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Course number: KINS 150 Exercise & Sport Physiology

Student Success, Concept Map, Interactive

Reflection on Instructional Change:

ACUE microcredential course (Inspiring Inquiry and Preparing Lifelong Learners) Practice Implemented

This semester, I implemented two ACUE strategies: concept maps and mid-semester student feedback (Start-Stop-Continue). I introduced concept mapping in lab groups by first modeling the process with an example unrelated to course content. Students were then prompted to create their own maps using key terms. The initial attempt was less successful than anticipated, as the concept proved too complex to build from scratch. In subsequent sessions, I provided pre-designed maps with bubbles to complete, which significantly improved engagement and clarity.

To gather feedback, I used an anonymous Google survey in class, employing the Start-Stop-Continue method. The feedback offered valuable insights into how students perceived the course and what has been helpful or not helpful to them; and allowed me to make targeted improvements to support their success from the second half of the semester.

Practice impact on teaching and student learning, motivation, and/or engagement.

Implementing concept maps significantly improved student engagement and learning in lab sessions. Initially, students struggled when asked to build maps from scratch, but engagement increased when I introduced pre-structured maps with key terms. This shift helped students make clearer connections between complex topics. One student noted, “I think using the visual charts like the web concept map helped me process and retain the information better.” Another requested, “More concept maps (potentially making them work in pairs)!” These comments, along with improved participation, suggest that visual tools not only supported content retention but also increased motivation and collaboration.

Influence of FLC Activities on Instruction
The ACUE Module “Use Concept Maps and Other Visualization Tools” had the greatest impact on my teaching. It helped me understand the importance of scaffolding complex content using guided visual tools. After engaging with the Practice and Reflect assignment and Demonstration Videos, I redesigned my approach: students now complete a structured concept map before answering short essay questions, giving them a framework to organize ideas and prepare for exams. Additionally, the “Use Student Achievement and Feedback to Improve Your Teaching” module inspired me to collect mid-semester feedback using the Start-Stop-Continue method. Based on student input, I made adjustments such as giving access to completed Kahoot! quizzes for studying and continuing the use of concept maps. These changes have supported both engagement and learning outcomes.

Takeaway from Observe and Analyze Session
While the Observe and Analyze session didn’t lead to a major shift in my teaching, it reinforced the importance of clarity and student-centered design. Seeing how other instructors structured their activities helped me reflect on areas where I could be more intentional—especially when rolling out new strategies like concept maps. It confirmed that even small adjustments, like providing clearer directions or connecting activities more explicitly to learning goals, can have a meaningful impact on student engagement and success.

**Evidence of Instructional Change**
Guiding Students in Creating a Concept Map	Student Concept Map	Mid-semester student feedback using the Start-Stop-Continue method.

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule

Post FLC - Syllabus and Schedule

**Faculty Bio**
	I am an associate professor of exercise physiology at Sacramento State. I hold a PhD in Exercise Biology from Montpellier University (France) and completed postdoctoral training in muscle aging at Ball State University (IN, USA). I teach exercise physiology and exercise nutrition in the undergraduate and graduate kinesiology programs. My research examines how exercise impacts muscle and brain health from whole body to molecules to improve disease outcomes and quality of life in chronic kidney disease and Parkinson’s disease.

**Program Sponsors**
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Teaching& Learning 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 the National Science Foundation or the US Department of Education.