Examples of past Delta Internship projects
The posters and reports below may spark ideas as to your challenge, your teaching approach, or how you might summarize your student learning.
Every intern project is very different! Please keep in mind that interns complete projects with a huge variety of professional development and career goals, time commitments and interests. Your project may have little in common with these examples; there is no general approach.
If you do see one that is aligned with your ideas and would like some of the intern’s materials to build on (e.g. prompts used for reflective writing, instructions for online discussion boards, etc.), please contact the internship director at internship@delta.wisc.edu.
Note you can click the arrow to sort the columns in the table below. You can open the folder and click through all the post past projects posters and reports here.
Past intern projects
Author | Title | Teaching Approach | Department | Discipline | Institution | Intern cohort | Project ID | last project id | 59 |
---|---|---|---|---|---|---|---|---|---|
Alicia Hoffman | Increasing Sense of Belonging among Incoming Atmospheric and Oceanic Science Graduate Students | Collaborative learning, on-site or online | Atmospheric and Oceanic Sciences | Physical Sciences | UW Madison | Spring 2022 | 60 | ||
Nathan Bollig | Students of Veterinary Medical Informatics Value Mindful Pauses | Mindfulness | Veterinary Medicine | Medical | UW Madison | Spring 2021 | 57 | project IDs are used to order projects on the site | |
Christopher Stepens | Career Oriented Problem-Based-Learning Lab for Improving Student Conceptual Understanding and Motivation | Problem-based learning | Biotechnology | Medical | Madison College | Spring 2022 | 6 | ||
Drithi Shetty | Concept Mapping in an Introductory Engineering Course | Concept maps | Engineering | Engineering, Math & Computer Science | UW Madison | Spring 2021 | 56 | https://delta.wisc.edu/past-intern-projects/ | |
Eunice Park | Feeling Comfortable with Wicked Problems in Public Health | Problem-based learning | Public Health | Medical | UW Madison | Spring 2021 | 55 | internship posters folder | |
Cameron Casey | Students Value a CREATE-Based Introduction to Reading Primary Research Papers | Teaching primary literature | Psychology | Social Science/Behavioral Science/Economics | Madison College | Spring 2022 | 59 | ||
Ben Hall | Reducing determinism in the genetics classroom | Active learning | Genetics | Natural Sciences | Edgewood College | Spring 2022 | 17 | ||
Marshall Padilla | How does a flipped course on metacognitive practices impact how students use effective learning strategies? | Metacognition | Chemistry | Physical Sciences | UW Madison | Spring 2021 | 12 | ||
Kelsey Perry | Understanding how students build and change mental models about the Central Dogma | Concept maps | Biomolecular Chemistry | Natural Sciences | Edgewood College | Spring 2021 | 13 | ||
Sam St. Clair | Implementing active learning in a metabolism course encourages peer collaboration and identifies divergent thought processes across life science majors. | Collaborative learning, on-site or online | Biochemistry | Natural Sciences | UW Madison | Spring 2020 | 1 | ||
Miranda Cullins | Virtual Laboratory Tours Are An Opportunity To Learn About Undergraduate Involvement in Academic Research and Connect with Researchers | Lab activity | Surgery | Medical | UW Madison | Fall 2020 | 2 | ||
Allison Doerpinghaus | Impact of Collaborative Virtual Group Work on Perceived Clinical Confidence in Post-Professional Students | Collaborative learning, on-site or online | Occupational Therapy | Education | UW Madison | Fall 2020 | 3 | ||
Josephine Mitchell | Students Value Drawing to Learn Biochemistry | Drawing to solve problems or visualize | Biochemistry | Natural Sciences | UW Madison | Fall 2020 | 4 | ||
Ximing Che | Incorporating Genomics into the Tiny Earth CURE: Assessing Student Self-Efficacy Using a Genome Mining Tool | Collaborative learning, on-site or online | Botany | Natural Sciences | UW Madison | Fall 2020 | 54 | ||
Timothy Marks | Impact of an Online, Synchronous, Continuous Case Study on Student Engagement and Learning | Case-based learning | Occupational Therapy | Education | UW Madison | Spring 2020 | 59 | ||
Javier Martinez | Exploring student learning through an online collaboration zone combined with recorded lectures in a Thermodynamics course | Collaborative learning, on-site or online | Mechanical Engineering | Engineering, Math & Computer Science | UW Madison | Spring 2020 | 7 | ||
Vinnie Rigoglioso | Motivations and Barriers for Student Response Systems in Online General Chemistry: Non-anonymous Chat vs. Anonymous Webex Polling | Clicker questions | Chemistry | Physical Sciences | Madison College | Spring 2022 | 58 | ||
Hannah Rapp | The Effects of Formative Assessments on Summative Assessments in a Large Psychology Class | Formative assessment | Educational Psychology-Human Development | Social Science/Behavioral Science/Economics | UW Madison | Spring 2020 | 8 | ||
Adam Lewis | Using a case study to increase student interest in enzyme kinetics | Case-based learning | Biochemistry | Natural Sciences | UW Madison | Spring 2020 | 9 | ||
Shelby Lyon | Students who completed a case study on the influenza vaccine reported undergoing transformative experiences about evolution concepts | Case-based learning | Institute for Molecular Virology | Natural Sciences | UW Madison | Spring 2018 | 10 | ||
Matthew Scarborough | Improving chemistry attitudes and performance using a Flint Water Crisis case study | Case-based learning | Civil and Environmental Engineering | Engineering, Math & Computer Science | UW Madison | Fall 2018 | 14 | ||
Gordon Peterson | Can Drawing Molecules Improve Comprehension of Chemical Concepts? | Drawing to solve problems or visualize | Chemistry | Physical Sciences | Madison College | Fall 2018 | 53 | ||
Yirong Wang | Does in-class practice and feedback help students comprehend and apply concepts on iron physiology? | Formative assessment | Nutritional Sciences | Natural Sciences | UW Madison | Fall 2019 | 5 | ||
Dom Ciruzzi | Building virtual collaborative skills and a learning community with discusion boards in an inter-institutional online classroom | Online discussion, homework or quizzes | Civil and Environmental Engineering | Engineering, Math & Computer Science | UW Madison | Fall 2018 | 14 | ||
Alexa Barres | How do interactive poll questions influence student learning and preparation in a biotechnology laboratory class? | Clicker questions | Chemistry | Physical Sciences | Madison College | Fall 2018 | 15 | ||
Austin Henke | Developing a new Discovery-based Electrochemistry Laboratory Experiment for General Chemistry on Batteries and the Voltaic Pile | Lab activity | Chemistry | Physical Sciences | UW Madison | Fall 2019 | 16 | ||
Tiaira Porter | The Influence of Counterstereotypical Representation on Minority and First-Generation Student Science Identity The Influence of Counterstereotypical Representation on Minority and First-Generation Student Science Identity | Counterstereotypical representations | STEM broadly | Natural Sciences | Madison College | Spring 2019 | 59 | ||
Sydney Thomas | Small microbes and big data: introducing biology students to data analysis | Lab activity | Biology | Natural Sciences | UW Madison | Fall 2019 | 18 | ||
Mike Hagenow | Problem-Based Learning Activity to Promote Adaptive Expertise | Problem-based learning | Mechanical Engineering | Engineering, Math & Computer Science | UW Madison | Fall 2019 | 19 | ||
Alyson Douglas | How do you build confidence and effective skill in programming? | Pair programming | Atmospheric and Oceanic Sciences | Engineering, Math & Computer Science | UW Madison | Fall 2018 | 20 | ||
Franklin Hobbs | Will spaced explicit instruction ‘bridge’ a gap in understanding? | Spaced learning | Materials Science & Engineering | Engineering, Math & Computer Science | UW Madison | Fall 2019 | 21 | ||
Alessandra York | Peer Leader Mentoring Has Positive Impact on First-Year STEM Students | Peer mentoring | Genetics | Natural Sciences | UW Madison | Fall 2017 | 22 | ||
Sally Wu | The Effects of Prompts to Draw Diagrams in a Flipped Engineering Classroom | Drawing to solve problems or visualize | Educational Psychology | Engineering, Math & Computer Science | UW Madison | Spring 2018 | 23 | ||
Taylor Watterson | Impact of a Case Based Learning Discussion Session for 3rd Year Pharmacy Students | Case-based learning | Pharmacy | Medical | UW Madison | Fall 2018 | 24 | ||
Natalia Spitha | Strategies for cultivating students' confidence and autonomy in an undergraduate analytical chemistry research project | Socratic method | Chemistry | Physical Sciences | UW Madison | Spring 2019 | 25 | ||
Christina N. Kranz | Exploring Student Perception Towards Online Quizzes in Upper Level Agronomy Class | Online discussion, homework or quizzes | Soil Science | Natural Sciences | UW Madison | Spring 2018 | 26 | ||
Davalyn Powell | Reflective Writing Reveals and Promotes Student Growth Mindset and Science Identity in a First-Year Seminar STEM Course | Reflective writing | Medical Microbiology and Immunology | Natural Sciences | UW Madison | Fall 2017 | 27 | ||
Bella Starling Alves | Students with diverse background benefit from Brain-Target Teaching when learning about numerical cognition | Brain-based teaching (BBT) | Educational Psychology | Social Science/Behavioral Science/Economics | UW Madison | Fall 2019 | 28 | ||
Virginia Moore | Inquiry-based Learning in an Introductory Agronomy Class | Inquiry-based learning | Agronomy | Natural Sciences | UW Madison | Fall 2017 | 29 | ||
Michelle Keller-Perason | Does Access to Supplementary Online Tools Help Non-Major's Biology Students Learn the Central Dogma of Biology? | Supplemental online module | Plant Pathology | Natural Sciences | Madison College | Spring 2017 | 30 | ||
Gianna Hernandez | Lessons learned from implementing ALEKS learning software as a review tool in College Calculus | Using review software | Pathology and Laboratory Medicine | Natural Sciences | Madison College | Fall 2017 | 31 | ||
Madeline Harms | Facilitating Psychology Students' Understanding and Appreciation of Primary Research: a Delta Internship Project | Teaching primary literature | Psychology | Social Science/Behavioral Science/Economics | Madison College | Fall 2017 | 32 | ||
Kymberly R. Draeger | Practice and Feedback to Encourage Completion and Depth in Introduction to Plant Pathology | Formative assessment | Forest and Wildlife Ecology | Natural Sciences | UW Madison | Fall 2017 | 33 | ||
Kassi Crocker | Using Peer-Mentoring to Improve Freshman STEM Psychosocial Well-Being | Peer mentoring | Cell and Regenerative Biology | Natural Sciences | UW Madison | Fall 2017 | 34 | ||
Kevin Cope | |Physical and digital models are equally beneficial to plant biotechnology students learning about the genome editing technique | Physical models | Bacteriology and Agronomy | Natural Sciences | UW Madison | Fall 2017 | 35 | ||
Josh Pultorak | Impacts of case-based learning course style on undergraduate performance within minority and non-minority demographics | Case-based learning | Biology | Natural Sciences | UW Madison | Spring 2017 | 36 | ||
Morgan Smallwood | Student Philantropy: A Tool to Promote Civic Engagement | Experiential learning | School of Human Ecology | Humanities and Arts | UW Madison | Fall 2016 | 37 | ||
Sarah Stefanos | Using debate preparation in an interdisciplinary, capstone-style college course to promote critical thinking about food systems, sustainability, and climate change | Debate | Community and Environmental Sociology | Natural Sciences | UW Madison | Spring 2017 | 38 | ||
Wairimu Magua | Does categorizing laboratory exercise questions before class using Bloom's Taxonomy improve the student's learning process and outcomes? | Metacognition | Population Health Sciences | Engineering, Math & Computer Science | UW Madison | Fall 2016 | 39 | ||
Carly Kibbe | Concept Mapping Improves Student Scores in an Introductory Biochemistry Course | Concept maps | Biochemistry | Natural Sciences | UW Madison | Spring 2016 | 40 | ||
Emily Cornelius | To think or not to think? Promoting metacognition and reflection in an upper level animal ecology course? | Metacognition | Forest and Wildlife Ecology | Natural Sciences | UW Madison | Fall 2016 | 41 | ||
Vijesh J. Bhute | Exploring Student Perception Towards Online Homework and Comparison with Paper Homework in an Introductory Probability Course | Online discussion, homework or quizzes | Mathematics | Engineering, Math & Computer Science | UW Madison | Fall 2016 | 42 | ||
Carolyn B. Voter | Introducing a real-world design assignment to an intro water resources engineering course: effects on cognitive skills, understanding, and perception of value | Real-world assignment | Civil and Environmental Engineering | Engineering, Math & Computer Science | UW Madison | Fall 2016 | 43 | ||
Jeremy Spool | The nature and impact of elementary school teacher partnerships with university scientists | K12-higher ed partnerships | Zoology | Natural Sciences | UW Madison | Fall 2015 | 44 | ||
Stephanie Knezz | Assessment of Cognitive Skills in the Flipped Chemistry Classroom | Flipped classroom | Chemistry | Physical Sciences | Madison College | Fall 2015 | 45 | ||
Dallas Wulf | Lecture-Tutorials: Incorporating Active Learning into Traditionally Lecture-Based Courses | Active learning | Physics | Physical Sciences | UW Madison | Fall 2015 | 46 | ||
Annette Dean | Does Genetics 133: “Genetics in the News” Equip Diverse Students for an Increasingly Genetic World? | Real-world assignment | Genetics | Natural Sciences | UW Madison | Fall 2018 | 47 | ||
Nathaniel Butler | The GMO debate and role playing in the classroom | Debate | Horticulture | Natural Sciences | UW Madison | Fall 2016 | 48 | ||
Liz Laudadio | How can real-world activities in the chemical nomenclature unit of general chemistry enhance student motivation and learning? | Real-world assignment | Chemistry | Physical Sciences | Madison College | Spring 2019 | 49 | ||
Zoe Zibton | How Does Built in Metacognition Influence Problem Solving? | Metacognition | Atmospheric and Oceanic Sciences | Physical Sciences | UW Madison | Spring 2019 | 50 | ||
Prarthana Dharampal | The effect of learning community-based instruction on the teaching beliefs of International Teaching Assistants | Collaborative learning, on-site or online | Delta | Education | UW Madison | Spring 2019 | 51 | ||
Kenny Kemp | Can the inclusion of a group activity in the research unit of an introductory kinesiology course improve student efficacy in distinguishing and selecting primary and secondary scholarly sources? | Collaborative learning, on-site or online | Kinesiology | Natural Sciences | UW Madison | Spring 2019 | 52 | ||
Teaching Approach | Discipline | Institution |