Rachel Shines at Honors Thesis Event with Self-Determination Theory Research

We are thrilled to share the exciting news that our talented group member, Rachel, showcased her remarkable research on self-determination theory in the flipped classroom at the recent honors thesis event. Rachel's presentation captivated the audience and demonstrated her expertise in this critical area of education research.

Highlighting Self-Determination Theory:

Rachel's research delved into the application of self-determination theory within the context of the flipped classroom model. Her investigation sought to understand how autonomy, competence, and relatedness influence student motivation and engagement in this innovative learning environment.

Impressive Presentation:

At the honors thesis event, Rachel eloquently presented her findings, shedding light on the significance of self-determination theory in shaping student experiences and outcomes in the flipped classroom. Her thorough analysis and insightful conclusions left a lasting impression on all who attended.

Contributing to Education Research:

Rachel's work not only contributes to our understanding of effective teaching practices but also has practical implications for educators seeking to optimize student learning experiences. By exploring the interplay between motivation and instructional design, Rachel's research paves the way for enhanced pedagogical strategies.

Celebrating Rachel's Success:

We are immensely proud of Rachel's achievements and the impact of her research in the field of education. Her dedication, intellect, and passion for advancing learning methodologies are an inspiration to us all.

Please join us in congratulating Rachel on her outstanding presentation at the honors thesis event. We look forward to witnessing the continued growth and success of her research endeavors.

Rachel Present's at the Undergraduate Research Conference

At the recent Undergraduate Research Conference, Rachel Ludwick, a promising undergraduate researcher, presented her study on the flipped classroom. Her research investigated the flipped classroom model, where students engage with learning materials before class and use class time for interactive and practical exercises. This method aims to enhance student autonomy and engagement, central to Self-Determination Theory.

Rachel’s findings indicated that students in flipped classrooms experienced increased intrinsic motivation and academic performance. Through her presentation, she effectively used visuals and statistics to argue for the potential of flipped classrooms to fulfill students' psychological needs, thereby enhancing their learning experience.

Her work not only adds significant insights to educational psychology but also sparks discussions on improving teaching strategies. Rachel’s research promises to influence future educational methods and highlights her role as a leader in academic innovation.

Congratulations to Rachel for her exemplary performance and for proudly representing our university at the conference!

Rachel Soto continues data collection into the summer

Rachel Soto, one of our up and coming group members, is continuing to collect data for our flipped classroom study. So far Rachel has conducted 16 total interviews. WOW what a good job Rachel!!

Rachel has also found some interesting themes….

In some preliminary data analysis, Rachel has noted a few themes starting to emerge regarding students perceptions of unsuccess in the flipped classroom and how the flipped classroom compares to traditional lecture. Well done Rachel! You can find her on instagram: https://www.instagram.com/rachel.demi/

Rachel says with research and interviewing, “I feel I have become comfortable with speaking to new people and gained an interest in other’s learning/studying strategies.”

The data that Rachel is collecting and analyzing will be presented at this upcoming BCCE!