TILL Teaching Innovation Award

Cynthia Metz, PhD, and Jeff Falcone, PhD, (School of Medicine, Department of Physiology); and Michael Metz, DMD, MSD, MS, PhD, FACD, (School of Dentistry, Department of Comprehensive Dentistry)

Dental Physiology, a foundational content area for first-year D.M.D. students, combines a systems-based approach with innovative strategies to enhance student success on national board exams and in clinical practice. Recognizing the stress of high-stakes assessments, this study implemented a multi-probed approach to improve test-taking skills, including evidence-based video tutorials, collaborative group assessments, and exam debriefings. Survey results showed significant improvements in students’ perceived test-taking abilities and preparedness for the Integrated National Board Dental Examination. The active learning strategies implemented by this team, part of a decade-long effort to modernize the curriculum, have boosted student confidence, engagement, and performance, preparing them for academic and professional success.

Angela Thompson, PhD, PE, and Campbell Bego, PhD, PE, (J.B. Speed School of Engineering, Engineering Fundamentals)

As the first-year experience course for the J.B. Speed School of Engineering, Engineering Methods, Tools, and Practices I introduces foundational skills in graphics, programming, spreadsheets, critical thinking, ethics, and teamwork to approximately 550 students each academic year. With the public release of ChatGPT in late 2022, the course was updated in 2023 to address the appropriate and ethical use of Generative Artificial Intelligence (GenAI) tools. The course redesign, guided by evidence-based teaching practices and the ACRL information literacy framework, supports students in developing critical evaluation skills, ethical reasoning, and competence in engineering technologies. This innovative approach prepares first-year engineering students to harness GenAI tools effectively for learning and professional growth.

 David Johnson, PhD, MPH, CPH, (School of Public Health and Information Sciences, Health Management and Systems Sciences); Benne Holwerda, PhD, (College of Arts and Sciences, Department of Physics); Ray Chastain, PhD, (College of Business, Information Systems), Breanna Ausbrooks, Student 

A retrospective analysis of PHYS 107, redesigned from a traditional lecture-based course to a flipped classroom model between 2018 and 2021, revealed significant benefits for learning outcomes and equity. The flipped design, which emphasized pre-class assignments, low-stakes assessments, and team-based learning, improved overall performance and participation, particularly for female students, who completed assignments more consistently and closed performance gaps in the course. Additionally, the flipped approach significantly reduced Drop-Fail-Withdraw rates compared to traditional sections, even during the disruptions of the COVID-19 pandemic, which negatively impacted DFW rates in traditional courses. These findings highlight the potential of flipped classrooms to enhance learning and support diverse student populations in STEM education.