Multi‐facet Application of High Impact Practice‐Personal, School, and Community

Abstract

High Impact Practices (HIP) are now a nationally recognized form of instruction that enhances student's engagement, active, cooperative and collaborative learning which makes the learning experience of students fun and memorable. In a Neurobiology course offered to the junior and senior college level students (Biology and Neuroscience majors) some of the active learning strategies that I find most beneficial are, implementation of technology using iPads, application formal debate, role‐playing (dramatic presentation, using technology), group work, clarification pauses, and documentary movies related to the topic of interest, peer survey's and Neuroscience fair. Although all of the mentioned teaching strategies have their own benefits some can have an even broader impact at the personal, school and community level. The ‘Neuroscience Fair’ was one of the most effective and well appreciated by both scholars and students. Students work in groups on assigned projects and research on various complex concepts of Neuroscience e.g. mechanism of Alzheimer's disease and then design a model to explain the project in layman's terms in such a way that middle schoolers can understand the concept. Survey questionnaires are made for middle school students, presenters, and judges. Our survey results indicate a positive correlation between student liking and understanding the concepts of the presentation. 100% of the faculty judges thought the concepts were brilliant and creative. Student presenters found it to be hard work but were extremely positive with their performance and acquired knowledge. The Neuroscience Fair is an attempt to create a personal‐school‐community partnership to enhance community awareness of neurodegenerative diseases and concepts by peer‐assisted learning.Support or Funding InformationAdelphi UniversityThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.