LAMP Learning Community Presents Active Learning Scholarship
The LAMP Educator’s Learning Community was established in 2019. It was heavily informed
by a workshop given by Milton Cox at the 2018 Original Lilly Conference for College
Teaching. Learning communities for college teachers have historically been termed
Faculty Learning Communities (FLCs). However, in order to be inclusive of college
educators who are not faculty, we chose to instead call our community an Educator’s
Learning Community (ELC). In our ELC, we use Change Theory, Resistance Theory and
Effective Implementation Practices to support prior fellows and catalyze continued
shift to active learning / student-centered practices. Our specific goals are:
1) support prior fellows who have shown demonstrable dedication to implementing evidence-based
teaching practices, measuring impacts on student learning and disseminating their
findings (e.g. publication, presentation or establishment of related programming)
/ continued LAMP involvement
2) catalyze continued transformation of classrooms from being teacher-centered to
being learner centered / spread ripples about active learning successes using the
approach that is most known to be successful: people talking to people over time.
3) establish both an institution-wide and state-wide, sustainable community of STEM
These goals dovetail with UW’s Strategic Plan (Explicitly: Goal 1, Bullet 4.2, Goal
4, Bullet 1.3&4).
November 28, 2022
Claire Campion, a UW zoology and physiology graduate student from Rochester, Minn.,
discusses her poster on the assessment of the motivation and growth of graduate students
in a grassroots outreach group called COPSE (Community Outreach Program on STEAM Engagement)
during the Original Lilly Conference on College Teaching. (Photo taken by Rachel)
Seven Learning Actively Mentoring Program (LAMP) educators from the University of
Wyoming and Laramie County Community College recently presented projects at the Original
Lilly Conference on College Teaching at Miami University in Oxford, Ohio...(follow this link to the rest of this news release).
“Every member of the LAMP learning community shared an evidence-based project that
showcased and simultaneously modeled student-engaged pedagogy,” says Rachel Watson,
UW Science Initiative LAMP director. “Their sessions were exemplar at a conference
of highly capable SoTL scholars.”
Pictured above from left to right is Amy Rhoad, Christi Boggs, Rachel Watson, Deepthi
Amarasuriya, Reshmi Singh, McKensie Phillips and Tawfik Elsehabi
From November 17th to the 21st, five LAMP Educators and two mentors traveled to the Original Lilly Conference on College Teaching at Miami University in Oxford, Ohio. The LAMP Educators all completed the 2019-2020
yearlong LAMP training and then became a part of an Educator Learning Community (ELC)
that gathered regularly for over a year. Throughout the ELC, these instructors expanded
their knowledge of active, inclusive, student-centered pedagogies. All educators completed
a Scholarship of Teaching and Learning (SoTL) project that they presented as either
an oral or poster at the Lilly Conference. Miami University is the cradle of the Scholarship
of Teaching and Learning (SoTL) and the conference organizers are the preeminent authorities
on both SoTL and Faculty Learning Communities (FLCs).
Pictured above from left to right is Reshmi Singh, Milton Cox and Deepthi Amarasuriya.
Deepthi and Reshmi took part in Milt's Faculty Learning Community Workshop.
Deepthi Amarasuriya from Northwest College in Powell, WY presented a poster centering
on a novel active learning strategy she has implemented for her physics courses. She calls this method the “Layered Approach”
and it is an inclusive pedagogy allowing students to learn in different ways using
different resources and through metacognitive and small group approaches.
Dr. Tawfik Elshehabi of UW’s Petroleum Engineering Department led conference attendees through an interactive investigation of teaching philosophy construction. Attendees were invited to engage in written, visual and multimodal
versions of his philosophy and were given time to generate these formats of their
own philosophies to share with their students.
Dr. Reshmi Singh (Pharmacy) and McKensie Harris (Animal Sciences) presented on a study
entitled Exploring Multidisciplinary and International Engagement by a Faculty Cohort. This study utilized by qualitative and quantitative research methodologies to inquire
into the multidisciplinary teaching, research and scholarship of educators at UW and
Wyoming’s community colleges.
Amy Rhoad (Veterinary Science) presented about her use of case studies in a large, undergraduate medical microbiology course. She utilized a critical thought assessment strategy to explore impact of varying
case study approaches. During her session, she immersed conference attendees in a
mock food poisoning case study called, A Case of the Conference Blues.
McKensie Phillips was the last of LAMP ELC members to present her work on Knowledge Surveys. McKensie’s research shows that students’ knowledge/confidence is, on average, greater
at the end of the semester than it is after an one course unit! LAMP Data Analyst,
Ella DeWolf was invaluable in supporting McKensie’s statistical analysis and data
LAMP Mentors, Rachel Watson and Christi Boggs, presented a poster showing increased connectivity in the social network after yearlong LAMP and the subsequent ELC. This corresponds with educators’ decreased
feelings of isolation, increased feelings of confidence and pedagogical knowledge.
The social network analysis also reveals a disproportionate increase in advice giving for several ELC members after the second year in the ELC. This may indicate either
the need for multiyear development or LC-style cohorts when facilitating educators
in becoming opinion campus leaders and change agents.
When asked to reflect on the experience, the ELC members shared:
“Dr. Watson did an outstanding job on every step of this journey to the 2021 Lilly.
I felt over-prepared and ahead of many schools. I highly recommend joining this incredible
community of caring learners.” – Tawfik Elshehabi (Petroleum Engineering)
“I felt very validated to know that the POGIL model of teaching is very similar to
the approach I developed [The Layered Approach].” – Deepthi Amarasuriya (NWC Physics)
“Even though I had seen my colleagues presentations before, in this context I was
still able to learn something new.” – Amy Rhoad (Veterinary Science/College of Agriculture
and Natural Resources, Academic and Student Programs)
“Being on this journey with these incredible educators has been renewing and inspiring.”
– Christine Boggs (LAMP Mentor, Head of Digital Teaching and Learning)
“Feeling energized being with my ELC and others who care about learning & STUDENTS!
Got to learn and get reminded about threshold concepts, mindset and of course building
communities thru FLCs!”
Click the following link to read more info about this most successful Conference: https://www.uwyo.edu/news/2021/12/uw-lamp-educators,-mentors-present-projects-at-national-conference.html