learning belief communication tools

developing goal visualization and feedback formatting to help bridge communication around learning beliefs 

underlying learning beliefs

materials science goals

Communication about goals and learning beliefs of courses is difficult between professors and students. This work focuses on leveraging the design of classroom experience tools to help bridge the gap in communication. The motivation of this project was attempting to create a more constructive dynamic between professors and students to create better learning experiences. Professors express difficulty with feedback that is very broad such as "I don't like this class" and students lack the vocabulary to create more specific feedback. This tool is meant to bridge that gap. This experience was a lot of work in experience design and the Adobe suite (illustrator especially). Work was done to be implemented in the future in courses at Olin.

biology goals

fall 2020

motivation research

Research paper Motivation FIE Poster

quantitative motivation analysis of courses leading to publication and presentation at Frontiers in Education

During my first year at Olin I was a part of a team that analyzed data from a project-based Olin course to understand motivation fluctuations at a more granular level. This was meant to understand if project based learning will actually create higher intrinsic motivation for students, but ended up with a different insight. This led to observations of gender patterns and then the use of interviews and focus groups to understand the findings further. This ended with a technical paper and a presentation at the FIE conference from two team members. 

2018

contemplative practices in engineering education

qualitative data analysis to understand a contemplative practice physics foundation course

An experimental contemplative practice course was run at Olin and students allowed us to look at their reflections. The analysis was meant to see if contemplative practices had value for engineering students and how it integrated into this technical education. Through qualitative analysis a paper was written by another team, and I was a part of the deeper analysis that is ongoing. In addition, we ran the workshop Democratizing STEM Higher Education Through Contemplative Practices twice: once at Frontiers in Education and once at the Associate of American Colleges & Universities conferences. 

2019-2020