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1. Macrosystems EDDIE Teaching Modules Increase Students’ Ability to Define, Interpret, and Apply Concepts in Macrosystems Ecology

   https://doi.org/10.3390/educsci11080382  

   Hounshell, Alexandria G. ; Farrell, Kaitlin J. ; Carey, Cayelan C. ( August 2021 , Education Sciences)

   Ecologists are increasingly using macrosystems approaches to understand population, community, and ecosystem dynamics across interconnected spatial and temporal scales. Consequently, integrating macrosystems skills, including simulation modeling and sensor data analysis, into undergraduate and graduate curricula is needed to train future environmental biologists. Through the Macrosystems EDDIE (Environmental Data-Driven Inquiry and Exploration) program, we developed four teaching modules to introduce macrosystems ecology to ecology and biology students. Modules combine high-frequency sensor data from GLEON (Global Lake Ecological Observatory Network) and NEON (National Ecological Observatory Network) sites with ecosystem simulation models. Pre- and post-module assessments of 319 students across 24 classrooms indicate that hands-on, inquiry-based modules increase students’ understanding of macrosystems ecology, including complex processes that occur across multiple spatial and temporal scales. Following module use, students were more likely to correctly define macrosystems concepts, interpret complex data visualizations and apply macrosystems approaches in new contexts. In addition, there was an increase in student’s self-perceived proficiency and confidence using both long-term and high-frequency data; key macrosystems ecology techniques. Our results suggest that integrating short (1–3 h) macrosystems activities into ecology courses can improve students’ ability to interpret complex and non-linear ecological processes. In addition, our study serves as one of the firstmore »documented instances for directly incorporating concepts in macrosystems ecology into undergraduate and graduate ecology and biology curricula.« less
2. Transforming Biomedical Engineering Education Through Instructional Design

   Huang-Saad, Aileen Springer ( January 2020 , IJEE International Journal of Engineering Education)

   The discipline of biomedical engineering (BME) was born from recognition that engineers need to help solve emerging biologically based problems that impact medical device design, therapeutics, diagnostics, and basic discovery. While economic indicators point to significant growth in the field, BME students are reporting significant challenges in competing for jobs against traditional engineering graduates (e.g. mechanical and electrical) and finding post-undergraduate employment. BME programs are therefore in great need of curricula that promote clear professional formation and prepare graduates to be effective in a fast growing and changing industry. Moreover, these changes must be implemented in a challenging environment in which technology and stakeholder (e.g. industry, medical schools, regulatory agencies) priorities are changing rapidly. In 2016, our department created a new model of instructional change in which the undergraduate curriculum is closely tied to the evolution of the field of BME, and in which faculty, staff, and students work together to define and implement current content and best practices in teaching. Through an Iterative Instructional Design Sequence, the department has implemented seven BME-in-Practice modules over two years. A total of 36 faculty, post docs, doctoral candidates, master’s students, and fourth year students have participated in creating the one-credit BME-in-Practice Modulesmore »exploring Tissue Engineering, Medical Device Development, Drug Development, Regulations, and Neural Engineering. A total of 23 post docs, graduate students and undergraduates participated on a teaching team responsible for teaching a BME-in-Practice module. Each module was developed to be four weeks long and met at least six hour/week. Two of the seven Modules were iterated upon from year one to year two. Modules were designed to be highly experiential where the majority of work can be completed in the classroom. A total of 50 unique undergraduates elected to enroll in the seven Modules, 73.33% of which were women. Data collected over the last two years indicate that Module students perceived significant learning outcomes and the Module teaching teams were successful in creating student centered environments. Results suggest that this mechanism enables effective, rapid adaptation of BME curriculum to meet the changing needs of BME students, while increasing student-centered engagement in the engineering classroom. Findings also suggest that this curricular is an example of an intentional curricular change that is particularly impactful for women engineering students.« less
3. Developing a flexible learning activity on biodiversity and spatial scale concepts using open‐access vegetation datasets from the National Ecological Observatory Network

   https://doi.org/10.1002/ece3.7385  

   Styers, Diane M. ; Schafer, Jennifer L. ; Kolozsvary, Mary Beth ; Brubaker, Kristen M. ; Scanga, Sara E. ; Anderson, Laurel J. ; Mitchell, Jessica J. ; Barnett, David ( February 2021 , Ecology and Evolution)

   Biodiversity is a complex, yet essential, concept for undergraduate students in ecology and other natural sciences to grasp. As beginner scientists, students must learn to recognize, describe, and interpret patterns of biodiversity across various spatial scales and understand their relationships with ecological processes and human influences. It is also increasingly important for undergraduate programs in ecology and related disciplines to provide students with experiences working with large ecological datasets to develop students’ data science skills and their ability to consider how ecological processes that operate at broader spatial scales (macroscale) affect local ecosystems. To support the goals of improving student understanding of macroscale ecology and biodiversity at multiple spatial scales, we formed an interdisciplinary team that included grant personnel, scientists, and faculty from ecology and spatial sciences to design a flexible learning activity to teach macroscale biodiversity concepts using large datasets from the National Ecological Observatory Network (NEON). We piloted this learning activity in six courses enrolling a total of 109 students, ranging from midlevel ecology and GIS/remote sensing courses, to upper-level conservation biology. Using our classroom experiences and a pre/post assessment framework, we evaluated whether our learning activity resulted in increased student understanding of macroscale ecology and biodiversity conceptsmore »and increased familiarity with analysis techniques, software programs, and large spatio-ecological datasets. Overall, results suggest that our learning activity improved student understanding of biological diversity, biodiversity metrics, and patterns of biodiversity across several spatial scales. Participating faculty reflected on what went well and what would benefit from changes, and we offer suggestions for implementation of the learning activity based on this feedback. This learning activity introduced students to macroscale ecology and built student skills in working with big data (i.e., large datasets) and performing basic quantitative analyses, skills that are essential for the next generation of ecologists.« less
4. Low-Barrier Strategies to Increase Student-Centered Learning Low-Barrier Strategies to Increase Student-Centered Learning

   Friend, Nicole Erin Woodcock ( July 2021 , ASEE annual conference exposition proceedings)

   Evidence has shown that facilitating student-centered learning (SCL) in STEM classrooms enhances student learning and satisfaction [1]–[3]. However, despite increased support from educational and government bodies to incorporate SCL practices [1], minimal changes have been made in undergraduate STEM curriculum [4]. Faculty often teach as they were taught, relying heavily on traditional lecture-based teaching to disseminate knowledge [4]. Though some faculty express the desire to improve their teaching strategies, they feel limited by a lack of time, training, and incentives [4], [5]. To maximize student learning while minimizing instructor effort to change content, courses can be designed to incorporate simpler, less time-consuming SCL strategies that still have a positive impact on student experience. In this paper, we present one example of utilizing a variety of simple SCL strategies throughout the design and implementation of a 4-week long module. This module focused on introductory tissue engineering concepts and was designed to help students learn foundational knowledge within the field as well as develop critical technical skills. Further, the module sought to develop important professional skills such as problem-solving, teamwork, and communication. During module design and implementation, evidence-based SCL teaching strategies were applied to ensure students developed important knowledge and skills withinmore »the short timeframe. Lectures featured discussion-based active learning exercises to encourage student engagement and peer collaboration [6]–[8]. The module was designed using a situated perspective, acknowledging that knowing is inseparable from doing [9], and therefore each week, the material taught in the two lecture sessions was directly applied to that week’s lab to reinforce students’ conceptual knowledge through hands-on activities and experimental outcomes. Additionally, the majority of assignments served as formative assessments to motivate student performance while providing instructors with feedback to identify misconceptions and make real-time module improvements [10]–[12]. Students anonymously responded to pre- and post-module surveys, which focused on topics such as student motivation for enrolling in the module, module expectations, and prior experience. Students were also surveyed for student satisfaction, learning gains, and graduate student teaching team (GSTT) performance. Data suggests a high level of student satisfaction, as most students’ expectations were met, and often exceeded. Students reported developing a deeper understanding of the field of tissue engineering and learning many of the targeted basic lab skills. In addition to hands-on skills, students gained confidence to participate in research and an appreciation for interacting with and learning from peers. Finally, responses with respect to GSTT performance indicated a perceived emphasis on a learner-centered and knowledge/community-centered approaches over assessment-centeredness [13]. Overall, student feedback indicated that SCL teaching strategies can enhance student learning outcomes and experience, even over the short timeframe of this module. Student recommendations for module improvement focused primarily on modifying the lecture content and laboratory component of the module, and not on changing the teaching strategies employed. The success of this module exemplifies how instructors can implement similar strategies to increase student engagement and encourage in-depth discussions without drastically increasing instructor effort to re-format course content. Introduction.« less
5. Accelerating the Broad Implementation of Verification and Validation in Computational Models of the Mechanics of Materials and Structures

   The Minerals Metals & Materials Society, Inc. ( October 2020 , Accelerating the Broad Implementation of Verification and Validation in Computational Models of the Mechanics of Materials and Structures)

   This report is intended to provide value to scientists, engineers, software developers, designers, analysts, regulators, students, and other stakeholders associated with (or intending to work with) computational models related to the mechanics of materials and structures (MOMS). This includes both modelers and experimentalists within the materials science and engineering, mechanical engineering, solid mechanics, structural dynamics, and related communities, spanning academic, industrial, and government affiliation sectors. This report was written with two types of people in mind: novices who have little or no prior experience in robust verification and validation (V&V) and associated/inseparable uncertainty quantification (UQ) practices, and those who have some V&V/UQ experience, but want to establish more rigorous practices. More specifically, researchers, developers, and students associated with materials (both structural and soft materials) and solid mechanics modeling, who utilize advanced computation, materials data, and/or experimental validation tools, should find the information in this report especially useful. It is critical that the community widely adopts robust V&V/UQ practices in order to improve trust, reduce risk, and improve the reliability of MOMS computational models. Beyond practitioners in this field, other stakeholders who can influence the future of advanced computational modeling associated with MOMS should find this report useful, as well. Thismore »includes individuals who support financial and/ or time investments in science and technologies surrounding computational modeling, such as funding officers and other decision-makers at federal agencies, and leaders/managers in industry. Educators teaching undergraduate and graduate courses related to MOMS, as well as department heads and/or deans within the relevant disciplines, also could use the information in this report to advance associated curricula and enhance research products.« less