, and recommendations. We will also discuss the participation on a Faculty Learning Community as a space fostering the development of innovative writing activities that are meaningful for the students.
Learning Outcomes:
- Illustrate using a written case study assignment as an integrative assessment of how the students articulate the nosology of child psychological disorders.
- Describe the incorporation of a written outline to share diagnostic findings with members of the community (i.e., parents, educators, health professionals).
- Describe the use of a reflection written component in the case study for students to become agents of change in their communities
- Discuss the role of the Faculty Learning Community (FLC) as a space for developing innovative writing activities and assessments that are meaningful for the students.
Presenters: Dean Michael Enriquez
Co-Presenters: Ayushi Agarwal and Alen Saju
Presentation title: Implementing Flipped Classroom as a Primary Pedagogy in the Classroom: A Student's Perspective
Abstract:
Flipped classroom is a teaching pedagogy in which students complete readings and Check-For-Understanding assignments prior to attending lectures. This allows students to familiarize themselves with the content and prepare questions for instructors to maximize class time in an efficient manner, while simultaneously increasing student engagement. The BS in Biomedical Sciences program incorporates the flipped classroom pedagogy in their courses by utilizing, Individual Readiness Assessment Tests (iRATs), Team/Group Readiness Assessment Tests (tRATs), Team-Based Learning activities (TBLs), and Case Studies tools. All of these strategies can contribute to increased student engagement during in-class sessions, retention of material, make connections and develop critical thinking skills as they learn to apply the material to their future careers. While this pedagogy has its strengths, it is associated to some challenges mostly for freshmen. Generally, students have trouble acclimating to this form of learning. The current structure of the high school education system does not advocate for academic growth through independent learning. Thus, students have difficulties in establishing efficient study habits, adapting to new learning environments, and practical skills vital to thrive in this pedagogy and thus, These challenges must be addressed at an institutional level via the cooperation and proactivity of both instructors and students. Both instructors and students should recognize these challenges in order to facilitate learning and close the gap in the transition. By assessing ways to improve the incorporation of flipped classroom learning, one is able to significantly enhance the learning experience of students while contributing to the development of tomorrow’s leaders.
Learning Outcomes:
- Define flipped classroom as a methodology to increase student success in courses
- Understand the challenges to implementing the flipped classroom pedagogy
- Plan how to successfully implement a flipped classroom in a course