aakanksha angra , phd
Instructional Designer at University of Minnesota Medical School
instructional designer university minnesota medical school | curriculum assessment specialist | education researcher
ph.d. education biologist 5+ year experience : stage course development ( lab lecture ) , aligning curriculum ng vision change standard ; summative formative assessment design implementation ; stage programmatic course assessment evaluation ; teaching biology lab lecture course ; designing conducting k-12 outreach workshop teacher ; qualitative quantitative methodology . expertise aspect education research design , analysis , communication . experience authoring several manuscript research practitioner journal , annual program assessment report , grant . passion data literacy visualization .
University of Minnesota Medical School
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Instructional Designer
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Georgia State University
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Introductory Biology Instructor
Greater Atlanta Area
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Georgia State University
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Assessment and Curriculum Coordinator
Atlanta, Georgia, United States
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Georgia State University
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Mixed-Methods Data Literacy Researcher
Atlanta, Georgia, United States
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Georgia Institute of Technology
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Non-Majors Biology Lab Developer and Coordinator
Greater Atlanta Area
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Georgia Institute of Technology
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Mixed-Methods Postdoctoral Researcher
Greater Atlanta Area
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Georgia Institute of Technology
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Co-Instructor for Introductory Biology for Non-Majors
Greater Atlanta Area
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Purdue University
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Graduate Student in Discipline Based Biology Education Research
West Lafayette, IN
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Purdue University
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Research and Teaching Assistant, Principles of Physiology Lab
West Lafayette, Indiana, United States
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Purdue University
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HHMI Course Module Developer
Lafayette, Indiana Area
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Purdue University
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Graduate Teaching Assistant, Anatomy and Physiology Lab
Lafayette, Indiana Area
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Georgia Institute of Technology
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Astrobiology Education Curriculum Developer and High School Summer Camp Instructor
Atlanta, GA
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Georgia Institute of Technology
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Marine Biology Lab, Undergraduate Research Assistant
Atlanta, GA
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Georgia Institute of Technology
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Undergraduate Biology Laboratory Curriculum Development Assistant
Greater Atlanta Area
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Georgia Institute of Technology
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Introductory Biology Lab, Undergraduate Teaching Assistant
Greater Atlanta Area
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Biological Sciences with and emphasis in Biology Learning Research
Doctor of Philosophy (PhD)
Purdue University
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Instructional Design Certificate
University of Illinois Urbana-Champaign
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Biology, General
B.S. Biology
Georgia Institute of Technology
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A Rubric for Assessing Student Drawings & Reasoning to Gauge Understanding of Osmosis & Diffusion
The American Biology Teacher
The concepts of osmosis and diffusion are essential to biology, and student difficulties with them are well documented, along with multiple ways of assessment and diagnosis. We add to the literature by sharing how we used drawing and reasoning prompts with first-year undergraduate biology students to gauge learning before and after an osmosis and diffusion lab. We also share the development and validation of a three-point analytical rubric to score the keywords, student drawings, and reasoning prompts. The qualitative and quantitative nature of this exercise provides instructors with the unique opportunity to diagnose difficulties not only in introductory biology but throughout the undergraduate curriculum. Implementation strategies throughout the undergraduate curriculum are discussed.
https://doi.org/10.1525/abt.2021.83.8.545
Trapping Fruit Flies: A Guided-Inquiry Lab Approach to Teaching Biology to Nonmajors
The American Biology Teacher
Current trends in education include offering students authentic experiences that generate broad interest, develop their cognitive flexibility, and prepare them to be scientifically literate members of society. We present a three-part guided-inquiry lab that gives students practice applying the scientific method to control fruit fly outbreaks and reinforces concepts related to behavioral and sensory biology. This activity was designed and tested at a four-year university but can be modified for high school courses. Students are “employed” by the fictional Fruit Fly Trap Company to design a device to maximize capture of female fruit flies using environmentally friendly lures. During this lab, students collaborate to conduct literature searches, ask research questions, develop hypotheses, design experiments, collect and analyze data, and present findings in a short oral presentation. In our implementation of this module in a biology class for nonmajors in fall 2017, over 50% of students reported that the literature research, scent experiments, trap construction, trap testing, and PowerPoint presentation were extremely effective in teaching science process and biological problem-solving skills. Over 70% of our students rated the practical, hands-on elements of the activity as enjoyable. Overall, students generally enjoyed the lab and reported positive impacts on their learning.
https://doi.org/10.1525/abt.2020.82.6.403
Data, Distributions, and Hypotheses: Exploring Diversity and Disturbance in the Tallgrass Prairie
Course Source
Proper hypothesis generation, data handling, graphing, and communication are essential skills that undergraduate majors in biology are expected to master. However, students rarely get hands-on practice that helps them to effectively develop these skills. The purpose of this lesson is to provide students with the opportunity to practice scientific techniques in the context of exploring how the timing of fire disturbance shapes plant community structure in the tallgrass prairie ecosystem, which provides an excellent model system for exploring how disturbance influences species composition. Over the course of four lab sessions, advanced undergraduate students read primary literature, work in teams to form testable and falsifiable hypotheses, replicate a published sampling design at a local field site, and graph, analyze, and interpret their own data. At each step in the scientific process, students complete short written assignments that provide opportunities for assessment and feedback. At the end of this lab module, student groups are given real-world scenarios, asked to form management decisions that integrate the content of their own results with social, economic, and political constraints outlined in their scenario, and then present and defend their proposed solution to the class. This four-week lab module allows students to engage in the process of science and emphasizes the development of quantitative reasoning skills. Student learning is assessed using in-class formative assessments and written summative assessments.
https://doi.org/10.24918/cs.2020.19
The Graph Rubric: Development of a Teaching, Learning, and Research Tool
CBE—Life Sciences Education
As undergraduate biology curricula increasingly aim to provide students with access to courses and experiences that engage them in the practices of science, tools are needed for instruction, evaluation, and research around student learning. One of the important skills for undergraduate biology students to master is the selection and creation of appropriate graphs to summarize data they acquire through investigations in their course work and research experiences. Graphing is a complex skill, and there are few, discipline-informed tools available for instructors, students, and researchers to use. Here, we describe the development of a graph rubric informed by literature from the learning sciences, statistics, representations literature, and feedback and use of the rubric by a variety of users. The result is an evidence-based, analytic rubric that consists of categories essential for graph choice and construction: graph mechanics, graph communication, and graph choice. Each category of the rubric can be evaluated at three levels of achievement. Our analysis demonstrates the potential for the rubric to provide formative feedback to students and allow instructors to gauge and guide learning and instruction. We further discuss and identify potentially interesting research targets for science education researchers.
https://www.lifescied.org/doi/10.1187/cbe.18-01-0007
Claw Waving for Sex: An Inquiry-Based Lab to Teach Sexual Dimorphism and Behavior in Fiddler Crabs
Journal of Microbiology and Biology Education
We designed a three-week guided inquiry-based lab for non-biology majors revolving around the ideas of sexual dimorphism, selection, and behavior, using fiddler crabs (Uca pugilator) as a model. Specifically, students worked in small teams to design experiments, collect data, and present findings in a short oral presentation. Students gained exposure to scientific skills, including designing an ethogram, understanding the purpose of inter-observer reliability, graphing, statistics, and oral communication.
http://www.asmscience.org/content/journal/jmbe/10.1128/jmbe.v19i2.1537
Reflecting on Graphs: Attributes of Graph Choice and Construction Practices in Biology
CBE-Life Sciences Education
Undergraduate biology education reform aims to engage students in scientific practices such as experimental design, experimentation, and data analysis and communication. Graphs are ubiquitous in the biological sciences, and creating effective graphical representations involves quantitative and disciplinary concepts and skills. Past studies document student difficulties with graphing within the contexts of classroom or national assessments without evaluating student reasoning. Operating under the metarepresentational competence framework, we conducted think-aloud interviews to reveal differences in reasoning and graph quality between undergraduate biology students, graduate students, and professors in a pen-and-paper graphing task. All professors planned and thought about data before graph construction. When reflecting on their graphs, professors and graduate students focused on the function of graphs and experimental design, while most undergraduate students relied on intuition and data provided in the task. Most undergraduate students meticulously plotted all data with scaled axes, while professors and some graduate students transformed the data, aligned the graph with the research question, and reflected on statistics and sample size. Differences in reasoning and approaches taken in graph choice and construction corroborate and extend previous findings and provide rich targets for undergraduate and graduate instruction.
http://www.lifescied.org/content/16/3/ar53.abstract
Understanding, Evaluating, and Diagnosing Undergraduate Student Difficulties with Graph Choice and Construction
Purdue University
Creating effective graphical representations of biological data is an essential component in the practices of science and involves engaging concepts and skills of quantitative literacy. With undergraduate biology students increasingly involved in scientific inquiry and experimentation, they are faced with the task of choosing and creating appropriate graphical representations of their data to communicate their findings. However, difficulties with graph choice and construction that were previously documented in literature, still exist today at both the K-12 and undergraduate levels. The purpose of this dissertation is to understand the reasoning involved behind choosing certain graph types and the process that occurs during graph construction, and to design and validate instructional materials to improve graphing skills.
https://docs.lib.purdue.edu/open_access_dissertations/1207
Intoxicated copepods: ingesting toxic phytoplankton leads to risky behaviour
Proceedings of the Royal Society
Understanding interactions between harmful algal bloom (HAB) species and their grazers is essential for determining mechanisms of bloom proliferation and termination. We exposed the common calanoid copepod, Temora longicornis to the HAB species Alexandrium fundyense and examined effects on copepod survival, ingestion, egg production and swimming behaviour. A. fundyense was readily ingested by T. longicornis and significantly altered copepod swimming behaviour without affecting copepod survival or fitness. A. fundyense caused T. longicornis to increase their swimming speed, and the straightness of their path long after the copepods had been removed from the A. fundyense treatment. Models suggest that these changes could lead to a 25–56% increase in encounter frequency between copepods and their predators. This work highlights the need to determine how ingesting HAB species alters grazer behaviour as this can have significant impacts on the fate of HAB toxins in marine systems.
http://rspb.royalsocietypublishing.org/content/283/1829/20160176.abstract
Development of a framework for graph choice and construction
Advances in Physiology Education
Graphs are visual representations of data and play a vital role in science communication, yet past studies have shown that students in K-16 struggle with graph choice and construction.  To advance graphing skills, we developed two learning and instructional materials: Guide to data displays and step-by-step guide to data communication. Here, we briefly highlight the purpose, development, and usage of these materials, which increase students’ knowledge with common graphs and provide a guiding framework for data presentation.
http://www.the-aps.org/mm/Publications/Journals/Advances/Advances/Call-for-Nominations.html
Georgia Chancellor's Learning Scholar
University System of Georgia
College-to-Career Faculty Fellow 2020-2021
Georgia State University
College-to-Career Department of Biological Sciences Fellowship 2019-2020
Georgia State University
College-to-Career Faculty Fellowship 2019-2020
Georgia State University
Bilsland Dissertation Fellowship
Purdue University
-Competitive award given to senior graduate students to complete writing their dissertation.
Awarded First Place in the 2016 Sigma Xi Graduate Poster Competition
Sigma Xi
The poster competition was held at Purdue University on March 2nd, 2016. I presented a portion of my dissertation work, aimed at improving graph choice and construction practices for undergraduate biology students. If you would like more information on these graphing intervention materials, please visit: http://advan.physiology.org/content/40/1/123

URL with the original announcement: https://www.bio.purdue.edu/news/articles/2016/aakanksha-angra-wins-first-place-in-the-2016-sigma-xi-graduate-poster-competition.html
Graduate Student Organization Grant Allocation
Purdue University
-Competitive award to help fund professional development and social activities for the Discipline Based Education Research Group for Graduate Students
2nd Place Oral Presentation Award
Purdue University
Title: Development, Validation, and Instructional Implications of the Graph Rubric
2nd Place Poster Award
Purdue University
Title: Using Student Laboratory Reflections to Reveal Reasoning behind Graph Choice and Construction
Kudravi Undergraduate Teaching Assistant Award
Georgia Institute of Technology
- Awarded to an undergraduate teaching assistant who demonstrated innovative teaching techniques for furthering student learning in the School of Biological Sciences
President’s Undergraduate Research Award
Georgia Institute of Technology
-Awarded to fund student summer research
http://www.coursera.org/account/accomplishments/certificate/BWNK6LZKSDA3
EPOL 472 Instructional and Training Systems Design
BWNK6LZKSDA3
www.coursera.org
Coursera
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EPOL 483 Learning Technologies
47YWQSPDVVAY
www.coursera.org
Coursera
Adaptive Learning Fundamentals & Courseware Exploration
Online Learning Consortium
http://www.linkedin.com/learning/how-to-make-strategic-thinking-a-habit
How to Make Strategic Thinking a Habit
www.linkedin.com
LinkedIn
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Mastering Online Teaching: Fundamentals of Course Design and Delivery
api.badgr.io
Georgia State University
Applied Management Principles
Purdue University Krannert School of Management
Advanced Graduate Teaching
Purdue University
Graduate Instructional Development Certificate
Purdue University
https://www.linkedin.com/in/calebmtrujillo
Caleb M. Trujillo
Assistant Professor of Data Analysis and Data Visualization at the University of Washington Bothell.
Seattle, WA
https://www.linkedin.com/in/aangra
Akshita A.
Manager, Operations Process at The Home Depot | MBA Candidate at Emory University | VP of Social Affairs of Goizueta Evening Business Association
Atlanta, GA
https://www.linkedin.com/in/wdhuang
Wen-Hao David Huang 黃文灝, Ph.D. and EMBA
Advocate for Inclusive Design of Game-Based Learning and Motivational Scaffold | Professor of Human Resource Development at UIUC
Urbana-Champaign Area
https://www.linkedin.com/in/kayonne-griffiths-ba599937
Kayonne Griffiths
Professional Accountant at Accountant General Department
Snellville, GA
https://www.linkedin.com/in/ryan-lawler-91638474
Ryan Lawler
General Manager | Georgia Advanced Technology Ventures Innovation Labs | Georgia Institute of Technology
Atlanta, GA
https://www.linkedin.com/in/gsubiology
GSU Biology Department
Department of Biology at Georgia State University
Atlanta, GA
https://www.linkedin.com/in/tabathamichel
Tabatha Michel
Associate Vice President for Development - Central Programs at Georgia State University
Atlanta, GA
https://www.linkedin.com/in/ajay-krishnamurthy-28b0ba82
Ajay Krishnamurthy
Senior Composite Specialist Engineer - Eaton
Farmington Hills, MI
https://www.linkedin.com/in/medhat-elsagher-608178227
Medhat Elsagher
Equipment Manager at Seagate Technology
St Paul, MN
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Martin D Spranger
Assistant Professor of Physiology at Michigan State University
Detroit, MI
https://www.linkedin.com/in/bradwschiller
Brad Schiller
I make people better communicators, writers, and thinkers. Founder/CEO of Prompt – We're Hiring!
New York City Metropolitan Area
https://in.linkedin.com/in/pratik-jagtap-88b99a206
Pratik Jagtap
Student at Savitribai Phule Pune University
Pune
https://www.linkedin.com/in/amara-hart-636a9819b
Amara Hart
Phlebotomy Technician at Mayo Clinic
Rochester-Austin, Minnesota Area
https://www.linkedin.com/in/sameertamane
Sameer T.
Financial Services Consultant
Greater Chicago Area
https://www.linkedin.com/in/madcatorres
Maria del Carmen T.
Arquitecta
Acton, MA
https://www.linkedin.com/in/rumman-hossain-phd-95079a44
Rumman Hossain, PhD
Visiting Assistant Professor at University of Mount Union
Akron, OH
https://www.linkedin.com/in/juan-e-armijo
Juan E. Armijo, M.Ed
Assistant Director for Internships at Texas Woman's University
Dallas-Fort Worth Metroplex
https://www.linkedin.com/in/heather-sweetser-04b13b3a
Heather Sweetser
Arabic Instructor at University of New Mexico
Albuquerque, NM
https://www.linkedin.com/in/justine-wienken-032a2a80
Justine Wienken
Coordinator of Curriculum and Assessment at Simi Valley Unified School District
Los Angeles Metropolitan Area
Are you aspired to lead a team of learning or instructional system designers to help others solve learning and development problems? Are you driven…
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Find out how incorporating video into your hybrid learning future-proofs your L&D programs - ensuring your training meets the learner where they are.
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Happy International Womens’ Day! #internationalwomensday2022 #tedtalks
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Liked by Aakanksha Angra, PhD
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Georgia Tech School of Biology
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Beyond the Professoriate
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Higher Education: Assessment of Student Learning Outcomes & Continuous Process Improvement
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AALHE - Association for the Assessment of Learning in Higher Education Group
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Georgia Tech Alumni Association
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Purdue University Biological Sciences
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International Higher Education Teaching and Learning Association
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