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Bio 22: Introduction to Human Anatomy

Growth Mindset, Time Management, Adaptation

Reflection on Instructional Change for Equity-Minded Instruction:

Students, and I write from experience, find time management difficulty if they try to manage it at all. Understanding how long it takes to master content, especially in their highly frenetic lives, is a monument task. In an effort to foster equity-minded instruction and support student success in STEM, I chose to implement the DAPPS goal-setting strategy for time-management, adaptation to circumstances, and growth mindset.

DAPPS stands for:

DATED—When? In this case, the “when” will be your exam date.
ACHIEVABLE—Be realistic. Make sure the goal you set is challenging, but also realistic for you.
PERSONAL—About you. You are setting this goal for yourself, not for or in response to anyone else.
POSITIVE—What you want to do, as opposed to don’t want to do. (i.e., “I want to earn 80%” rather than “I don’t want to fail.”)
SPECIFIC—Measurable. Instead of “I want to pass,” try “I want to earn 75%.”

The selection of this specific practice was driven by its ability to empower students to take ownership of their learning process and set personalized, achievable goals. By incorporating DAPPS, students could develop a structured approach to studying that considers their individual strengths, challenges, and aspirations, thus promoting equity by ensuring all students have access to effective learning strategies tailored to their needs. Each DAPPS calendar making assignment was supplemented by a post-exam debugging activity to help students develop meta-cognition - what worked vs. what did not work for them. This was a graded survey that was a questionnaire asking how their activities leading up to the exam affected the outcome and what they might change next time.

To implement these changes, I designed an assignment centered around the DAPPS strategy for goal setting and time management. Students were provided with a calendar leading up to each exam and tasked with scheduling study sessions incorporating various recommended activities such as creating flashcards, rephrasing lecture notes, and attending study groups. Additionally, students were instructed to set specific, measurable goals for their exam performance using the DAPPS framework (Image 1). Then, after each exam, students were assigned a "quiz" during lecture time that included the questionnaire (Image 2). Students received 10 lecture quiz points for honestly reflecting on their focused study time and life circumstances (e.g. I sleep 8 hours / night) preceding the exam.

Student feedback was generally positive. Student response to the DAPPS strategy was generally positive, with qualitative feedback indicating increased awareness of effective study habits and improved time-management skills. Some students expressed appreciation for the structured approach to goal setting and found it helpful in prioritizing their study efforts. An important note - after seeing student calendars I realize how chaotic some of their lives are. The post-exam debugging activity was especially helpful as I gave space for students to vent by asking "Honestly, how are you[?]." Some students use this space to do just that - to be honest. Anecdotal evidence indicates students loved having the space to tell me about their lives without speaking directly to me or in a public forum.

Implementing the DAPPS and post-exam debugging strategy contributed to success by equipping students with a realistic understanding of how to study in a content-heavy STEM course. By fostering a culture of self-directed learning and providing students with the resources to set and pursue their goals effectively, the DAPPS approach promotes equity by ensuring all students have access to the support they need to excel. Furthermore, the post-exam debugging activity allowed students to reflect on how their efforts and lifestyles affected their exam performance. By changing or tweaking certain aspects of their time management, students realize that their performance capacity is malleable rather than fixed. Thus, they learn a little growth-mindset. Isn't this something we all need more of?

This project highlights the importance of equity-minded pedagogy in creating inclusive learning environments where every student can thrive.

**Evidence of Instructional Change**
DAPPS goal-setting instructions	Post-exam debugging activity
A screenshot of the DAPPS assignment where students are asked to write an effective goal for their first exam this is dated, achievable, personal, positive, and specific.	A screenshot of the post-exam debugging activity where students are asked: How are you this morning? I always attend lecture (T/F) I always take notes during lecture (T/F) I review my notes the night after lecture or at some point within the same week. (T/F) I rewrite my notes to make sure they are legible, organized, and as a way to review the material. (T/F) I take notes when I am reading the textbook and I study those notes. (T/F)

Changes in Course Syllabus and Schedules:

Pre Minigrant - Syllabus and Schedule

Post Minigrant - Syllabus and Schedule

Minigrant Impact Data:

Pre Minigrant - DFW rate, Equity gap data

For more information regarding the Bio 22 grade distribution, please contact Clint Collins.

Post Minigrant - DFW rate, Equity gap data [TBD]

**Faculty Bio**
Faculty Picture	Clint Collins
	I am an assistant professor in the Dept. of Biological Sciences at CSU Sacramento. As a professor of human anatomy, my passion lies in fostering a deep understanding and appreciation for the intricacies of the human body among my students, empowering them to not only comprehend their physical selves but also to embrace the journey of learning and cultivate mutual respect and empathy for one another's unique experiences and abilities.

STEM4Equity: US Dept. of Education STEMHSI P031C210012
*Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of Sacramento State.