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BME Seminar Series: Stephany Santos, University of Connecticut

Stephany Santos, PhD Student, Department of Biomedical Engineering, University of Connecticut
Monday, February 3, 2020, 3:00 pm to 4:00 pm
245 Bevis Hall
1080 Carmack Rd.
Columbus, OH 43210

Abstract: 

"Incorporating Metacognition and Active Learning Into the Classroom and Beyond for an Equitable Living and Learning Environment"

Active learning is an instructional approach that has become increasingly popular in recent years. Coupling active learning with principles from Learning Science/Metacognition research can further improve the student experience in the classroom. In this talk, I will demonstrate different approaches I have used in the engineering classroom, the response from a diverse array of students, and how these approaches can affect the student experience in engineering. I will also address how these experiences in the classroom inform my research interests in engineering education.

Bio: 

Stephany Santos graduated from the University of Connecticut (Storrs) with a Bachelors of Science in Biomedical Engineering in 2012. Following her graduation, she completed a Masters Degree in Mechanical Engineering at the Politecnico di Milano in Italy, and a second M.S in Mechanical Engineering at UConn through the dual degree EAGLES program in 2015. She is currently pursuing a doctoral degree in Biomedical Engineering, performing research in the Interdisciplinary Mechanics Lab under the advisement of David M. Pierce, where she studies the damage mechanisms of articular cartilage.  

In 2010, she co-founded the UConn Engineering Ambassadors program, an outreach organization for undergraduate engineering students to inform and inspire K-12 students about the possibilities of STEM. Since 2014, she has served as a co-advisor for the group, where she trains undergraduate students how to effectively present engineering topics and engage with K-12 students during STEM Outreach. Stephany also  co-founded the John Lof Leadership Academy for graduate engineering students. Here, she collaborates with others to create curricula and evaluate growth for graduate students in the academy. Her engineering education related research interests include confidence and identity development, learning leadership , and exploring metacognition and the science of learning in underrepresented students. For her work, Stephany is the recipient of the 2016 Ford Foundation Fellowship from the National Academies, and the inaugural recipient of the Inspiring STEM Equitability Award from the 2019 Connecticut Technology Council’s Women of Innovation ® Program.