Cohort 1

Cohort 1 CAPER Participants: Starting in 2021 

Anthony Edwards

Tarleton State University

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

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

Research Question:

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

Nicole Pinaire

St. Charles Community College

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

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

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

Research Questions:

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

Amanda Rosenzweig

Delgado Community College

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

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

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

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

Kathy Bell

Chasity O'Malley

Return to main CAPER Page