Presentations, Performances & Exhibitions
The Neuroscience Teaching Lab: Impacts on Student Self-Efficacy and Engagement in Neuroscience Research
- Emerging Pedagogies Summit
· October 10, 2024
International Meeting or Conference
Duke University
Co-Presenter Dr. Thomas Newpher, Co-PI of Duke Team-Based Learning Lab
Undergraduate research experiences are associated with many positive outcomes on student learning, self-efficacy, academic performance, and post-graduation plans. Importantly, these high-impact learning activities show even greater benefits for students from disadvantaged backgrounds. Thanks to generous funding from several families, the Duke Neuroscience major has recently established a Neuroscience Teaching Lab. The Teaching Lab is located in the Duke Institute for Brain Sciences and also serves as a mobile laboratory, bringing hands-on active learning experiences to classrooms across Duke's campus. The goal of the Teaching Lab is to introduce our students to the tools and techniques of modern neuroscience research with the hope of increasing research self-efficacy, science identity, and engagement in neuroscience research. Our Emerging Pedagogies Seed Grant from the Office of the Vice Provost for Learning Innovation and Digital Education has allowed us to assemble a team of undergraduate researchers to track the impacts of the teaching lab. To date, our team has designed and released an IRB-approved survey to students enrolled in the Neuroscience gateway course. In the coming months, we plan to analyze results from the initial survey, release additional surveys to our core and methods courses, and begin work on a manuscript to communicate our findings.
Undergraduate research experiences are associated with many positive outcomes on student learning, self-efficacy, academic performance, and post-graduation plans. Importantly, these high-impact learning activities show even greater benefits for students from disadvantaged backgrounds. Thanks to generous funding from several families, the Duke Neuroscience major has recently established a Neuroscience Teaching Lab. The Teaching Lab is located in the Duke Institute for Brain Sciences and also serves as a mobile laboratory, bringing hands-on active learning experiences to classrooms across Duke's campus. The goal of the Teaching Lab is to introduce our students to the tools and techniques of modern neuroscience research with the hope of increasing research self-efficacy, science identity, and engagement in neuroscience research. Our Emerging Pedagogies Seed Grant from the Office of the Vice Provost for Learning Innovation and Digital Education has allowed us to assemble a team of undergraduate researchers to track the impacts of the teaching lab. To date, our team has designed and released an IRB-approved survey to students enrolled in the Neuroscience gateway course. In the coming months, we plan to analyze results from the initial survey, release additional surveys to our core and methods courses, and begin work on a manuscript to communicate our findings.
Team-Based Learning in Neuroscience Education: An Interactive Demonstration and Exploration of Evidence-Based Findings and Real-World Classroom Experiences
- Professional Development Workshop
· October 5, 2024
Instructional Course, Workshop, or Symposium
Society for Neuroscience,
Chicago, IL
Team-based learning (TBL) is a structured approach to teaching that enhances accountability and fosters connection among students, enriching classroom dynamics. It also prepares students for collaborative scientific research. The workshop offers data on improved academic outcomes with TBL in STEM courses, student testimonials, an expert's valuable insights, and an interactive TBL demonstration. By the workshop's end, attendees will have foundational tools to implement TBL in their neuroscience classroom.
Designing a neuroscience teaching lab and tracking impacts on student self-efficacy and engagement in undergraduate research
· July 19, 2024
National Scientific Meeting
Wake Forest University
Intent to Pursue STEM Majors or enter STEM Fields: A Survey of Undergraduates in Active Learning and Lecture-Based Courses Across 14 STEM Disciplines at a Single Private Research University
- Horizons in STEM Higher Education
· June 2024
International Meeting or Conference
Bristol University
Authors: Huibregtse M, Santeiro N, Bennion A, Long M, Perez A, Simmons S, Swigart I, Braswell T, Their B, Shead C, Yu J, Newpher T, Ng M.
How did students’ intent to major in STEM or pursue a STEM field compare between active learning and lecture-based courses? Background: Compared to lecture-based (LB) classes, research shows that active learning (AL) positively influences student outcomes, including reduced failure rates, improved exam scores, and enhanced attitudes toward learning.
In this study, we explored the impact of active learning on students’ (1) intent to pursue or continue a STEM major; and (2) enter a STEM field. We also considered student responses based on sex/gender.
METHODS
We received approval by the University Institutional Review Board (2020-0148).
STEM designations follow National Science Foundation guidelines.
Of the 245 instructors invited in Fall 2020, 65 from different 14 STEM disciplines participated for a sample of 41 classes from these. As expected, most were from large and introductory lecture-bases courses.
Anonymous voluntary web-based survey asked students class experience decreased, did not change or increased their intent to pursue a STEM major or enter a STEM field.
We received 877 student responses; 811 responded once, 66 responded more than once.
RESULTS. We observed a significant difference in students’ intent to pursue/remain a STEM major between AL and LB for all class sizes (p=.01). About 3x more AL students in small classes reported an increase, and about 2x more in medium & large classes reported a decrease. We observed a significant difference in responses in moderate (p<.10) and advanced courses (p<.05). About 2x more LB students in moderate courses reported a decrease, about 3x more AL students in advanced courses reported an increase. We observed a significant difference in students’ intent to enter a STEM field between AL and LB for medium (p<.10) and large (p<.05) classes. More than 2.5x AL students in medium classes reported an increase, and more than 3x more LB students in large classes reported a decrease.
We observed a significant difference in responses in moderate and advanced courses (p<.05). 6x more LB students in moderate courses reported a decrease, and 3x more AL students in advanced courses reported an increase.
CONCLUSIONS
Active learning benefits were most pronounced in smaller class settings and advanced courses. We recommend a follow-up study to track STEM graduation rates and career path. Limitations: sampling did not include representation from all STEM disciplines and were skewed toward large introductory lecture-based courses. There is also no direct comparison of an AL vs LB version of the same course.
Future studies should explore these and additional factors, such as sense of belonging, interaction with teaching assistants, number of instructors for a given class, and the type of active learning.
How did students’ intent to major in STEM or pursue a STEM field compare between active learning and lecture-based courses? Background: Compared to lecture-based (LB) classes, research shows that active learning (AL) positively influences student outcomes, including reduced failure rates, improved exam scores, and enhanced attitudes toward learning.
In this study, we explored the impact of active learning on students’ (1) intent to pursue or continue a STEM major; and (2) enter a STEM field. We also considered student responses based on sex/gender.
METHODS
We received approval by the University Institutional Review Board (2020-0148).
STEM designations follow National Science Foundation guidelines.
Of the 245 instructors invited in Fall 2020, 65 from different 14 STEM disciplines participated for a sample of 41 classes from these. As expected, most were from large and introductory lecture-bases courses.
Anonymous voluntary web-based survey asked students class experience decreased, did not change or increased their intent to pursue a STEM major or enter a STEM field.
We received 877 student responses; 811 responded once, 66 responded more than once.
RESULTS. We observed a significant difference in students’ intent to pursue/remain a STEM major between AL and LB for all class sizes (p=.01). About 3x more AL students in small classes reported an increase, and about 2x more in medium & large classes reported a decrease. We observed a significant difference in responses in moderate (p<.10) and advanced courses (p<.05). About 2x more LB students in moderate courses reported a decrease, about 3x more AL students in advanced courses reported an increase. We observed a significant difference in students’ intent to enter a STEM field between AL and LB for medium (p<.10) and large (p<.05) classes. More than 2.5x AL students in medium classes reported an increase, and more than 3x more LB students in large classes reported a decrease.
We observed a significant difference in responses in moderate and advanced courses (p<.05). 6x more LB students in moderate courses reported a decrease, and 3x more AL students in advanced courses reported an increase.
CONCLUSIONS
Active learning benefits were most pronounced in smaller class settings and advanced courses. We recommend a follow-up study to track STEM graduation rates and career path. Limitations: sampling did not include representation from all STEM disciplines and were skewed toward large introductory lecture-based courses. There is also no direct comparison of an AL vs LB version of the same course.
Future studies should explore these and additional factors, such as sense of belonging, interaction with teaching assistants, number of instructors for a given class, and the type of active learning.
Experiences with Collaborative and Team-Based Learning: A Facilitated Discussion
· April 26, 2024
Invited Talk
Hartford University
We will discuss practices that promote equity and inclusiveness in components typically found in collaborative and team-based learning courses. These include content delivery, individual and team/group formative and summative assessments, in-class activities, and self- and peer evaluations.
Cultural differences influence communication, power dynamics and decision-making. The cognitive and identity diversity across students in a group can catalyze creative problem-solving and enhance deep learning. The overall goal is to share our experiences and approaches for promoting equity through collaborative and team-based learning.
Cultural differences influence communication, power dynamics and decision-making. The cognitive and identity diversity across students in a group can catalyze creative problem-solving and enhance deep learning. The overall goal is to share our experiences and approaches for promoting equity through collaborative and team-based learning.
Creating and Managing Teams: A Facilitated Discussion
· April 25, 2024
Invited Talk
Hartford University
Teamwork can prepare students for the collaborative nature of academic research and creative endeavors, build classroom community, and develop a lifelong skill that is essential in the sciences, humanities, and other academic pursuits. How teams are created and managed can influence its effectiveness in keeping students accountable, cultivating connections between students, and enhance classroom dynamics. We will discuss different ways of creating teams that consider class size, course level, and a structured approach to teaching (team-based learning). We will also discuss ways to manage communication, role clarity, and inclusivity.
Women in STEM and the Imposter Syndrome
- NeuroCare Speaker Series
· December 21, 2022
Interview
Department of Psychology & Neuroscience
Food Addiction & the Brain
- The Live Well Program
· June 23, 2022
Instructional Course, Workshop, or Symposium
The 360 Approach
Neuroscience, Community, and Collaboration
· March 17, 2022
Broadcast Appearance
BrainBlast Podcast, Neuroscience Majors Union
Teaching a Service-Learning Course for the First Time
- Lecture Breakers Podcast
· November 2021
Broadcast Appearance
1G Advising at Duke
· September 19, 2019
Invited Talk
Academic Advising Center, Duke University
Teaching & Learning Workshop: Creating an Inclusive Environment with a Team-Based Approach to Learning
· August 15, 2019
Instructional Course, Workshop, or Symposium
Elon University
Creating an Inclusive Environment with a Team-Based Approach to Learning
- Psychology & Neuroscience Colloquium Series
· April 26, 2019
Instructional Course, Workshop, or Symposium
Duke University
The Adolescent Brain: Height of Pruning & Shaping
· October 28, 2018
Invited Talk
Graduate Educational Psychology Course, Duke University
Team-based learning & Cognitive Diversity in the Classroom
- Brown Bag Colloquium
· September 21, 2018
Invited Talk
Education Program, Duke University
The Adolescent’s Thoughtful Brain
- College Advising Corps Training
· July 14, 2018
Instructional Course, Workshop, or Symposium
Duke University
Neuroscience Workshop: Your Homunculus
- Women and Math Tutoring Program of the Women and Mathematics Network
· 2015
- 2017
Instructional Course, Workshop, or Symposium
Marjorie Lee Browne Career Awareness Day,
NCCU
Annual Event in October.
Service to the Profession
Organizer, Annual Campaign
·
June 1, 2024
Administration
Durham YMCA
The Annual Campaign ensures access and opportunity to Y programs and services—regardless of age, background or ability to pay.
Executive Committee Member, Artificial Intelligence in Undergraduate STEM Education≈NC PKAL Regional Network Meeting
·
April 12, 2024
Administration
AAC&U,
A Virtual Event Hosted by North Carolina Central University and Wake Technical Community College
Topic: Artificial Intelligence in Undergraduate STEM Education
Project Kaleidoscope is AAC&U’s center of STEM higher education reform initiatives, dedicated to empowering all STEM faculty and administrators to graduate more students who are competitively trained in STEM disciplines and liberally educated for an increasingly technologically-based world. The PKAL Regional Networks provide low-cost, effective professional development opportunities for STEM faculty and administrators to foster a caring community, explore and advance modern undergraduate STEM pedagogies, disseminate findings from undergraduate STEM research and practice, and promote STEM faculty career advancement.
As we look at the undergraduate STEM education landscape, one of the major disruptors is artificial intelligence. This meeting offers practical applications and implications for AI both in and out of the STEM classroom. This meeting intentionally incorporates networking time to discuss ideas with presenters and participants. Whether you are an AI novice, skeptic, or expert, you will find relevant information at this meeting.
Project Kaleidoscope is AAC&U’s center of STEM higher education reform initiatives, dedicated to empowering all STEM faculty and administrators to graduate more students who are competitively trained in STEM disciplines and liberally educated for an increasingly technologically-based world. The PKAL Regional Networks provide low-cost, effective professional development opportunities for STEM faculty and administrators to foster a caring community, explore and advance modern undergraduate STEM pedagogies, disseminate findings from undergraduate STEM research and practice, and promote STEM faculty career advancement.
As we look at the undergraduate STEM education landscape, one of the major disruptors is artificial intelligence. This meeting offers practical applications and implications for AI both in and out of the STEM classroom. This meeting intentionally incorporates networking time to discuss ideas with presenters and participants. Whether you are an AI novice, skeptic, or expert, you will find relevant information at this meeting.
Conference Facilitator, Pathways Not Gateways: Reimagining STEM Courses to Promote Inclusion, STEM Literacy, and Student Success
·
March 31, 2023
Administration
PKAL Regional Network: North Carolina
A NC PKAL Network will leverage the expertise and experience of STEM educators within the state of North Carolina to facilitate greater engagement of STEM faculty and administrators to implement more effective, learner-centered teaching strategies to improve student learning and success in STEM education. As a result of faculty and administrator involvement in the NC PKAL Network, a strong, interconnected community that is focused on improving student learning and achievement in the STEM fields will grow.
Member, Advisory Board
·
August 2022
Community Development
Durham YMCA
Participant, Faculty Curriculum on Anti-Racism
·
January 11, 2021
- January 14, 2021
Professional Development
Duke Office of Faculty Advancement
Board Member, North Carolina Women of Color Research Network
·
2017
- 2020
Professional Development
National Institutes of Health
Facilitator/Faculty Advisor, USA Brain Bee: Annual Neuroscience Competition for Teenagers
·
2015
- 2016
Administration
Duke Institute for Brain Sciences
Service to Duke
Department of Psychology and Neuroscience. Neuroscience Teaching Laboratory, Implementation Committee (Department)
·
February 2023
Committee Service
Department of Psychology & Neuroscience
Interviewer, Marshall Scholarship
·
2021
Other
Office of University Scholars and Fellows, Duke University
Selection Committee, The Karl E. Zener Award
·
2021
Other
Department of Psychology & Neuroscience, Duke
Selection Committee, The Karl E. Zener Award
·
2020
Other
Department of Psychology & Neuroscience
Reviewer, Summer Research Grants for LIFE Students
·
2020
Other
Duke University Libraries
Duke University Libraries Summer Research Grants are awarded to first-generation and/or low-income undergraduate students to support original library research either at Duke or at another library or cultural institution with a library. Awards are granted up to a maximum of $4500 to cover expenses such as campus housing, transportation, lodging, and meals while conducting research. Because research expenses can vary depending on the field of research and the duration of the project, students are able to pool grant funding with other awards.
Faculty Mentor, Faculty Fellows Program
·
2020
Other
Office of University Scholars & Fellows, Duke University
The Faculty Fellows Program is a program for sophomore merit scholars. Thirteen distinguished faculty members representing a wide range of disciplines from across the university are leading small groups of 6-7 students in discussions of academic articles throughout the year. Each group will meet four times during the year—twice in the fall semester and twice in the spring semester.
Bass Connections Team Leader, Impacts of Collaborative Learning in STEM
·
2020
- 2021
Projects & Field Work
Education & Human Development
Brain Lab Instructor / Organizer, Brain Awareness Week
·
April 2019
Event Participation
Duke Institute for Brain Sciences
More than 400 children and adults of all ages attended.
Interim Director, David M. Rubenstein Scholars Program
·
2019
- 2020
Administration
Office of University Scholars & Fellows, Duke University
Bass Connections Team Leader, Collaborative Learning in STEM: Impacts on Student Motivation, Retention and Self-efficacy
·
2019
- 2020
Projects & Field Work
North Carolina
Education & Human Development
North Carolina
Education & Human Development
Selection Committee, Academic Dean's Award
·
2019
Other
Trinity College, Arts & Sciences, Duke University
Brain Lab Instructor / Organizer, Brain Awareness Week
·
April 2018
Other
Duke Institute for Brain Sciences
Reviewer, Academic Dean's Award
·
2018
Other
Trinity College, Arts & Sciences, Duke University
Faculty Director, David M. Rubenstein Scholars Program
·
2016
- 2018
Administration
Office of University Scholars & Fellows, Duke University
Undergraduate Neuroscience Steering Committee (Department)
·
2015
- 2018
Committee Service
Undergraduate Neuroscience Program