Education/Assessment Research

Education research presents a great challenge, but it can also provide insights into the cognitive aspects of learning that can be observed through the application of specific strategies. Well-controlled ‘experiments’ as they relate to the classroom are not easily designed. However, within the constraints of organized coursework and proper documentation, the effectiveness of educational strategies can still be assessed. My research explores the impact of applying Constructivist Learning Theory (CLT) to course design and subsequent selection of teaching activities. CLT suggests that building knowledge, hence learning, is an active process. This process uses social interaction to address problems that help bridge knowledge through personal meaning and reflection. Educational sessions that include principles of CLT tend to positively impact student learning. To test the impact of specific strategies on learning (with defined outcomes), we compare aspects of the previous curriculum with those of the New Horizons curriculum. By hypothesizing and documenting how these strategies might interact within CLT, we will be better able to define and promote evidenced based curricular/course design.

Biomechanics in Stroke Recovery

Part of my research involves a multi-institution and multidisciplinary approach to understanding the biomechanical measures, gross anatomy, histologic (neuronal sprouting), and biochemical markers involved in the recovery from brain injury. This major project is under the direction of Dr. RJ Morecraft (University of South Dakota) and Dr. WG Darling (University of Iowa).

Stroke (and/or brain injury) is one of the leading causes of functional disability in the United States. When stroke happens, it is often clinically observed that variable levels of motor recovery occur after damage to the motor cortex. The brain has limited plasticity as the recovery process varies temporally and depends on factors such as lesion volume, lesion location, and involvement of descending pathways. In my role of the project, we have developed a series of fine motor tasks that quantify hand/digit motion (using high-speed digital video) and applied forces by the impaired arm throughout the recovery process. These biomechanical data are analyzed together with anatomical and histological data to better understand how recovery of fine hand/digit movement control is related to the associated neuronal changes during the recovery process.

Plastination Facility

The Department of Anatomy and Cell Biology undertook an initiative to develop a facility to prepare anatomical specimens for variety of educational settings. Specimens are dissected and prepared to meet general and specific educational needs. The process of plastination begins after the dissection is complete. Specimens are first dehydrated in a series of solvent baths to remove intra and extracellular water. After the specimen is sufficiently dehydrated it is placed in a silicone polymer bath. Under vacuum, the solvent is drawn out of the tissue and the polymer moves into the specimen to occupy space left by the vacated solvent. After a drying and curing period the specimens can be used in or out of the lab, are free from odor, and demonstrate anatomical details.