Mosaic Fellows Research

Mosaic Fellows Research

The Mosaic Initiative encourages Faculty Fellows to engage in research as part of their participation in the Mosaic Faculty Fellows program.

Click on the names below to learn more about their current work.

  • Tessa Bent, Julie Knapp, and Jill Robinson

    Tessa Bent, Associate professor, Speech and Hearing Sciences
    Julie Knapp, Clinical assistant professor, Recreation, Park and Tourism Studies
    Jill Robinson, Senior Lecturer, Chemistry

    Tessa, Jill, and Julie are conducting research on the utilization of teaching assistants (TAs) in active learning classrooms. New collaborative learning spaces are ideal for team-based problem solving, but students must receive feedback and support for an effective active learning experience. The quantity and quality of TA-student interactions are analyzed through video recordings and student surveys. The results will be used to develop recommendations for optimum use of TA’s in active learning classrooms and strategies for training TA's to facilitate group work.

  • Shawn Marie Boyne

    Shawn Marie Boyne, Professor of Law

    Shawn’s research project seeks to determine whether law schools can improve student learning outcomes in the first- year law curriculum by using team-based learning practices. More specifically, Shawn exploring whether, by giving students the opportunity to work in small groups, in a collaborative learning space, while employing application exercises, law schools can boost students' ability to apply the law in practice.

  • AndrĂ© Buchenot

    André Buchenot, Assistant professor, English

    Andy is currently researching the use of student texts as a tool for active learning. This project builds on existing scholarship by considering the role classroom space plays in writing instruction—a pedagogical dimension that is under theorized in the field. Data collection began during Andy’s time as a Mosaic Fellow and will continue in the coming semesters.

  • Kalani Craig

    Kalani Craig, Clinical assistant professor, History

    Kalani focuses on the effect of digital tools on humanities disciplinary learning outcomes. In particular, the last three years of research have studied how students use GIS to provide historical perspective, how network analysis and social-media activities can provide a more clear path to understanding and synthesizing the information in historical texts, and how active-learning activities like problem-based learning in digital and analog media can support student appropriation of disciplinary argumentative norms.

  • Elaine Monaghan

    Elaine Monaghan, Professor, Journalism

    Elaine is focused on how the ability to control arrangements of collaborative workspaces, share their screens with the room, and interact with virtual and in-class visitors influences student learning. In an upcoming course, she will examine student perceptions of skills and knowledge acquisition in a multidisciplinary, active learning environment. She is also preparing to examine the impact of different active learning techniques on the eradication of common grammar and other writing errors.

  • Susan Siena

    Susan Siena, Lecturer, School of Public and Environmental Affairs

    Susan’s research investigates whether the use of active learning strategies can influence students’ attitudes and habits regarding acquisition of information about current events. The survey data collected show increased interest in current events during the semester. This increased interest persists after the class has concluded. Students report that they enjoy the social interaction involved in small group discussion of current events. Survey data shows that students believe active learning practices contribute to the development of enhanced media literacy skills and greater awareness of differing political perspectives.