SOTL Scholar: Crystal Mueller, Writing Center and English Department 

This pilot study considers why and how “peerness,” a hallmark of writing center praxis, produces more effective learning, specifically in WRT 99 Writing Studio, the required developmental writing lab at UW Oshkosh. Through an analysis of reports written by coaches, the study evaluated the emotional labor engaged in by the writing coach. This analysis revealed that, in supportive learning groups, both writing coach and student writer co-created psychological safety for one another. In this rich environment, deep learning happens for both writing coach and student writer, a learning exchange that establishes a foundation for lifelong learning.

SOTL Scholars: Dr. Nahal Rahmanpanah (Nursing) and Dr. Kim Calvert (Kinesiology) 

We are interested in determining if remote instruction with a pre-recorded video compared to in-person instruction results in equivalent student competence, self-efficacy, and satisfaction. Using simulation with standardized patients, we used pre-participation physical exams as the topic for instruction and assessment.

SOTL Scholar: Dr. Jessica Lucas. Biology

The goal of this project is to increase student success in introductory biology courses and reduce equity gaps for minoritized students. This research found that Introductory Biology textbooks reinforced misperceptions that race is a biological category and a predictor of academic success. While biology textbooks stopped using the term “race,” they now often use the terms “ancestry” and “ancestral groups” in divisive reference to humans. Terminology, topics, and images within textbooks may reinforce incorrect stereotypes that erroneously correlate race with ancestry and intelligence and academic ability and disrupt students’ perceptions of themselves and others. Most textbooks show light-skinned men as the zenith of primate evolution, atop dark-skinned primate relatives. They also correlate ancestry categories with genetic disorders. All of these offensive and flawed misconceptions have the potential to undermine student success.

The goal of this project is to increase student success in introductory biology courses and reduce equity gaps for minoritized students. This research found that Introductory Biology textbooks reinforced misperceptions that race is a biological category and a predictor of academic success. While biology textbooks stopped using the term “race,” they now often use the terms “ancestry” and “ancestral groups” in divisive reference to humans. Terminology, topics, and images within textbooks may reinforce incorrect stereotypes that erroneously correlate race with ancestry and intelligence and academic ability and disrupt students’ perceptions of themselves and others. Most textbooks show light-skinned men as the zenith of primate evolution, atop dark-skinned primate relatives. They also correlate ancestry categories with genetic disorders. All of these offensive and flawed misconceptions have the potential to undermine student success.

SOTL Scholar: Dr. Jae Han Bae, Art

This study examines the understanding and application of equality, diversity, and inclusion (ED&I) principles among pre-service art teachers within an art education methods course. Data was collected through online surveys and final essays from the art education students about their art units. Analysis revealed that students recognized the significance of ED&I in curriculum development and teaching. Additionally, they discovered that incorporating contemporary artists into their lessons facilitated addressing ED&I issues.

SOTL Scholar: Dr. Tammy Ladwig, Teaching and Learning

This SoTL study focuses on how focusing pre-service educators on their own self-knowledge, triggers, and trauma can improve their classroom management. Research shows that the single most factor in teacher burn out is challenging student behaviors. By assisting pre-service teachers with identifying their triggers, instructors can support them in reflecting on the mismatch between the student’s behavior and their own response to it and, thus, improve the educational experience of the most vulnerable of students. The topic of self-care and well-being are also critical components to include in trauma-informed professional developments. A proactive culture of stress management needs to be an integral part of the system to support pre-service educators.