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Building on the Basics: Scaffolding Information Literacy Skills Harborside Ballroom EastLynne A. Rhodes
Butterfly Lifecycle Research with Pre-Service Elementary School Teachers Harborside Ballroom EastGillian E. McCall • David Owens
Can mindfulness practice improve short-term retention in a science course? Harborside Ballroom EastValerie Weiss • Rob Sillevis • Peter Reuter
Collaboration, Creativity, and Critical Thinking: Faculty/Student Collaboration in Teaching Research Methods Harborside Ballroom EastMirari Elcoro • T. Bridgett Galvin
Comparing the Effectiveness of a Traditional Instruction Model versus Flipped Instruction in an Educator Prep Assessment Course Harborside Ballroom EastCynthia C. Massey • Jackie H. Kim
CRISPR DNA Editing: Exposing Students to Computer-Based Research Experiences Harborside Ballroom EastLiana Artinian • Aakanksha Angra
Development of an Anatomy Resource – An Experiential Journey Harborside Ballroom EastSoma Mukhopadhyay
Does Flipping Precalculus Improve Student Learning or Attitudes? Harborside Ballroom EastAdrian P. Gentle • William Wilding
Effectiveness of Learning through Online Homework in College Physics & Chemistry Courses Harborside Ballroom EastDebanjana Ghosh • Jorge Villa-Vargas
Facilitating Critical Thinking in Graduate Coursework in Communication Sciences and Disorders: Process Review Harborside Ballroom EastDana Battaglia
Facilitating Formative Feedback Harborside Ballroom EastCandy Noltensmeyer • Lisa Bloom
How does a campus engagement series impact participants’ inquiry mindsets? Harborside Ballroom EastJennifer Jarson • Kate Morgan
Increasing Student Success with Transparent Assignments Harborside Ballroom EastSherry L. Serdikoff
Infusing an introductory biology lecture with critical thinking, quantitative reasoning, and career awareness activities Harborside Ballroom EastAakanksha Angra • Gabriella Ryan
Interleaved Course Design: Procedure, Results, and Reflections Harborside Ballroom EastMichael R. Callahan
Low-stakes vs. no-stakes practice exams – which one works better? Harborside Ballroom EastPeter Reuter
Multifaceted Group Assignment to Demonstrate Critical Thinking in STEM Courses Harborside Ballroom EastAndrew C. Wilkinson • Chad A. Evers
Public Art, Public Buildings: Art Awareness in Professional Undergraduate Programs Harborside Ballroom EastKaren Druffel • T. Bridgett Galvin
Reflections of Student Learning Through Innovative Readiness Training: Views of the Patient, Community, and Professional Development Harborside Ballroom EastMcKinley Thomas • Paula Tillan • Janet Buelow
Revamping a research course to improve scientific literacy among students Harborside Ballroom EastAlexa von Dohlen
Role of Pedagogical Caring and Class Size with Student Outcomes Harborside Ballroom EastTerri Dunbar
Speech-Language Pathology Graduate Students' Performance: GPA, GRE, and Metacognition Harborside Ballroom EastMichelle L. Smith
Student Perceptions of Exam Study Guides in a Nutrition Course Harborside Ballroom EastApril Tallant
Teaching Undergraduate Pre-Health Professional Students about Social Determinants of Health Harborside Ballroom EastElizabeth Brown • Brandi M. White • Aramis Gregory • Heather Helble • Lauren Gellar
The Art of Storytelling to Promote Learning & Transfer Knowledge Harborside Ballroom EastEduardo Haynes
The Effect of a Robust Readiness Activity on Student Learning Harborside Ballroom EastRob Branch
Transforming an inorganic chemistry laboratory into a Course-based Undergraduate Research Experience (CURE) Harborside Ballroom EastArpita Saha • Leah Williams
Unblock Metacognitive & Technical Bottlenecks of USAFA Intermediate Chinese Learners Harborside Ballroom EastJue Wang
Undergraduate Nursing Students' Attitudes Towards End-of-Life Care Using High-Fidelity Simulation Harborside Ballroom EastCarolyn B. Sue-Ling • Martha Kay Lawrence
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