TAR Fellows
Ana Nava
TAR Project Abstract
“Assessing Student Perception and Knowledge Acquisition of Basic Food Science Concepts using Guided Notes and Note-Taking Pairs as Learning Techniques”
Previous experience in teaching an introductory Food Science course has led to identifying that students struggle learning some basic food science concepts. This impacts their performance throughout the course. The purpose of this project is to assess their perception of these topics and implement two Learning Techniques: Guided Notes and Note-Taking Pairs to facilitate their learning process of these topics. For this, students will be assigned a peer mentor for all semester. These pairs will implement the Note-Taking Pairs technique for every module. Additionally, every class, all students will be handed prompts by the class TA as guides for their note-taking process following the Guided Notes learning strategy.
The project will include the data from student participants in both online and in-person class to assess if there is an impact when having a peer and note taking guidance throughout the semester in both modalities.
Fellow Biography
Ana is a PhD student in the Food Science and Technology department at Texas A&M. Her current research focuses on the effects of polyphenols from Dark Sweet Cherry in Triple Negative Breast Cancer. Her research interest is around the effects of polyphenols in health. She's worked as a Graduate Assistant at the Center for Teaching Excellence for three years. She holds a Masters of Science degree and an undergraduate degree in Biotechnology Engineering from Tecnologico de Monterrey, Mexico.
Chair: Stephen Talcott
TAR advisors: Rebecca Creasy and Rafael Quijada-Landaverde
Austen Ehrie
TAR Project Abstract
“ Utilizing documentaries to improve student learning outcomes and attitudes in an animal behavior course”
For the field of animal behavior, an essential component of student learning is observing the behaviors described in class. However, the Integrative Animal Behavior (BIOL-467) course taught here at TAMU does not have a lab component. Therefore, I plan to take advantage of documentaries and live zoo/field cams that the students can watch during lecture and at home, giving them the opportunity to observe animal behavior first-hand. In conjunction, students will reflect on and connect the watched behaviors to concepts taught in lecture through written-based assignments. Students will also practice various behavioral sampling methods utilized in animal behavior research. I will use both qualitative (e.g. student surveys) and quantitative (e.g. learning assessments) methods to assess student learning outcomes and engagement.
Fellow Biography
Austen is a Biology PhD student and NSF GRFP fellow who studies animal behavior and organismal biology with an emphasis on sexual selection, mating behavior, and reproduction in non-human primates. In 2022 he graduated from Indiana University with a BS (honors) in Animal Behavior and a BA in Environmental and Sustainability Studies. While at Indiana University, Austen conducted two independent research projects: one investigating the neurotranscriptomic profiles of reproductive behaviors in a sex-role reversed shorebird (Jacana spinosa) and the other testing whether parallel laser photogrammetry could be used to measure the testes of mantled howler monkeys (Alouatta palliata) non-invasively. Now, in the lab of Dr. Courtney Fitzpatrick, he is examining how social dynamics and life experience (such as copulation rates and fetal/infant loss) influences the probability of conception in the Amboseli baboons. As an undergraduate Austen had the opportunity to be a teaching assistant for two courses on chimpanzee behavior and has since been a lab instructor for regular and honors introductory biology courses here at TAMU. In the future, he would like to become a faculty member at a primarily undergraduate institution (PUI) so that teaching will be his primary focus in his career.
Chair: Courtney Fitzpatrick
TAR advisor: Courtney Fitzpatrick
Bradie Dean
TAR Project Abstract
In light of plans to expand and strengthen the TAMU Anthropology department’s Museum Studies program over the next few years, there is increasing need to understand what students hope or expect to achieve and how they believe reality compares to those expectations. This project intends to draw hypotheses about changes in student attitudes towards museum studies and related skill sets throughout the Fall 2024 session of Dr. Katie Custer-Bojakowski’s undergraduate Advanced Museum Studies class (ANTH 421). This will be done based on qualitative data collected via anonymous optional surveys sent to students at the beginning and end of the semester, as well as at predetermined points in between. These surveys will use a combination of free response and multiple choice questions over issues including how students interpreted the course objectives and their self-perceived motives for taking the class. The data shall be examined to draw informed hypotheses about the students attitudes to guide future interactions of the course.
Fellow Biography
Bradie Dean is pursuing a PhD in Anthropology’s archaeological subfield with a specific interest in the role of preexisting gender norms in shaping the resilience of Caddo tribes to the missionization of East Texas in the first half of the eighteenth century. She received an Anthropology BA with a History minor from Baylor University in 2020, where she received hands-on training in field excavation techniques, artifact curation procedures, and archival research. In pursuing an undergraduate teaching career, Bradie hopes to prepare students for careers in Cultural Resource Management and other forms of applied anthropology, while also participating in community outreach programs to raise the accessibility of anthropology and history. This project provides her an opportunity to investigate methods for increasing undergraduates’ ability to identify the historical context and relevant stakeholders of culturally significant collections.
Chair: Heather Thakar
Faith Odele
TAR Project Abstract
“The Impact of Writing Center Consultations on Students’ Citation Practice”
Writing Centers (also called Communication Centers in some institutions) support students in improving their writing and presentation in different ways and supplement instructors’ efforts by providing personalized instruction, brainstorming, and constructive edits that are usually not feasible in a class with multiple students and with the amount of course content to cover and workload that instructors have during the duration of each semester. This research intends to explore how they support students taking a Public Speaking course to improve their citation practice. Citation practice is relevant to all disciplines and will be useful for the students beyond the course, hence a fundamental pedagogical touchpoint.
This study will focus on one section of the COMM 203 Public Speaking Class at Texas A&M University, College Station. It will involve a comparative analysis of the students’ citation practice in their speech outlines and oral deliveries after a class lecture on citations (without a one-on-one consultation with the University Writing Center) and after a one-on-one consultation with the University Writing Center. The course syllabus requires the students to use and cite four to five high-quality, credible sources in three of the four speeches for the course. The analysis will focus on the quality of sources and adherence to academic citation standards. I will give the students guidelines on how to prepare for their visit to the writing center to get the best out of the consultation, and I will also require a note on preparedness from the peer consultant, which will also be a useful variable for analysis.
Fellow Biography
Faith Ebiere Eguolo Odele is studying Communication at Texas A&M University. She is interested in researching the evolution (and regression) of gender rhetoric through pre-colonial (Western), colonial, and “post-colonial” contexts, with a particular interest in theorizing and decolonizing gender and racial rhetoric. She hopes to inspire meaningful conversations and foster understanding, compassion, justice, hope, love, and life with her writing and scholarship. Her mind is a constant garden of musings, and sometimes they translate to poetry, prose, essays, or dialogues. In addition to PhDing and musing, she likes to travel to see the world, meet different people of different nations, enjoy their music, learn their songs, dances, and stories, and taste their delicacies.
Chair: Darrel Wanzer-Serrano
TAR Advisors: Tasha Dubriwny and Nancy Parish
Jake Vasquez
TAR Project Abstract
“Beyond the Lecture Hall: How Professor Interaction Shapes Student Sense-of-Belonging”
Jake’s TAR project examines how strengthening professor-student relationships and increasing instructor availability can improve the college classroom experience. By exploring the effects of regular class attendance and participation in supplemental office hours, the study aims to show how these factors contribute to a greater sense of belonging among students. The research will focus on an entry-level tourism and hospitality class where attendance is optional and office hours are offered. Through comprehensive surveys, we will assess the correlation between students' engagement levels and their sense of belonging.
Jake hypothesizes that students who frequently attend classes and utilize office hours will report a stronger sense of belonging compared to their less engaged peers. This research is significant as existing literature links a strong sense of belonging with improved academic performance, higher retention rates, and increased graduation rates. By highlighting the indirect benefits of consistent attendance and active participation in office hours, this study aims to emphasize the critical role of instructor availability and student engagement in fostering positive educational outcomes. Data will be collected via surveys administered at multiple points throughout the semester, and the findings will be analyzed to determine the relationship between attendance, office hour visits, and students' sense of belonging. Ultimately, this study seeks to provide actionable insights for educators and institutions aiming to create more inclusive and supportive learning environments, thus enhancing the overall educational experience and outcomes for students.
Fellow Biography
Jake Vasquez is a dedicated second-year Ph.D. student in the Department of Hospitality, Hotel Management, and Tourism at Texas A&M University. His research primarily focuses on the benefits of tourism and crowding on mental health, exploring how these factors can positively impact well-being, reduce stress, and foster community resilience. Jake holds a Bachelor of Science in Recreation, Park, and Tourism Sciences from Texas A&M University and a Master of Science in Tourism and Hospitality Management from The University of Florida. His academic journey is marked by several prestigious accolades, including the Gene Phillips Memorial Endowed Scholarship and the Colonel Walter H. Parson, Jr. Academic Excellence, Service, and Leadership Award.
In addition to his academic pursuits, Jake is an active member of the Recreation Education Council, the Hospitality, Hotel Management and Tourism Graduate Student Committee, and the OPAS Encore Board of Directors. His commitment to service and leadership within these organizations underscores his dedication to advancing the field of tourism and hospitality management. Outside of academia, Jake enjoys the performing arts, spending time with friends and family, and traveling to various theme parks across the country. These activities not only provide a creative outlet but also align with his research interests in promoting community well-being and beneficial tourism practices.
Chair: Jim Petrick
TAR Advisor: Heather Eden
Jordan Khadam-Hir
TAR Project Abstract
“Measuring the transformation of thinking about family structures in an undergraduate child development course”
As teachers, we must understand and appreciate the diverse cultures and family structures our young students come from in order to meet their needs as learners in the classroom. In this Teaching as Research project, we aim to support undergraduate education students enrolled in an Introduction to Child Development class with specific modules on structurally and socially diverse families. To measure pre-service teachers’ transformation in their thinking and learning about family structures, the researchers will engage in discourse and artifact analysis pre- and post-module instruction. The discoveries and conclusions drawn from this TAR project will serve to support assignment and course design for future undergraduate child development courses.
Fellow Biography
Jordan Khadam-Hir is a third-year doctoral student at Texas A&M, earning her EdD in Curriculum and Instruction in the department of Teaching, Learning, and Culture. Jordan is in the process of earning her Academy of Future Faculty certification and is honored to become a Teaching as Research fellow this year. Her research interests lie in learning how to best support early childhood teachers through high-impact professional development opportunities and discovering effective means of translating early childhood research into practice for teachers of young children. Prior to her studies at Texas A&M, Jordan earned her BA from Washington State University and her MBA at Rice University. Jordan came to education through a non-traditional route, joining the Teach for America 2007 Houston corps. In 2009, she was honored for her leadership and creative teaching methods with the Kinder Excellence in Teaching Award. After teaching kindergarten for several years, Jordan served as Dean of Lower School for her campus, and later as the Assistant Principal. Jordan was trained in storytelling and story acting, inspired by Vivian Paley’s renowned work with young children, at Rice University’s School Literacy & Culture (SLC) program. Later, she became a mentor teacher for residents in the project and joined the SLC staff in 2013 as the Assistant Director of Outreach & Education. In 2017, Jordan became the Associate Director of the Early Literacy Leadership Academy (ELLA), a two-year teacher leader professional development certificate program. In her free time, Jordan loves to travel with her husband and sons.
Chair: Radhika Viruru
TAR Advisor: Radhika Viruru
Karissa Palmer
TAR Project Abstract
“Gauging student perceptions of artificial intelligence in agricultural and life sciences”
Karissa Palmer is a fellow for the 2024-2025 Teaching as Research Fellowship program. Her mentor will be Dr. Holli Leggette, an associate professor in the Department of Agricultural Leadership, Education, and Communications. With her interest in researching artificial intelligence, she chose to pursue a project titled “Gauging Student Perceptions of Artificial Intelligence in Agriculture and Life Sciences.” The purpose of this research is to answer the research question "How do students in the College of Agriculture and Natural Sciences at Texas A&M perceive AI educational innovations?" This study will follow a mixed methods sequential study rooted in Shoufan’s (2023) study conducted to determine the capabilities and limitations of Chat GPT in education. The students will be recruited using an invitation email to participate in the study. Those who voluntarily agree to participate will be invited to complete a paper-based questionnaire including open-ended questions about AI educational innovations. Karissa and Dr. Landaverde, an assistant professor in the ALEC department, will aid the students in completing the instrument on their time and date preference. They will have as much time as they need to review the information sheet. After reading, if they decide to continue the study, they will provide their consent to participate. The questionnaire will take about 15-20 minutes for them to complete. The qualitative data will help develop quantitative instruments for further research projects on students' perceptions and attitudes toward AI educational innovations.
Fellow Biography
Karissa Palmer is a PhD student and graduate research assistant in the Department of Agricultural Leadership, Education, and Communications. She was born and raised in Florida, the sunshine state, where she obtained her bachelor’s in agricultural communications at the University of Florida. While attending the University of Florida she conducted an undergraduate thesis, which sparked her interest in behavioral and social science research.
Knowing she wanted to pursue higher education, she searched for master’s programs. She ended up landing a graduate fellowship at Texas A&M University in ALEC to complete her master’s. She successfully defended her thesis and graduated in May 2023. While researching as an undergraduate and master’s student, she has explored topics such as women leading in agriculture, crisis leadership, food waste behavior, egocentric networks of women leading in agriculture, farmers’ mental health, and virtual reality. She is excited to continue her education at Texas A&M to complete her Ph.D. and work with Dr. Leggette on a variety of projects focused on farmer’s adoption of conservation practices. She is interested in agricultural communications research regarding food labeling and message framing/persuasion, artificial intelligence, and consumer adoption of products from innovative food technology.
Chair: Holli Leggette
TAR Advisor: Holli Leggette
Keegan Nichols
TAR Project Abstract
Service learning is an educational strategy that combines meaningful community service with structured instructional planning and reflective activities. This approach aims to enrich students' learning experiences, instill a sense of civic responsibility, and strengthen community ties. In undergraduate entomology courses, service learning can be a particularly effective pedagogical tool. By engaging in these activities, students can see the direct impact of their academic studies on real-world issues, enhancing their understanding and appreciation of entomology. Through these experiences, students deepen their subject knowledge but also develop critical thinking, teamwork, and communication skills. Service learning can inspire students to pursue careers in entomology and related fields while benefiting the community. This approach represents a mutually beneficial strategy that enriches both student learning and societal well-being.
Fellow Biography
Keegan Nichols is a dedicated PhD student in Texas A&M’s Entomology department. His research interests include pollinator ecology and conservation, insect cognition, and innovative teaching methods. His thesis work aims to establish baseline genetic and health factors of the native Saudi Arabian honey bee, a crucial step towards creating a breeding program to enhance honey bee health and colony productivity. Beyond his research, Keegan manages the apiary at the Texas A&M Honey Bee Lab and serves as the Outreach Coordinator for the Entomology department. In this role, he organizes events and educational trips to schools and museums, spreading enthusiasm for insects and their vital role in our ecosystem. He aspires to become an Extension Agent or teaching professor, where he can continue to share his knowledge and passion for entomology with students and the broader public.
Chair: Juliana Rangel
Michael Oliver
TAR Project Abstract
The purpose of this explanatory sequential Quan -> Qual mixed methods study is to address pre-service undergraduate education majors’ perceptions of disability. Utilizing a modified Pre-Service Inclusion Survey (PSIS) administered in a pre-post format at the beginning and end of an introductory course on disabilities, the PSIS is designed to examine on two dichotomous scales (hostility/receptivity and anxiety/calmness) of pre-service teacher’s perceptions of teaching students with disabilities in the general education classroom specified by various disability categories. Additional variables examined are a self-report of a documented disability; prior significant interaction with people with disabilities; prior training on educating students with disabilities; prior experience teaching students with disabilities; prior knowledge of legislation or policy pertaining to students with disabilities; and prior confidence in teaching students with disabilities. Qualitative follow-up open-ended interviews with purposeful sampling of extreme cases will develop an explanation for why undergraduate education majors increased or decreased their perceptions of disability and their own self-efficacy for delivering equitable education to students with disabilities. The overall meta-inference will be used to best explain the phenomena of what coursework or field-based experiences are needed to prepare preservice teachers with various demographic backgrounds and experiences to enter a classroom with positive perceptions of disabilities and have a strong self-efficacy required to educate students with disabilities in inclusion settings.
Fellow Biography
As a special educator for 14 years in public school special education classrooms and 2 years as an Educational Psychology doctoral graduate teaching assistant in INST 210, Michael’s career aspirations are to continue to positively influence the direction of education for students with disabilities. Upon graduation, he aspires to gain a position as an Academic Professional Track or Tenure Track faculty member within a United States university researching and teaching. As a teacher within higher education, he hopes to have the ability to prepare undergraduate pre-service educators to enter the classroom with the knowledge and skills necessary to provide equitable education to all students. Utilizing his personal experience along with his educational expertise he wants to provide instruction focusing on classroom management, behavioral interventions, disability awareness, and implementation of accommodations and modifications within inclusion settings. As a researcher in a university setting, he will research issues related to the widening teacher shortage gap, ways to improve teacher retention, steps to increase the rigor and requirements for educator preparation programs, and pre-requisite skills needed to improve teacher self-efficacy.
Chair: Erinn Whitseside
TAR Advisor: Melissa Fogarty
Samuel Falade
TAR Project Abstract
For most students, traditional learning occurs through lectures, textbooks, and assessments such as quizzes, assignments, and exams. This concept of traditional learning has evolved with technology, and today online, software, or mobile learning platforms and learning management systems (LMS) have become more common for students. However, integrating technology into education is challenging due to the structured curriculum, academic demands, and lack of immediate rewards. There is an increasing popularity of educational video games as a learning tool because they provide students with an interactive way to learn. These games allow students to interact with the material in new ways, increase their motivation, foster independence in their education, and have the potential to promote a student-centered learning experience.
In this study, I explore the effects of changing game graphics and emotional content on students' motivation and learning outcomes. The study design consists of five groups of participants, including a control group that reads the end screen of the game and four groups that play different versions of a 3D adaptation of the video game, "Freedom Bridge," which I designed in Unreal Engine 5. Participants' responses during the study activity will be used to determine their emotional state, while their responses a week after their participation will be used to determine how well they retained the information from the game after one week. The study explores the relationship between emotional engagement through educational video games and the learning outcomes of participants. By measuring the effectiveness of emotional video games as a learning tool, this study aims to provide a clearer understanding of how video games can be used to enhance educational experiences.
Fellow Biography
Samuel Falade is a dedicated academic and researcher currently serving as a Teaching Assistant for the Craig and Galen Brown Engineering Honors program. With a rich educational background, Samuel holds a bachelor’s degree in Petroleum engineering, a master’s degree in Geophysics, and another in Visualization, and he is currently pursuing a Ph.D. in Interdisciplinary Engineering with a focus on engineering education. Throughout his academic career, Samuel has shown a strong interest in the innovative application of video games and game technologies for educational purposes. His current research focuses on investigating the effects of game graphics on cognition. With over four years of experience as a teaching assistant, Samuel has honed his skills in pedagogy and has actively contributed to enhancing student learning experiences, emphasizing evidence-based teaching practices to improve educational outcomes.
Samuel’s career goals are centered around exploring the non-entertainment uses of games in engineering education, leveraging his expertise in Unreal Engine and Unity to create interactive and engaging learning experiences for all disciplines. His research aims to bridge the gap between game design principles and effective teaching strategies, ensuring that serious games serve as valuable educational tools. In addition to his academic pursuits, Samuel is known for his collaborative spirit and dedication to mentorship, consistently seeking opportunities to support and inspire fellow researchers and students. Samuel is an award-winning photojournalist with The Battalion. When he is not working on a game, he spins fiber into yarns and weaves on his little loom.
Chair: Kristi Shyrock
TAR Advisor: Kristi Shyrock
Sara Amani
TAR Project Abstract
“Exploring Student Preferences and the Effectiveness of Learning Tools in an Asynchronous Engineering Economy Course”
This study investigates the preferences and perceived effectiveness of learning tools on students' experiences in an asynchronous Engineering Economy course. As the demand for flexible learning environments grows, understanding the factors that contribute to student satisfaction and success in asynchronous formats is necessary for maintaining the same quality of education that students would receive traditionally. This research aims to collect data through a survey about why students from various backgrounds choose asynchronous learning and which tools and resources they find most effective. The findings aim to provide actionable insights for educators to enhance the design and delivery of asynchronous courses in engineering education.
Fellow Biography
Sara Amani is a doctoral candidate in the Multidisciplinary Engineering Department at Texas A&M University specializing in engineering education. She received her undergraduate degree in Chemical Engineering from Texas A&M University at Qatar. Sara's research is dedicated to exploring and addressing the issue of test anxiety in engineering education, a critical concern that impacts academic performance and student well-being. Sara's dissertation focuses on quantifying the impact of test anxiety through the analysis of biometric data. By employing both cognitive and physiological measurements, she aims to establish intervention thresholds that can help mitigate the negative effects of test anxiety on engineering students. Her ultimate goal is to translate the abstract concept of mental health into a language that resonates with engineers—through the medium of numbers—fostering critical conversations among educators and advocating for transformative changes in educational practices.
Beyond her dissertation work, Sara is actively involved in initiatives aimed at promoting inclusivity and diversity within STEM fields. She is particularly passionate about creating supportive learning environments that embrace demographic diversity and varying learning styles and is committed to improving student mental health and well-being.
Chair: Kristi Shyrock
TAR Advisor: Hamid Parsaei
Taylor Seymour
TAR Project Abstract
Undergraduate literacy courses for preservice teachers can be content-heavy, resulting in class time primarily devoted to lectures and leaving little opportunity for meaningful application and practice. However, preservice teachers need many opportunities to practice and apply what they learn. To address this, a blending learning approach will be implemented in an education course teaching structured literacy to elementary and middle school teachers.
In this approach, students will watch brief lectures before class that will explicitly teach some of the course content. Class time will then be dedicated to meaningful opportunities to apply and practice their knowledge on the previously viewed content. Interactive activities will be designed to increase peer-to-peer discussions, teacher-to-peer discussions, meaningful practice opportunities with expert feedback, and application of knowledge. Example of in-class activities include creating lesson plans on various literacy components (e.g., phonemic awareness, phonics, fluency, comprehension, etc.), teaching lesson plans, and reading and discussing case-studies. This research will assist in learning how to best structure literacy courses to ensure undergraduate students receive the content and practice opportunities.
Fellow Biography
Taylor Seymour is PhD student in Texas A&M University’s Teaching, Learning, and Culture department, emphasizing in Literacy. She is a recipient of the Texas A&M University Merit Fellowship and Lechner Scholarship. Her research interests are in dyslexia screening and identification, spelling assessment and instruction, and teacher pedagogical and literacy knowledge. As part of her current program, she has experience teaching undergraduate students (i.e., preservice teachers) in two different literacy courses: Essential Foundations of Language and Literacy for All Learners and Foundational Skills of Language Comprehension for Elementary Students. Her professional goals include impacting preservice teachers by equipping them with essential content and pedagogical knowledge for teaching reading and writing. Previously she was a special education teacher and reading specialist in an elementary school.
Chair: Malt Joshi
TAR Advisor: Emily Cantrell
Thomas Hallmark
TAR Project Abstract
Integrating Artificial Intelligence (AI) into STEM education is an emerging frontier with immense potential for transforming learning experiences and fostering 21st-century skills. Thomas Franklin Hallmark is a Ph.D. student at Texas A&M University at the forefront of integrating Artificial Intelligence (AI) into STEM education. His research focuses on developing transdisciplinary teaching strategies incorporating AI to enhance STEM learning across various disciplines. This approach promotes inquiry-based, student-centered activities, enabling students to actively explore AI applications and their real-world implications. Such engagement fosters critical skills like problem-solving and design thinking, which are essential for navigating an AI-driven future.
Central to Mr. Hallmark's project is the ethical deployment of AI technologies in educational settings. He addresses significant concerns such as algorithmic bias and data privacy, advocating for responsible and equitable AI use that adheres to high standards of academic integrity. The research methodology includes implementing AI through coordinated disciplinary activities and comprehensive transdisciplinary experiences. Informal learning environments, like AI-focused summer camps and after-school programs, are utilized as testbeds to pilot and refine AI-integrated STEM curricula. These initiatives aim to boost student interest and self-efficacy in STEM fields.
By pioneering these innovative educational strategies, Mr. Hallmark's work prepares educators to use AI effectively and equips students with the skills necessary for success in a technologically advanced society. The project promises to significantly shape the future of education by integrating ethical, inclusive, and transformative AI practices.
Fellow Biography
Thomas Franklin Hallmark is a dedicated PhD student in Curriculum and Instruction at Texas A&M University, specializing in STEM education with a cognate in engineering education. A Gulf War combat veteran with two decades of engineering experience, Mr. Hallmark brings a wealth of practical knowledge to academia. He holds a Bachelor of Science in Nuclear Engineering from Texas A&M University (2003), an MBA from the University of Alabama (2005), and a Master of Legal Studies in Risk Management from Texas A&M University School of Law (2022), reflecting his commitment to lifelong learning.
As a Graduate Assistant and Instructor of Record in the Department of Teaching, Learning, & Culture, Mr. Hallmark has developed curricula that enhance students' problem-solving skills in mathematics. He also leads a Technology in the Classroom course, focusing on implementing Artificial Intelligence (AI) to create personalized learning experiences and provide real-time feedback. His research aims to foster inclusive and diverse learning environments for equitable education. Passionate about supporting veterans transitioning into STEM teaching roles, Mr. Hallmark is affiliated with the American Society of Engineering Education, the National Conference of Mathematical Teachers, and the Texas A&M Chapter of Student Veterans of America. His vision for transforming STEM education through innovative pedagogical strategies is driven by a unique blend of practical experience and academic rigor, underscoring his dedication to lifelong learning and useful application.
Chairs: Karen Rambo-Hernandez and Jamaal Young
TAR Advisor: Bahman Shahri
Vanessa Fernandez-Rodriguez
TAR Project Abstract
“Integrating Experimental Design into Marine Invertebrate Zoology Labs: A Focus on Annelid worms”
Benthic marine invertebrates play an important role in maintaining ecosystem balance and health through their diverse array of ecological functions. Among them, polychaetes, a type of annelid worms, dominate the benthos, exhibiting diversity and commonly used as bioindicators in organic matter or ecotoxicology experiments. The course MARB 435 (Marine Invertebrate Zoology) focuses on the general biology of marine invertebrates, including a laboratory portion in which students are exposed to different phyla and expected to recognize the external and internal anatomy and morphology of fixed or living animals from short field trips on campus. This project aims to add an experimental research learning outcome to the “Phylum Annelida” lab in MARB435 with the mentoring of Dr. Sheila Kitchen. In this project, students will have the opportunity to design a 5-day experiment using the focal species Alitta succinea (Annelida: Nereididae), which is present in the campus boat basin. Students will have the opportunity to formulate their research questions, hypotheses and experimental approach, thereby enhancing their scientific reasoning skills. This project will be conducted in two out of six laboratory sections, while the remaining four sections will serve as control groups. A pre- and post-survey will be administered to all MARB 435 students to assess their learning with the addition of the experiment experience. It is expected that by the end of the project, students will show marked improvement in scores from the surveys compared to the control group, gain proficiency in experimental design and acquire the foundational steps of the scientific method.
Fellow Biography
I earned a degree in Biology from the University of Antioquia, Colombia (2013), and completed a Master's in Marine Biology at Fluminense Federal University, Brazil (2017), with a CAPES scholarship. I am a former fellow of the Partnership for Observation of the Global Ocean (UK) and underwent shipboard training in deep-sea biology (2019) at Porcupine Abyssal Plain (4850m) on board the RRS Discovery. My heart fell in love with the beauty of the commonly called "Christmas Tree Worms" (Spirobranchus: Serpulidae) 13 years ago, since then I have dedicated my career to marine annelid research. I have experience in Polychaeta taxonomy and environmental consultancy in freshwater ecosystems and have been a lecturer for undergraduate courses in Colombia. Currently, I am a Ph.D. candidate in Marine Biology at TAMUG, focusing on invasive tubeworms in Galveston Bay, aiming to understand their ecology and genetics. I also serve as the Vice-President of the Galveston Graduate Student Association (2023-2025).
Chair: Anja Schulze
TAR Advisor: Sheila Kitchen
Yanbing Chen
TAR Project Abstract
Pragmatic competence is recognized as a significant part of linguistic skills. Yanbing’s project aims to evaluate the pragmatic improvements of pre-service teachers enrolled in an ESL Methods course, which integrates both implicit and explicit pragmatics instruction. The course is structured into two main segments: the first half focuses on the cultural and policy aspects of ESL education, while the second half includes a dedicated lesson explicitly teaching the concept of pragmatics. To measure the effectiveness of this dual instructional approach, students will undergo a series of assessments using Written Discourse Completion Tasks (DCT). A pre-test will be administered to establish a baseline of students' pragmatic competence at the beginning of the semester. A first round of post-tests will be conducted to evaluate the impact of implicit learning on the students' pragmatic abilities in the middle of the semester. After the explicit lesson on pragmatics is delivered in the second half of the course, a final round of post-tests will be administered to detect the effects of explicit pragmatics instruction.
The study seeks to determine whether implicit instruction or explicit instruction contributes to significant improvements in the pre-service teachers' pragmatic competence. By comparing pre-test and post-test results, this research will provide insights into the relative effectiveness of implicit versus explicit teaching methods in enhancing the pragmatic skills of future ESL educators. The findings are expected to inform the design of ESL teacher education programs, ultimately contributing to more effective teaching strategies that address the pragmatic needs of ESL students.
Fellow Biography
Yanbing Chen is a doctoral student in the Bilingual Education program under the supervision of Dr. Zohreh Eslami. Prior to arriving at Texas A&M, Yanbing earned a master’s degree in Teaching Chinese to Speakers of Other Languages in Beijing, China. Her research interests focus on exploring the pragmatic performance and intercultural communication competence of both native and non-native English speakers. With extensive research experience using both qualitative and quantitative research methods, she has contributed to several significant projects, including studies on Chinese teachers' beliefs and instructional practices in Germany and the moral development of children in different cultures. She has also been involved in research on dual language acquisition and pragmatic learning, presenting findings at numerous prestigious conferences. Her current research explores the pragmatic competence of ChatGPT-generated responses in regard to different speech acts.
Apart from academic research commitment, she is a passionate educator. She has independently taught multiple undergrad courses at TAMU. Additionally, she has multiple years of Chinese language and culture teaching experience to a wide range of learners, from K-12 students to adults, both in China and internationally. From 2018 to 2019, she used to work as a volunteer Chinese teacher in Coventry, UK. Currently, she is a teaching assistant for ESL methods courses targeting undergraduates.
Chair: Zohreh Eslami
TAR Advisor: Radhika Viruru
Krishna Kaushik Yanamundra
Fellow Biography
Krishna Kaushik Yanamundra is a PhD candidate in the Department of Mechanical Engineering at Texas A&M University, College Station. His research focuses on developing thermodynamically consistent mathematical models that can provide fundamental insights into the response of materials to external stimuli. Currently, his research involves developing constitutive relations that capture the viscoelastic response of colloidal solutions, such as blood, and analyzing their stability when subjected to finite and infinitesimal mechanical disturbances. Krishna also served as a Graduate Teaching Assistant in the School of Engineering Medicine, in collaboration with Houston Methodist Hospital, at the Texas Medical Center in Houston for nearly four years. During this tenure, he engaged closely with several medical students, which sparked his passion for teaching and mentoring.
Additionally, Krishna is actively involved with the Center for the Integration of Research, Teaching, and Learning (CIRTL) at Texas A&M University. He has participated in various programs, including introductory and advanced courses on evidence-based teaching and the Academy of Future Faculty (AFF). For over two years, he has been a Leadership Fellow with CIRTL at Texas A&M, helping to facilitate the local learning communities. He is also a fellow of the Graduate Mentoring Academy (GMA), which focuses on evidence-based mentoring practices.
He is a member of several professional societies, including the Society of Natural Philosophy (SNP), the Society of Rheology (SoR), the American Society of Mechanical Engineers (ASME), and the Society of Petroleum Engineers (SPE).
Chairs: Kumbakonam Rajagopal and Chandler Benjamin
Omniya Mohamed
TAR Project Abstract
“Enhancing EHRD students’ learning experience through RASCI Planning Chart for Team Projects”
One of the most significant learning outcomes is the student capability to have team effectiveness involve building relationships that allow for knowledge sharing and consensus, decision making and problem definition, and leadership and accountability. Project management as a field has generated various tools to help with those quality of those processes. The RASCI chart is one of them. During the student’s team meeting, they can complete a RASCI chart to summarize the project or assignments decisions they have made and map out the activities for the coming week – who will do what and by when. I am keen on testing how a teaching approach based on RASCI Planning Chart for Team Projects can enhance the students’ learning experience and make the learning process more exciting and beneficial. Through RASCI Process, Identify activities from the project and list them down the left side of the chart. Also, to ensure each member has the R responsibility for at least one activity, to balance the Rs across all members each week. Finally, to check if the activities list items really guide the student’s efforts, though group assignments or projects.
The RASCI Process is a tool used to clarify roles and responsibilities within a team or organization. To use the RASCI Process, follow these steps:
1. List the team members at the top of the chart, including the instructor (who can be listed as either C or I).
2. Identify the five roles (RASCI) for each task or project and put the appropriate letter in each box.
3. Assign deadline dates for each R role and add other deadlines if necessary to improve coordination among team members.
Fellow Biography
Omniya Mohamed is a dedicated and passionate doctoral student in the department of Educational Human Resources Development (EHRD) at Texas A&M University. Omniya's involvement in diverse academic projects, including the Texas A&M Transportation Institute (TTI) project, where she contributed to the development of onboarding processes and training materials for graduate student orientation, highlights her capacity for tackling challenging endeavors. Furthermore, she has earned the Academy of Future Faculty (AFF) certificate, driven by her profound passion for teaching. Recognizing the immense value of her experiences, she proudly joined the CIRTL@TAMU TAR Fellows program. Omniya is particularly thrilled to collaborate with her mentor, Dr. Michael Beyerlein, within the TAR program, utilizing the necessary research tools and resources to reach her fullest potential and excel in her academic pursuits. By doing so, she aims to establish frameworks that guide teachers in delivering effective learning and development opportunities and ensuring student’s motivation while maintaining optimal performance and desired objectives.
Her ultimate career goal is to become a university professor, where she can inspire and guide students while conducting theoretical research. Omniya envisions leaving an indelible mark on the world, pushing the boundaries of civilization to new horizons.
Chair: Junghwan Kim
TAR Advisor: Michael Beyerlein