BIOENGINEERING AND WORLD HEALTH
BIOENGINEERING AND WORLD HEALTH BIOE 301
Popular in Course
Popular in Bioengineering
This 5 page Class Notes was uploaded by Lavonne Streich on Monday October 19, 2015. The Class Notes belongs to BIOE 301 at Rice University taught by Richards-Kortum in Fall. Since its upload, it has received 15 views. For similar materials see /class/224924/bioe-301-rice-university in Bioengineering at Rice University.
Reviews for BIOENGINEERING AND WORLD HEALTH
Report this Material
What is Karma?
Karma is the currency of StudySoup.
You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!
Date Created: 10/19/15
111 Research Proposal Title The title of this research proposal is Evaluating the Effectiveness of Evidencebased Teaching Strategies in BME 301 Biotechnology and World Health Investigators co investigators Rebecca RichardsKortum PhD Professor Biomedical Engineering Deanna Buckley MS in Science Education Research Associate Richard Schwarz MS in Optics Research Scientist H othesis Research uestions or Goals ofthe Pro39ect This research project is designed to ask two questions in the context of undergraduate science and engineering education for nonmaj ors 1 What types of instructional interventions in an undergraduate nonmaj or course produce the most student engagement during class and does this engagement translate into enhanced learning 2 Can students more critically discuss current health events after taking this course Background and Signi cance Historically formal learning environments at universities have been characterized as places where talent is selected rather than developed Bloom 1964 and the teaching of undergraduates by researchers is undervalued Hughes 2002 The Howard Hughes Medical Institute HHlVII nds successful researchers whose interest includes evidencebased teaching practices to develop projects that enhance science education and maintain the vigor of biomedical science worldwide Hughes 2003 As part of this program we received a grant from HHlVH to develop a new course in Biomedical Engineering to satisfy the UT Area C science requirement for liberal arts and natural science majors whose focus is not engineering This course BME 301 Biotechnology and World Health is far from one which simply selects talent There are no prerequisites enrollment is open to all levels and it ful lls a requirement in math and science It is hypothesized that this will provide a rich eclectic mix of interests backgrounds and levels perfect for diverse social contexts for learning The goal of this course is to develop talent by providing tools and experiences for the nonengineering student to engage in effective discourse about health care issues and to even read the newspaper differently upon completion of the course According to John Bransford editor of How People Learn Brain Mind Experience and School 2000 research in learning science has shown that learnercentered environments are ideal for making connections between the learner s prior knowledge and the construction of new knowledge He emphasizes the value of many opportunities for formative assessment Research Proposal which provide students with opportunities to revise and improve the quality of their thinking and understanding In fact learning has been de ned as the process whereby knowledge is created through the transformation of experience Kolb 1984 We have structured BME 301 to take advantage of this research in learning science We have designed several types of activities which present multiple opportunities for formative assessment These activities include 1 interactivities which are structured opportunities for inclass cooperative learning 2 technology enhanced homework activities which are webbased outofclass learning opportunities where student answers are used to stimulate inclass discussion and 3 design challenges where students are presented with a difficult problem and asked to design present and defend a solution to a panel of experts Thus we have designed a course with rich experiences that are believed to foster deep understanding of the subject matter However it is important to objectively evaluate whether these activities lead to enhanced student learning and which activities and contexts promote the greatest learning We have designed two assessment strategies to assess both student engagement and student learning which rely on collection of data by videotape Documenting student response with videotape is based on collective research that suggests using videotape is an effective tool to monitor the development of a skill change of behavior or greater selfknowledge Clift 1973 Using videotape as a primary data collection tool is an established way of objectively recording the dynamics of a classroom Bloom 2001 examined the 39 39 r of it 39 39 quot of density based on studenttostudent talk with children in grades 57 The careful analysis of the tape produced interesting insight into the nature and dynamics of student discourse and of how teachers can help to foster and promote such discussions It also proved invaluable for producing actual examples of student controlled discourse which exposed misconceptions Bruce Sherrin 2001 used videotapes of undergraduates in physics classes as a basis for deriving what it means to understand a physics equation According to Gay 2000 one clear way to enhance validity and reduce bias is to use verbatim accounts of observations or interviews by collecting and recording data with tape recordings including quotes References Bloom BS 1964 Stabili and Change in Human Characteristics New York Wiley Bloom Jeffery W 2001 Discourse Cognition and Chaotic Systems An Examination of Students Argument about Density Journal of Learning Sciences Vol 10 Issue 4 p447 Bransford John January 2000 How People Learn Brain Mind Experience and School National Research Council Clift Charles 1973 A Synthesis of Research in the Use of AudioVisual Replay for Instructional Development A Selected Bibliography of Videotape Utilization Paper presented at the Annual Meeting of the Speech Communication Association 59th New York City Gay LR and Airasian Peter 2000 P 39 quot 39 Research 39 for Analysis and Application Sixth Edition PrenticeHall Inc Pearson Education Upper Saddle River New Jersey 07458 Hughes 2003 retrieved online November 13 2003 from httpwwwhhmiorgaboutindexhtml Research Proposal VI Hughes 2002 Howard Hughes Medical Institute39s MillionDollar Professors retrieved online November 13 2003 from httpwwwhhmiorgnews091802html Kolb David 1984 Experiential Learning Experience as the Source of Learning and Development Prentice Hall Inc Englewood Cliffs New Jersey 07632 LoucksHorsley Susan 1999 Ideas that Work Science P f 39 T 39 Eisenhower National Clearinghouse Sherin Bruce L 2001 How Students Understand Physics Equations Cognition and Instruction Vol 19 Issue 4 p479 L Research Methods Design and Proposed Statistical Analysis In BME 301 we propose to use videotape in two ways to monitor student learning and engagement 1 First each class will be taped tapes of student response will provide an objective source of data that can be carefully studied analyzed and used to disseminate to a larger audience real examples of how leamercentered environments foster understanding in undergraduate settings 2 Secondly we will present teams of students with articles from the popular press and ask them to provide a critical analysis both prior to and after each major unit of material is covered in BME 301 Their responses will be taped and analyzed to assess the level of student learning which has been achieved Students participating in the second activity will receive extra credit points toward their final course grade not to exceed 5 of the total grade value The instrument for classroom observation to be eldtested compares four aspects of classroom interaction instructional intervention student engagement cognitive activity of students and classroom discourse These aspects will be coded every 5 minutes consistently throughout the class and cross referenced with the videotape The interview protocol will assess uency in discussing a news article Appendix I includes the classroom observation protocol the interview protocol and previous content assessment instruments The videotaped classroom experiences will be analyzed to determine what relationships may exist between instructional intervention student engagement cognitive activity classroom discourse and content mastery The discussion interview tapes will be used to assess content mastery as an authentic assessment This form of authentic assessment will then be compared to traditional written tests to examine the reliability of these two forms of assessment in measuring content mastery Human Subject Interactions A Sources of potential participants Participants will be recruited from BME 301 B Procedures for the recruitment of the participants Participants will be recruited by asking for volunteers in the class who are willing to participate It will be made clear that all data collected by the research associate Deanna Buckley will not be shared with the professor for the course Dr Rebecca RichardsKortum until final grades are turned in This Research Proposal VII will ensure the ethical nature of the study where students will not fear their participation having an effect on their grade in the course C Procedure for obtaining informed consent On the first day of class the study will be introduced to the students and written informed consent obtained for those students who will be videotaped Any students not wishing to participate in the videotaping will be outside of the view of the taping device during regular class periods and will not participate in the discussions of newspaper articles outside of class D Research Protocol This one semester course introduces students to world health problems and technological advances in health care The design is a new problembased studentcentered interactive curriculum to be implemented in Spring 2004 It is organized around a road map of technological innovation that highlights issues of engineering ethics economics and technology management Through examples and activities drawn from current biomedical research students will develop their own understanding of the need for clinical trials the importance of ethics and the role of technology assessment Students will analyze world health data and describe relationships among economic and health indicators such as health expenditures life expectancy and infant mortality rates Contemporary and historical situations will be examined in which critical medical decisions must be made based only on limited preclinical evidence Students will perform openended assignments such as designing and presenting a clinical trial writing a protocol to describe the trial and writing an informed consent document Many of these activities will be supported and extended by a new course website now available and under development at the following address httpwwwengrutexasedubmefacultyrichardskortumBME30l This website contains course information activity modules data references and links for both students and instructors Potential risks There are no physical risks or discomforts associated with this educational research Due to field of view limitations of the video camera a seating area is available for students who do not wish to be videotaped WAG 214 Whether or not a student participates in the study will not change any of the learning activities or experiences associated with the class The only treatment for participating in this research that differs for those not participating is an agreement to be videotaped This method of data collection ensures that there is an objective record of student responses that can be analyzed later in great detail These responses might be lost in the more subjective analysis that could be captured by simply having an observer sit in class and note student Research Proposal Page 4 VIII responses in real time and is therefore essential to the success of the reliability and validity of the assessment by eliminating observer bias These studies will use video recordings and the cassettes will be a coded so that no personally identifying information is visible on them b kept in a secure place a file cabinet in the locked coinvestigator s office c viewed only for research purposes by the investigator and his or her associates d and may be retained for possible future research analysis This can be done effectively with no risk to the con dentiality of the participants in the study As this study poses no risk there will be no payment for physical or perceived psychological harm Potential bene ts Participation in this study will provide data which will permit researchers to identify learning behaviors that are positively associated with content mastery in this course while comparing various instructional techniques This study will result in an indepth understanding of the effects of a learner center environment and may result in the development of reliable and valid instruments which can measure learning in more effective ways than are currently used This will improve the knowledge base for the science of learning and ultimately the knowledge disseminated from the study could improve the teaching of undergraduate curricula beyond the University of Texas at Austin Sites or agencies involved in the research proiect All research will take place at the University of Texas at Austin Review by another IRB There are no other IRB reviews associated with this study Research Proposal
Are you sure you want to buy this material for
You're already Subscribed!
Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'