Page 31 - titleIII - NationalWorkshop-jackson,ms_Neat

CONFERENCE WORKSHOP
CO-REQUISITE MATH AND ENGLISH COURSES
AT JACKSON STATE UNIVERSITY
Presented by Dr. Shirley Burnett, Mrs. Stacy Davison,
Mrs. Shirley Williams and Mrs. Tracey Wells-Harmon

ABSTRACTS of The purpose of this panel discussion is to explore and discuss
practices used with co-requisite math and English courses at
WORKSHOP SESSIONS Jackson State University. The focus area addressed in this dis-
cussion is Academic Quality particularly the area of improving
PRE-CONFERENCE WORKSHOP developmental math and English courses. It will address the

TRANSFORMATION AND INNOVATION: Transformation and Innovation Workshop Strand. The discus-
ANATOMICAL VISUALIZATION AND SIMULATION CENTER sion will show how JSU embraced the co-requisite model to in-
Presented by Dr. Cleveland O. Lane, Jr. crease students’ academic success in Intermediate Algebra and
Intermediate English and the sequential gateway College Alge-
bra and Freshman Composition course. Presenters will engage
This presentation will discuss the impact of the Title III funding in a discussion on co-requisite courses at JSU and elaborate on
relative to the Anatomical Visualization and Simulation Cen- practices used, students’ performance outcomes, and survey re-
ter (AVASC) at Prairie View A&M University. This interactive sults.
workshop will allow participants to leave with an understand-
ing of the benefits of utilizing medical technology across mul- The presenters will first provide an overview of the co-requi-
tiple disciplines. The integration of technology into everyday site model used at Jackson State University. This overview will
life and the increase of native technology learners required a include the rationale for the chosen model, the design, and im-
change in the introduction of anatomical concepts to students. plementation. Second, the discussion will allow participants to
The goal of the AVASC was to provide the students with multi- explore the perspectives of students and faculty on the chosen
ple platforms to learn human anatomy while also providing an co-requisite model. Presenters will share students’ performance
understanding of the physiological application. The variation in outcomes and results from a survey. Lastly, the presentation will
learning styles and the need for engagement and active-learn- provide a discussion on lessons learned as well as plans for fu-
ing environments was met with traditional and new techno- ture directions. Presenters will use several strategies to engage
logical methods. The students used innovative technology and the audience. After each section, we will provide participants
new mediums to transfer the knowledge they attained about frequent opportunities to respond and interact with present-
the human body. The AVASC Center is composed of virtual ers. Presenters will provide index cards and use technology for
dissection tables, plastinate models, 3-D printers, and BIOPAC participants to jot down questions that may arise during the
simulation systems (EEG, EKG and EMG and more). Each of presentation. They will also use technology to give participants
these forms of technology was deployed in support of the need an opportunity to anticipate practices and predict outcomes.
to reinforce scientific content while developing analytical skills, They will ask provocative questions and prompts to actively in-
research methods, and technology application. volve participants in the discussion. Lastly, the presenters will
share stories and examples to help participants see the connec-
Participants will learn about the multiple advantages and ben- tion and relevance of practices to students’ retention and per-
efits of AVASC. The AVASC Center has served multiple disci- sistence. The session will conclude with a question-and-answer
plines and communities. An unexpected consequence of hav- (Q&A) session for further decision making.
ing the AVASC available is its relatability in cross-collaborative
projects. The primary courses taught in the labs were Gross
Anatomy and Anatomy and Physiology. The Center has col- ACADEMIC QUALITY THROUGH ACTIVE LEARNING:
IT’S ALL ABOUT ENGAGEMENT
laborated with Biology, Pre-Nursing, Psychology, Chemistry,
Nutrition, Social Work, Health and Human Performance and Presented by Dr. Laurell Malone
Kinesiology majors. Additionally, students, teachers, and coun-
selors from elementary, middle school and high school had the The North Carolina Central University Office of Faculty Pro-
opportunity to be enriched in the center. Participation in this fessional Development (OFPD), housed in the Division of
workshop will discuss 1) best practices in transforming a tradi- Academic Affairs, is a Title III Activity committed to leading
tional anatomy and physiology laboratory, 2) producing an ac- a variety of professional development activities for university
tive learning environment for undergraduate curriculums, and faculty to support innovative teaching and learning, faculty
3) outreach program activities for K-12 students and teachers. learning communities, course redesign, and the use of instruc-
Participants will be engaged with artifacts, videos and real-time tional technologies to increase student engagement. Progressive
audience participation application. in our approach, the OFPD facilitates a growth mindset of col-

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