UWs LAMP Fellows to Present Their Work May 3

More than 20 instructors from the University of Wyoming and community colleges around the state will gather to present their work as Learning Actively Mentoring Program (LAMP) fellows to the public Friday, May 3, at the UW Art Museum.

The group members will present posters detailing the active-learning strategies they have implemented in their courses after being trained by LAMP.

“Throughout the academic year, they have assessed the effectiveness of the active-learning strategies that they have enacted,” says Rachel Watson, director of LAMP. “At the same time, they have evolved their own teaching philosophies and have worked toward self-actualization through their teaching. It has been a joy and an honor to watch each one of the educators grow.”

Starting at 4:30 p.m., the first half hour of the event will be a meet-and-greet with all presenters, followed by a welcome from Watson. From 5-6 p.m., half of the fellows will be available by their posters for questions and answers, while the other half will go from 6:15-7:15 p.m. Appetizers will be provided.

“We have been really lucky that our Art Museum colleagues have worked with us to provide a wonderful venue for this event,” Watson says. “Raechel Cook has worked tirelessly to make this possible, and she and Bethann Merkle will facilitate a full-day science-art session for our LAMP fellows at the museum the next day.”

LAMP fellows are chosen annually and receive intense, yearlong training in active-learning methods. They develop instructional strategies they implement in their classrooms, assess the impacts on student learning and develop teaching philosophy statements. They also participate in LAMP’s Summer Institute on Active Learning. The fellows program has had a large impact on instructors, courses and students at UW and community colleges in the state. LAMP is a spotlight program of UW’s Science Initiative.

For more information, contact Watson at rwatson@uwyo.edu.

Presenting fellows, their affiliations and poster titles are:

-- Gerry Andrews, UW Department of Veterinary Sciences, “Applying Team-based Learning to MICR-4220/5220, an Upper Level (Senior/Graduate) Course in the UW Microbiology Program Molecular Mechanisms of Bacterial Pathogenesis.”

-- Ali Baas, UW science education and Albany County School District 1, “A comparison of TBL literature in grades 6-12; the reality of helping students and teacher teach collaboration.”

-- Karagh Brummond, UW Department of Zoology and Physiology, “Teaming Up on Food: Using Team Based Learning in the Interdisciplinary Course ‘We Are What We Eat.’”

-- Amy Cavanaugh, UW Department of Physics and Astronomy, “Active Learning in Astronomy.”

Michael Cuddy, Northwest College (NWC) chemistry, “General Chemistry at NWC: Re-evaluated.”

-- Stephanie Fielder, Laramie County Community College (LCCC) chemistry, “Molecules, Bonding and Properties, Oh My! Using Team-based Learning to Improve Students’ Understanding of Molecular Structure and Intermolecular Forces.”

-- Kira Heater, LCCC mathematics, “Gallery Walks and Gaming -- Using Open-Ended Group Work.”

-- Lori Howe, UW Honors College, “Team-based, Active Learning in the Humanities: Interdisciplinary Problem-Solving and the Honors First-Year Seminar.”

-- Riley Jordan and David Kasper, UW Department of Physics and Astronomy, “Peer-Assisted Reflection: Application to Technical Writing.”

-- Dylan Kloster, UW Department of Physics and Astronomy, “Not everyone needs to know Newton’s Gravitational Constant: Using physics to teach generalized analytical reasoning and problem-solving strategies.”

-- Rose McBride, LCCC agroecology/natural resource economics, “Preliminary Experiences Resulting from Integrating Entrepreneurial Practices into Farm-Ranch Business Management.”

-- Libby Megna, UW Department of Zoology and Physiology and Program in Ecology, “How are you gonna save the world? Problem-based learning in ecology.”

-- Amy Navratil, UW Department of Zoology and Physiology, “I’ve got the beat: My love for active learning in the Physiology classroom.”

-- Mat Osborne, NWC biology, “Journey into the Unknown: Flipping an Anatomy and Physiology Classroom.”

-- Mary Katherine Scott, UW Honors College, “How Mexican Literature can spark PBL in an online class environment.”

-- Samuel Shearer, UW aerospace science, “Using ROTC leadership reflections to create an adaptable curriculum.”

-- Kerrie Spinney, NWC mathematics, “Outside the Comfort Zone: Active Learning and Immediate Feedback in a Math Co-Requisite Classroom.”

-- Ann Stebner Steele, UW Honors College, “Decentering Definitions of Success: Self-Assessment and Self-Reflection in the Honors Classroom.”

-- Michael Taylor, UW Department of Chemistry, “Catalysing chemical learning: incorporating active learning principles into the graduate level chemistry curriculum.”

-- Katie Wagner, UW Department of Botany, “Enhancing Science Literacy and Inclusivity in an Evolutionary Biology Course.”