Course Transformation Work
Academic Inquiry and Scholarship, AIS 1203: The experts worked with Dr. Mark Appleford, Associate Dean of Undergraduate Programs in the College of Engineering, Dr. Anson Ong, Associate Dean of Administration in the College of Engineering, and doctoral student Sharon Kwee to redesign BME 1002 to form a new course launched in Fall 2017. AIS 1203 is meant to assist first year college students in developing BME knowledge and skills through hands-on learning and a flipped course design. A peer assisted learner model is being implemented and will use previous outstanding BME students to support current students with in class activities. A training program was developed to prepare mentors to assist students in improving math, chemistry, and physical science competencies. The development of a workbook of learning modules was instrumental in allowing for the flipped classroom design and affords more time for students to engage in meaningful hands-on learning. Data collection will include pre and post assessments to measure core competencies, COPUS, and the piloting of a newly developed observation tool (SEOP). SEOP will measure student engagement based on culturally relevant pedagogical practices, intrinsic motivation strategies, PBL/constructionism, authentic learning, and effective teaching practices.
Faculty and Student Development Programs
Peer Assisted Learner Mentor Training: In fall 2017, the PALs program was implemented in the Academic Inquiry and Scholarship course. The PALs bring outstanding biomedical engineering students into the introductory BME course to mentor incoming freshmen. In order to prepare the PALs for mentoring and tutoring, students attended a three-hour training which focuses on project-based learning, culturally responsive teaching, effective questioning techniques, and active learning strategies led by the embedded experts. All PALs as well as the TA participated in collaborative learning activities and discussion as part of their training.
Dr. Emily Bonner is an Associate Professor of Curriculum and Instruction in the Department of Interdisciplinary Learning and Teaching. As lead expert on this transformation, Dr. Bonner is implemented a peer assisted learner mentor program (PALs) and developed a mentor training program. She graduated with her PhD in Mathematics from the University of Florida in 2009, co-directed the South Texas STEM Canter for Educators, and currently directs the San Antonio Mathematics Collaborative (SAMC).
Dr. Vittorio Marone is an Assistant Professor of Instructional Technology in the department of Interdisciplinary Learning and Teaching and supported the development of the PALs model for the AIS course. He holds a PhD in Education in a dual-degree program from the University of Padua and The University of Tennessee as well as a PhD in Languages, Cultures, and Societies from Ca’ Foscari University of Venice.
Stephanie Garcia is a Graduate Research Assistant with a MAED from the University of Texas at San Antonio with a concentration in Curriculum and Instruction. She trains PALs and supports faculty in designing and implementing cultural relevant pedagogy.
Robin Nelson is a Graduate Research Assistant with a MAED from the University of Texas at San Antonio with a concentration in Instructional Technology. She trains PALs and supports faculty in designing and implementing project-based learning.