Browsing by Author "Varma-Nelson, Pratibha"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Assessment of Course-Based Undergraduate Research Experiences: AMeeting Report
    (American Society for Cell Biology, 2014) Auchincloss, Lisa Corwin; Laursen, Sandra L.; Branchaw, Janet L.; Eagan, Kevin; Graham, Mark; Hanauer, David I.; Lawrie, Gwendolyn; McLinn, Colleen M.; Pelaez, Nancy; Rowland, Susan; Towns, Marcy; Trautmann, Nancy M.; Varma-Nelson, Pratibha; Weston, Timothy J.; Dolan, Erin L.; Chemistry and Chemical Biology, School of Science
    The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a "research experience"; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting.
  • Thumbnail Image
    Item
    Beyond content knowledge: transferable skills connected to experience as a peer-leader in a PLTL program and long-term impacts
    (Springer, 2020) Chase, Anthony; Rao, Anusha S.; Lakmala, Prathima; Varma-Nelson, Pratibha; Chemistry and Chemical Biology, School of Science
    Background Being a successful peer-led team learning (PLTL) workshop leader involves developing content knowledge and workshop facilitation skills. These skills connected to being a peer leader, however, do not terminate at the end of one’s undergraduate program. In fact, many former peer leaders denote having been a peer leader on their LinkedIn profile. This study examines the transferable skills that former peer leaders identified as being valuable in their current positions. We conducted semi-structured interviews with former peer leaders from varying disciplines, universities, ages, and years since being a peer leader. Results Interview questions captured leadership experiences including successes and challenges of being peer leaders, roles and responsibilities, and specific transferable skills further developed by being peer leaders and how they are being utilized in the leaders’ current position. Conclusion Thematic analyses of these interviews indicate that former peer leaders recognize leadership skills, coping with many challenges (including not having the right answer), collaboration/teamwork skills, self-confidence, and problem-solving skills as being relevant and frequently used in their current work.
  • Thumbnail Image
    Item
    A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning
    (2015-12-03) Wilson, Sarah Beth; Varma-Nelson, Pratibha; Bodner, George; Anderson, Trevor; Bodner, Robert; Long, Eric C.
    The cyber Peer-Led Team Learning (cPLTL) workshops are a synchronous online adaptation of the educational intervention PLTL, in which students, under the guidance of undergraduate peer facilitators, collaboratively solve problems in small groups. The purpose of this parallel convergent mixed methods study was to assess the impact of implementing cPLTL in an organic chemistry course on students’ workshop experiences, performance, and development of curved-arrow formalism skills. Statistical analyses revealed comparable attendance rates, distribution of course grades, and achievement on American Chemical Society First-semester Organic Chemistry Exams. However, plotting workshop grades by AB, C, and DFW grade groupings revealed that PLTL students earned more successful grades than their cPLTL counterparts (91% vs 77% ABC grades). Utilization of a new curved-arrow formalism analytic framework for coding student interview artifacts revealed that cPLTL students were statistically less likely to successfully draw the product suggested by the curved-arrows than their PLTL classmates. Both PLTL and cPLTL students exhibited a comparable incidence of relational to instrumental learning approaches. Similarly, both PLTL and cPLTL students were more likely to exhibit a common Scheme for Problem-Solving in Organic Chemistry (SPOC) than having dialogue that could be characterized by Toulmin’s Argumentation scheme. Lastly, implications for faculty are suggested, including: developing more explicit connections concept, mode, and reasoning components of understanding curved-arrow formalism for organic chemistry students; optimizing graphical collaborative learning activities for online learners; and developing online students’ sense of community.