Science Students Share Research on May 5

Student Research Day Flier

Student Research Day Flier

Undergraduate and graduate students from the College of Science will present findings from research they have conducted with faculty members as part of Student Research Day on May 5, from 10 a.m. to 1 p.m., on the Ground Level of Duncan Hall. Students from all disciplines in the college will display posters about their research and will be available to discuss their work with visitors.

The event is one of several planned as part of a week-long Inauguration Celebration for San Jose State University’s 30th President, Mary A. Papazian, who will be inaugurated on May 4, at 9:30 a.m. on Tower Lawn. The week’s activities also include two film screenings that relate to our president’s strong cultural heritage but also tie into San Jose State University’s legacy of social justice in times of turmoil. “They Shall Not Perish: The Story of Near East Relief” will be shown on April 30, at 3 p.m., in the Diaz-Compean Student Union Theater. “The Promise,” starring Oscar Isaac and Christian Bale, will be shown on May 2, at 7:30 p.m., at Century Oakridge 20, in San Jose.

In addition to the screenings, activities will include a guest lecture, musical concerts, poetry readings and the Innovation to Inspiration Gala. Visit the Inauguration website to see the full list of activities and events planned from April 21 through May 5.

 

Faculty Matter Teaching Tip #20: Helping Students to Develop Effective Test Preparation Strategies

Most instructors use exams of some kind to determine how well students are mastering course content and achieving course objectives. Many lament what they perceive to be underdeveloped test preparation strategies and unrealistic expectations displayed by a large swath of their students. Below, we lay out a number of techniques and activities you might consider implementing before and after your tests, to help students become better self-directed learners.

  1. Before the test…

A great deal of research in the learning sciences indicates that students who engage in regular (weekly) mock-self-testing do better on the “real” tests than their peers who put in as many hours studying in ways that do not include a self-assessment component. The self-testing allows learners to monitor their mastery of the material and also allows them to learn how to call forth the material they have learned. This advantage is equally significant, whether students work alone or in pairs/with peers.

  • Consider encouraging your students to add this sort of regular practice activity into their study routine.
  • Consider creating quizzes or prompts that students can use to monitor their mastery of the material as they encounter it throughout the semester. Be sure that the kind of processing of the materials required to answer the questions or problems you provide matches what you expect students to be able to do on your actual tests.

In our own workshops focused on helping faculty assist their students as they develop an effective approach to studying and test prep, we refer to “the 3 M’s”:

  • Building students’ metacognitive awareness: Encouraging students to  examine closely what they know and what they have yet to master, how they know that they know it (or not) and how accurately they can assess whether their command of the material is going to be sufficient for the way they are going to have to show or use it.
    • Pausing regularly in class —  to make time to solve sample problems, to articulate and defend one’s opinions about course material, and to practice explaining course material in low-stakes contexts such as small-group discussions — can be quite helpful.
    • Allowing a few minutes at the end of class for students to review their notes, or leveraging the discussion feature of the course learning management system can also help students identify insights or points of confusion.
  • Helping student master the mechanics of studying: Encouraging them to develop and use study strategies that work for them, as they strive to understand, manipulate, memorize, organize and use the material.
    • As your expectations of what students should be capable of increase in complexity (from mastering terminology and remembering facts to being able to analyze, integrate and apply information in new and creative ways), it will become increasingly necessary for them to move beyond the rote memorization and simple recall strategies that may have served them well at earlier points in their education.
    • Demonstrating and then having them practice techniques for creating graphic organizers or other ways of actively representing material in ways that are personally meaningful for them can be time well spent.
    • Providing students with an accurate picture of the kinds of questions or problems they will need to be prepared to answer will help them recognize the kinds of study strategies they will need to develop and deploy to be sufficiently prepared.
  • Helping students develop or sustain the motivation to dig in: Creating a context where students will strive and persevere even (especially?) when they have struggled with the material. Here, consider
    • decisions faculty make as they set up their courses (e.g., opportunities for do-overs, absolute grading scales vs. grading on a curve, formats in which students might display their command of the material) as well as
    • dispositions and attitudes students bring “to the table” (e.g., confidence, grit, resilience, and a growth-vs.-fixed mindset.)
  1. After the test…

Research also demonstrates the value of taking time after the test has been returned to reflect honestly and in detail about

  • how one studied prior to the test,
  • where one did well or missed questions on the test,
  • what the answers to these questions suggest about how to adjust one’s approach to studying, and
  • and what kinds of resources and support, if any, might be useful, moving forward (e.g., attending faculty office hours, tutoring, study-buddies, assistance developing study or time-management skills, etc..).

Such “exam wrapper” tools abound. One particularly thorough version is available at the Duquesne University Center for Teaching Excellence (http://www.duq.edu/about/centers-and-institutes/center-for-teaching-excellence/teaching-and-learning/exam-wrappers). Consider requiring that students complete an exam-wrapper assignment.  Once they have completed it, have them refer to it periodically. And have them bring it with them to office hours, if and when you meet with them to discuss their work in your class.

We invite you to peruse the list of student success services and workshops available through SJSU’s Peer Connections (http://peerconnections.sjsu.edu/) programs. And please add your own strategies using the comment link below.

SJSU Hosts Eighth Annual Biomedical Device Conference

On March 29, San Jose State University hosted the Eighth Annual Biomedical Device Conference, with SJSU students, faculty and staff engaging with representatives from leading biomedical device companies. The annual event is coordinated by the Biomedical Engineering Society student group and Dr. Guna Selvaduray.

SJSU’s Biomedical Engineering Program continues to grow, with more than 300 undergraduate and 100 graduate students enrolled this year. The degree program launched four years ago and received accreditation from the Accreditation Board for Engineering and Technology, Inc. (ABET) in 2016.

The annual conference allows students, faculty and staff to engage with representatives from the more than 1,000 medical device firms in the Bay Area. The day’s activities included plenary sessions with industry leaders such as Evidation Health, Medstars and HealthTech Capital and Abott Vascular; a panel on “How to (Boot Strap) Fund your Medical Device Company” and morning and afternoon parallel sessions in which participants selected workshops of particular interest to them.

More than 50 students shared their research and design concepts that will enhance treatment for a wide range of medical conditions, from diabetes to heart disease to spinal injuries. Most of the students were from SJSU, but a few visiting scholars from San Francisco State, the University of California Riverside and the University of Cairo also shared their work.

Occupational Therapy Students Present at Annual Conference

San Jose State University’s Occupational Therapy department will be well represented at the American Occupational Therapy Association Annual Conference March 30 to April 2, in Philadelphia. Department Chair Wynn Schultz-Krohn shared that 40 students will be presenting research projects that they complete as part of collaborative work with faculty. The conference is designed for practicing occupational therapists with several years experience so it is an accomplishment for student presentations to be accepted. This year’s event celebrates 100 years of the profession.

Poster presentations will be given on topics ranging from the relationship between stress factors and occupational engagement among occupational therapy graduate students to the effects of swaddling during bottle feeding in infants born preterm to fostering imaginative play in homeless preschool children, among others. One group of students who worked with Schultz-Krohn were selected to be highlighted as early researchers and will give a podium presentation on the efficacy of the cognitive orientation to daily occupational performance (COOP) intervention for children with developmental coordination problems. The students in the group include Nancy Huang, Monique Afram, Cameren Muller, Ashley Sanches and Tiffany Tzuang.

More than 50 OT students also presented at the Occupational Therapy Association of California Annual Conference in Pasadena in fall 2016.

March 2017 Newsletter: Room Updates Bring Campus into 21st-Century

Photo: James Tensuan Connie L. Lurie College of Education students gather in the Student Success Center for a career advice session.

Photo: James Tensuan
Connie L. Lurie College of Education students gather in the Student Success Center for a career advice session.

By Barry Zepel

Technology continues to enhance more and more of the classrooms of San Jose State University. Outdated classrooms have transitioned into 21st-century learning spaces, one of the goals of the Vision 2017 strategic plan.

More “smart” classroom are – or are scheduled to become – operational across campus during the spring semester. Modernization has been an ongoing project for several years within the Connie L. Lurie College of Education, according to Mary McVey, a former associate dean who directed the changes in classrooms and other facilities. She reports that with the installation of modern mobile furniture and “state-of-the-art” technology, 14 old-style classrooms have been converted into “smart” learning spaces. Added to those updates are a student collaboration lab, a faculty-staff meeting and professional development room, and a conference room.

“We were the first at SJSU to redesign our classrooms so that they were fully mobile and based on a 360-degree classroom concept,” said McVey, who recently returned to duties as a full-time professor of child and adolescent development. “The idea is there is no front, back, or sides of the room. All walls are used for active instruction and the instructor is able to move freely about the room rather than being restricted to the front or ‘sage on stage’ position. All of our furniture is mobile so that the rooms can be easily and quickly reconfigured to suit the mode of instruction.”

The newest of the facilities in Education, a Student Success Center (SSC), opened this spring. Whereas other colleges have utilized their centers for academic advising, Education will use its SSC for career counseling of its predominately-graduate level students.

“Unlike the other colleges, two-thirds of our students are at the graduate level,” said Michele Burns, who is coordinator of the SSC for Education. “Most of our students are working on their teaching credential or preparing to become school counselors, speech pathologists and education administrators.

In some cases, students will be able to check out equipment that includes a new supply of 75 iPads and five swivel cameras, mini robotic video devices that move to follow the instructor as he or she moves about the room. McVey indicated that the new technology will be used for communicating with student teachers who are working in the field as well as for professors to record lectures and provide students with supplemental information.

“We want to engage students with their individual learning styles,” said Burns, who has been a lecturer in counselor education at SJSU for six years. “Some students are more kinesthetic (wanting hands-on experience), others are more auditory (wanting classroom discussion to hear other people), while others are visual (seeing and reading the text) learners. By using the technology, we reach more students’ learning style. Students will more likely remember what they learn.”

Similar changes have been made in the College of Science, where “facilities, student seating and instructional technology renovations in classrooms include large lecture rooms in Duncan Hall 135, and Science 258 and 142,” according to Stan Vaughn, instructional and research facilities manager for the college.

“Of special note is the work completed in Science 142, the largest and most heavily used lecture hall by our college,” Vaughn said, noting that three new projectors, a document camera and demonstration camera can now be used for multiple projections on three screens. Those devices are complimented by a new audio system in that room.

Vaughn said that additional improvements for several other teaching labs in the Science Building are scheduled for use during the spring semester, with the Physics and Astronomy teaching lab in Science 319 being the first designated “active learning lab” in the College of Science.  When completed, the facility will have new furniture, digital projectors, wall-to-wall whiteboards, sound attenuation, and modern window treatments to better control room lighting conditions.

In addition to the technology upgrades, more than 150 classrooms were improved during 2014-16 with upgrades that included new blinds, whiteboards, projectors and other enhancements. Read more about classroom updates online.