Affiliation(s):

• Department of Biological Sciences, Wayne State University
• WSU STEM Commons
• WSU STEM Learning Assistant Program

My current research is on biology education. It includes a project funded by the NSF for “Student Success Through Evidence-Based Pedagogies” to explore what supports faculty need to learn and apply effective teaching practices. The supports we study include using undergraduate Learning Assistants, faculty learning communities in different formats, and feedback on teaching. My additional research includes work on implementing undergraduate Learning Assistants in STEM courses, and active learning techniques including student-centered inquiry experiences in teaching laboratories and create-to-learn assignments.

I am passionate about understanding the plasticity of the brain and teaching and learning. My dissertation work and early research career was on the electrophysiology of neurons and how the signaling within and between neurons changes during light adaptation and development. I shifted from this work at the cellular/molecular level to the systems level of neuroscience and started focusing on teaching and learning where the changes in the cellular/molecular processing of millions of neurons in networks lead to the emergent property of learning. Some of my research is action research, which is gathering data and making systematic changes to share as I create teaching environments and experiences. I find this applied research rewarding because I can implement some of my findings and scholarly reading immediately (or relatively quickly) in my classes.

There is strong evidence for better ways to learn than hour-long lectures, but educational systems have been slow to change. The study of how changes in higher education do and do not occur is an important ongoing area of research. A specific focus on interdisciplinary STEM learning experiences is emerging. The interdisciplinary nature of science is clear to practicing scientists, but not to students who often see each course as separate and unrelated to the others for most of their undergraduate experience. Research on effective ways to bridge the barriers to interdisciplinary teaching will lead to learning experiences that help our students stay more engaged, have a more cohesive understanding of science to be ready live and work in a modern complex world.

I keep going back to How Learning Works: Seven Research-Based Principles for Smart Teaching by Ambrose, Bridges, DiPietro, Lovett & Norman (2010). It is a great resource for those just starting to think about the evidence behind effective teaching and learning. Each time I read it I learn something I missed earlier or make a connection in a new way. Each chapter starts with case studies followed by the research on the topic, and a section of practical tips for applying the principles.

If I could choose another book, it would be Teach Students How to Learn by MgGuire (2015), which is also a research-based guide to better teaching.

I have had many role models and people who inspired me over the years, rather than one. A recent role model is Michael Ferrara. He is a colleague who gave me great feedback on a proposal. It was effective because it included things that I did well, things I could improve, and some thoughts to consider, all in a very positive tone. I am working to improve my skills giving feedback, and he is an inspiration.

I enjoy board games, card games, and puzzles. I like to read novels, and I have been cooking a lot more since I am not commuting regularly.