Enhancing Gateway Sciences Learning Grants

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2013 Grant Recipients

Chemical Structure and Bonding with Laboratory: A New Course for Advanced Freshmen

TYREL MCQUEEN, Assistant Professor, Department of Chemistry, Krieger School of Arts & Sciences
JANE GRECO, Senior Lecturer, Department of Chemistry, Krieger School of Arts & Sciences

To develop a new integrated lecture and laboratory course, “Chemical Structure and Bonding,” for advanced second semester freshmen. The new course broadens curricular offerings to enable advanced students (those who enter JHU with AP chemistry credit) to undertake experimental design and enhance their ability to apply concepts provided in the lecture to the laboratory setting.


Fundamentals of Energy: Student-Centered Learning for Active, Analytic, and Quantitative Energy Education

DEBORAH BLEVISS, Professor and Acting Director, Energy Resources, and Environment, School of Advanced International Studies
JOHN HARRINGTON, Associate Dean, School of Advanced International Studies
VALI NASR, Dean, School of Advanced International Studies

Quantitative and analytic assignments that have traditionally been required outside lecture are now the focus of class time. To develop a blended, “flipped” version of the traditional lecture-based gateway introductory energy course, “Fundamentals of Energy,” lecture content is now presented through digital media, and students use face-to-face class time with faculty to work collaboratively in groups on problem sets.


Harnessing the Undergraduate Teaching Laboratories to Enhance the Freshman, Sophomore Science Experience

BERTRAND GARCIA-MORENO, Professor and Chair, Department of Biophysics, Krieger School of Arts & Sciences

To develop undergraduate computing literacy, enhance quantitative skills, and facilitate understanding of statistical concepts and algorithmic thinking, this project developed a prototype set of discipline-focused computer programming skills courses. These skills are essential for computer modeling and simulation in data-rich science courses across the curriculum.


Improving Clinical Reasoning in Diagnosis for Pediatric and Family Nurse Practitioner Students

SHAWNA MUDD, Assistant Professor, Department of Acute and Chronic Care, School of Nursing
JOANNE SILBERT-FLAGG, Assistant Professor, Department of Acute and Chronic Care, School of Nursing

This project converts two sequential foundation graduate nursing courses for pediatric and family nurse practitioner students into “flipped” course formats, providing the didactic content online prior to class for four/five of the classes in each of the two courses. The focus is small group, student-centered learning, using structured activities to promote clinical reasoning related to diagnosis of pediatric patients.


In-class Group Problem Sessions in Biochemistry

KATIE TIFFT, Lecturer, Department of Biology, Krieger School of Arts & Sciences
EMILY FISHER, Lecturer, Department of Biology, Krieger School of Arts & Sciences
VINCE HILSER, Professor, Department of Biology, Krieger School of Arts & Sciences
YOUNG-SAM LEE, Assistant Professor, Department of Biology, Krieger School of Arts & Sciences

This project develops and then evaluates four group problem-solving protocols for the large undergraduate biochemistry lecture course. It also develops a training protocol for TAs based on best teaching practices to help them implement the problem sets with their students. The objective is to assess the effectiveness of problem sets to increase student confidence in solving complex problems in introductory and advanced biochemistry courses.


Institutionalizing Peer-Led Team (PILOT) Learning into the Culture of the Johns Hopkins University Undergraduate Experience

LAURA L. FOSTER, Assistant Director, Office of Academic Support, Krieger School of Arts & Sciences
RICHARD J. BROWN, Director of Undergraduate Studies and Associate Teaching Professor, Department of Mathematics, Krieger School of Arts & Sciences

This project expands the scope of the first round GSI-funded Peer-Led Team Learning for “Introductory Chemistry” to institutionalize, and provide infrastructure for, PLTL sections in all introductory math, chemistry, and physics classes with significant freshman enrollment. The project also facilitates collaboration with the JHU Center for Integration of Research, Teaching and Learning (CIRTL) by underwriting graduate student assessment of PLTL expansion and development of publishable assessment studies.


Interactive Exercises in Economics

BRUCE HAMILTON, Professor Emeritus, Department of Economics, Krieger School of Arts & Sciences
ROBERT MOFFITT, Krieger-Eisenhower Professor and Chair, Department of Economics, Krieger School of Arts & Sciences

Interactive Exercises in Economics. This project pilots a series of interactive online problems for large-enrollment introductory economics courses. The problems vary in difficulty to meet the range of student needs, from those who struggle with the basic material to those who master basic concepts with ease and seek more challenge. The pilot develops and tests two modules for thematic topics in one of the two introductory courses; modules will be extended to more topics and the other introductory course after assessment.


Interdisciplinary Space Science and Space Systems - Engineering CubeSat Laboratory

STEPHEN S. MURRAY, Research Professor, Department of Physics & Astronomy, Krieger School of Arts & Sciences

This project establishes a laboratory course for sophomores, juniors, and seniors to design and build very small space satellites (CubeSats) through the NASA CubeSat Launch Initiative. Students engage in hands-on research experiments to be launched within their time at JHU. Experiments are potentially capable of producing publishable results.


Introduction to Materials Chemistry

PATRICIA MCGUIGGAN, Associate Research Professor, Department of Materials Science & Engineering, Whiting School of Engineering

To develop online modules to strengthen “Introduction to Materials Chemistry.” Online content to include general chemistry diagnostic quiz, course modules on fundamental concepts that may be missing for individual students, online learning projects to be done in a peer-based setting, and online lectures posted for each chapter to facilitate devotion of 1/3 of class time to interactive group problem solving.


Introduction to the Biomedical Sciences at the Bloomberg School of Public Health: Collaborative Learning in the Onsite, Blended and Online Classroom

JELENA LEVITSKAYA, Assistant Professor, Department of Molecular Microbiology & Immunology, Bloomberg School of Public Health
GUNDULA BOSCH, Visiting Scholar, Department of Molecular Microbiology & Immunology, Bloomberg School of Public Health
NOEL ROSE, Professor, Department of Pathology, School of Medicine

To convert the BSPH gateway course, “Introduction to Biomedical Sciences,” face-to-face content to a digital format and then test and analyze the effectiveness of face-to-face versus hybrid and fully online instructional delivery by assessing content mastery and student learning outcomes in the three modes.


“Tangible Activities to Support SCALE-UP Instruction of General Physics

ROBERT L. LEHENY, Professor, Department of Physics & Astronomy, Krieger School of Arts & Sciences
PETAR MAKSIMOVIC, Professor, Department of Physics & Astronomy, Krieger School of Arts & Sciences
JULIAN KROLIK, Professor, Department of Physics & Astronomy, Krieger School of Arts & Sciences

To purchase “tangible materials” for SCALE-UP “General Physics,” a new problem-based learning course in the General Physics sequence. The Department will gauge the effectiveness of the new teaching approach in terms of gains in student learning through an assessment regimen that has been established recently for the General Physics courses and compare student performance with the performance of students in the corresponding lecture course.


Transformation of the Chemical Sciences to Enhance the Freshmen Experience

CHRISTOPHER FALZONE, Teaching Professor, Department of Chemistry, Krieger School of Arts & Sciences
JANE GRECO, Senior Lecturer, Department of Chemistry, Krieger School of Arts & Sciences
GERALD J. MEYER, Professor, Department of Chemistry, Krieger School of Arts & Sciences

To address the needs of a diverse student body, develop a robust placement tool to help all incoming freshmen determine the proper gateway chemistry course for their initial chemistry instruction. Supplement existing introductory chemistry curriculum with a new course, “Chemistry with Problem Solving I and II,” for students who enter JHU with insufficient background in chemistry or weak mathematical problem solving skills.


Whiting School Biomedical Design Studio

ROBERT ALLEN, Lecturer, Department of Biomedical Engineering, Whiting School of Engineering
EILEEN HAASE, Senior Lecturer, Department of Biomedical Engineering, Whiting School of Engineering
ELIZABETH LOGSDON, Engineering for Professionals Lecturer, Whiting School of Engineering
LESLIE TUNG, Professor, Department of Biomedical Engineering, School of Medicine
YOUSEPH YAZDI, Assistant Professor, Department of Biomedical Engineering, School of Medicine

To support investigatory travel and analysis of other institutions’ design studios and refine the design of the Whiting Biomedical Design Studio (WBDS), a collaborative learning space for the required freshman course, “Biomedical Modeling and Design.” Underwrite faculty and support staff for curriculum development and equipment purchase upon identification of, and commitment to, space to house the laboratory.