Cohort 1

CAPER Participants 2021-2023

Meghan Andrikanich
School

Amy Bauguess

Research Questions:

  1. Does the use of cooperative quizzes promote belonging between students in a variety of anatomy and physiology courses regardless of the format of the course?
  2. Do cooperative quizzes help promote student learning in both face to face as well as online settings and do these changes last over time?
  3. Does the use of cooperative quizzes decrease anxiety among students in the course overall?

 

 

Anthony Edwards

Tarleton State University

Anthony Edwards

 

Anthony C. Edwards, Suzanne Hood, Murray Jensen, Ron Gerrits, Melaney Farr, Chasity O’Malley. How Delivery Method Impacts Student Perceptions of Anxiety and Learning with Combined Muddiest Point and Peer Instruction Activities in Community College Anatomy & Physiology Classes: Lessons for Faculty, Higher Education Academic Leaders, and Educational Technology Leaders. HAPS Educator, 27(3), 2023.  https://doi.org/10.21692/haps.2023.023

Research Questions:

  1. Does academic self-efficacy in anatomy and physiology courses where combined muddiest point and peer instruction activities are utilized vary based on course length?
  2. Does academic self-efficacy in anatomy and physiology courses where muddiest point and peer instruction activities are utilized vary based on delivery method?
  3. Does student perception of the learning value of muddiest point and peer instruction in anatomy and physiology courses where combined muddiest point and peer instruction activities are utilized vary based on course length?
  4. Does student perception of the learning value of muddiest point and peer instruction in anatomy and physiology courses where combined muddiest point and peer instruction activities are utilized vary based on delivery method?
  5. Does faculty perception of the learning value of muddiest point and peer instruction in anatomy and physiology courses where muddiest point and peer instruction activities are utilized vary based on course length?
  6. Does faculty perception of the learning value of muddiest point and peer instruction in anatomy and physiology courses where combined muddiest point and peer instruction activities are utilized vary based on delivery method?

 

Hilary Engebretson
Whatcom Community College

Hilary Engebretson

Research Questions:

  1. To what extent does the use of a recurring muddiest point assignment in a HAP classroom affect academic help-seeking behaviors?
  2. To what extent does the use of a recurring muddiest point assignment in a HAP classroom affect anxiety?
  3. What factors do students identify as indicators that they need academic help in a HAP classroom?

  4. What do HAP students perceive as support for asking for help?

     

Nathaniel M. King
Palm Beach State College - Palm Beach Gardens, FL

Nate King

Research Question:

  1. Do manipulatives in online, asynchronous classes improve comprehension of oxidative phosphorylation and chemiosmosis?

 

Nicole Pinaire
St. Charles Community College

Nicole Pinaire

Research Question:

  1. How, if at all, does guided inquiry build a sense of cohesion and belonging in a community college Anatomy and Physiology classroom?

 

Wendy M. Rappazzo
Harford Community College

Wendy Rappazzo

Research Questions:

  1. Does the use of cooperative quizzes increase student performance on unit exams?
  2. Do cooperative quizzes increase student academic self-efficacy, sense of belonging, and persistence in the course?

 

 

Wendy Riggs
College of the Redwoods

Wendy Riggs

Research Questions:

  1. Does this ungraded course design impact performance on the HAPS Comprehensive A&P Exam?
  2. Does this ungraded course design impact performance on the course midterm exams?
  3. Does this ungraded course design impact self-efficacy (motivation)?
  4. Does this ungraded course design impact anxiety?

 

 

Lecia Robinson
Tuskegee University

Lecia Robinson

Research Questions:

  1. Metacognitive awareness among Health Science majors at a Historically Black College and University

 

 

Amanda Rosenzweig
Delgado Community College

Amanda Rosenzweig

Research Questions:

  1. Do students believe that preflight work, masterpaths, help prepare them for in class activities.
  2. Do students perceive their content knowledge as stronger (more concrete/robust) after experiencing Just in Time Teaching during in-class activities?

 

Dalia Salloum
Salt Lake Community College

Dalia Salloum

Research Question:

  1. How does gamification using Classroom Response System (CRS) affect test-taking anxiety in human anatomy students in a flipped classroom?

 

 

Brian R. Shmaefsky
Lone Star College – Kingwood

Brian Shmaefsky

Research Questions:

  1. What factors determine the reluctance of students to engage in case studies?
  2. What value do students perceive from instruction using case studies?

 

Larry Young
Polk State College

Larry Young

Research Question:

  1. How, if at all, does the use of exam wrappers in BSC2086C, using flipped classroom pedagogy, lead to shifts in student test-taking preparation.

 

 

 

Mentors for Cohort 1:

Melaney Birdsong Farr - Salt Lake Community College

Kathy Bell- Salt Lake Community College

Chasity O'Malley- Boonshoft School of Medicine - Wright State University 

 

 

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