Aakanksha Angra, PhD
Instructional Designer at University of Minnesota Medical School
Instructional Designer at the University of Minnesota Medical School | Curriculum and Assessment Specialist | Education Researcher
Ph.D. education biologist with 5+ years of experience with: all stages of course development (lab and lecture), aligning curriculum to NGSS and Vision and Change standards; summative and formative assessment design and implementation; all stages of programmatic and course assessment and evaluation; teaching biology lab and lecture courses; designing and conducting K-12 outreach workshops with teachers; qualitative and quantitative methodologies. Expertise in all aspects of education research design, analysis, and communication. Experience authoring several manuscripts in research and practitioner journals, annual program assessment reports, and grants. Passion for data literacy and visualization.
University of Minnesota Medical School
https://www.linkedin.com/company/university-of-minnesota-medical-school
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Instructional Designer
Georgia State University
https://www.linkedin.com/company/georgiastateuniversity
Greater Atlanta Area
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Introductory Biology Instructor
Georgia State University
https://www.linkedin.com/company/georgiastateuniversity
Atlanta, Georgia, United States
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Assessment and Curriculum Coordinator
Georgia State University
https://www.linkedin.com/company/georgiastateuniversity
Atlanta, Georgia, United States
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Mixed-Methods Data Literacy Researcher
Georgia Institute of Technology
https://www.linkedin.com/company/georgia-institute-of-technology
Greater Atlanta Area
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Non-Majors Biology Lab Developer and Coordinator
Georgia Institute of Technology
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Greater Atlanta Area
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Mixed-Methods Postdoctoral Researcher
Georgia Institute of Technology
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Greater Atlanta Area
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Co-Instructor for Introductory Biology for Non-Majors
Purdue University
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West Lafayette, IN
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Graduate Student in Discipline Based Biology Education Research
Purdue University
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West Lafayette, Indiana, United States
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Research and Teaching Assistant, Principles of Physiology Lab
Purdue University
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Lafayette, Indiana Area
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HHMI Course Module Developer
Purdue University
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Lafayette, Indiana Area
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Graduate Teaching Assistant, Anatomy and Physiology Lab
Georgia Institute of Technology
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Atlanta, GA
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Astrobiology Education Curriculum Developer and High School Summer Camp Instructor
Georgia Institute of Technology
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Atlanta, GA
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Marine Biology Lab, Undergraduate Research Assistant
Georgia Institute of Technology
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Greater Atlanta Area
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Undergraduate Biology Laboratory Curriculum Development Assistant
Georgia Institute of Technology
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Greater Atlanta Area
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Introductory Biology Lab, Undergraduate Teaching Assistant
Doctor of Philosophy (PhD)
Biological Sciences with and emphasis in Biology Learning Research
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Purdue University
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Instructional Design Certificate
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University of Illinois Urbana-Champaign
https://www.linkedin.com/school/university-of-illinois-urbana-champaign/
B.S. Biology
Biology, General
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Georgia Institute of Technology
https://www.linkedin.com/school/georgia-institute-of-technology/
The concepts of osmosis and diffusion are essential to biology, and student difficulties with them are well documented, along with multiple ways of assessment and diagnosis. We add to the literature by sharing how we used drawing and reasoning prompts with first-year undergraduate biology students to gauge learning before and after an osmosis and diffusion lab. We also share the development and validation of a three-point analytical rubric to score the keywords, student drawings, and reasoning prompts. The qualitative and quantitative nature of this exercise provides instructors with the unique opportunity to diagnose difficulties not only in introductory biology but throughout the undergraduate curriculum. Implementation strategies throughout the undergraduate curriculum are discussed.
A Rubric for Assessing Student Drawings & Reasoning to Gauge Understanding of Osmosis & Diffusion
The American Biology Teacher
https://doi.org/10.1525/abt.2021.83.8.545
Current trends in education include offering students authentic experiences that generate broad interest, develop their cognitive flexibility, and prepare them to be scientifically literate members of society. We present a three-part guided-inquiry lab that gives students practice applying the scientific method to control fruit fly outbreaks and reinforces concepts related to behavioral and sensory biology. This activity was designed and tested at a four-year university but can be modified for high school courses. Students are “employed” by the fictional Fruit Fly Trap Company to design a device to maximize capture of female fruit flies using environmentally friendly lures. During this lab, students collaborate to conduct literature searches, ask research questions, develop hypotheses, design experiments, collect and analyze data, and present findings in a short oral presentation. In our implementation of this module in a biology class for nonmajors in fall 2017, over 50% of students reported that the literature research, scent experiments, trap construction, trap testing, and PowerPoint presentation were extremely effective in teaching science process and biological problem-solving skills. Over 70% of our students rated the practical, hands-on elements of the activity as enjoyable. Overall, students generally enjoyed the lab and reported positive impacts on their learning.
Trapping Fruit Flies: A Guided-Inquiry Lab Approach to Teaching Biology to Nonmajors
The American Biology Teacher
https://doi.org/10.1525/abt.2020.82.6.403
Proper hypothesis generation, data handling, graphing, and communication are essential skills that undergraduate majors in biology are expected to master. However, students rarely get hands-on practice that helps them to effectively develop these skills. The purpose of this lesson is to provide students with the opportunity to practice scientific techniques in the context of exploring how the timing of fire disturbance shapes plant community structure in the tallgrass prairie ecosystem, which provides an excellent model system for exploring how disturbance influences species composition. Over the course of four lab sessions, advanced undergraduate students read primary literature, work in teams to form testable and falsifiable hypotheses, replicate a published sampling design at a local field site, and graph, analyze, and interpret their own data. At each step in the scientific process, students complete short written assignments that provide opportunities for assessment and feedback. At the end of this lab module, student groups are given real-world scenarios, asked to form management decisions that integrate the content of their own results with social, economic, and political constraints outlined in their scenario, and then present and defend their proposed solution to the class. This four-week lab module allows students to engage in the process of science and emphasizes the development of quantitative reasoning skills. Student learning is assessed using in-class formative assessments and written summative assessments.
Data, Distributions, and Hypotheses: Exploring Diversity and Disturbance in the Tallgrass Prairie
Course Source
https://doi.org/10.24918/cs.2020.19
As undergraduate biology curricula increasingly aim to provide students with access to courses and experiences that engage them in the practices of science, tools are needed for instruction, evaluation, and research around student learning. One of the important skills for undergraduate biology students to master is the selection and creation of appropriate graphs to summarize data they acquire through investigations in their course work and research experiences. Graphing is a complex skill, and there are few, discipline-informed tools available for instructors, students, and researchers to use. Here, we describe the development of a graph rubric informed by literature from the learning sciences, statistics, representations literature, and feedback and use of the rubric by a variety of users. The result is an evidence-based, analytic rubric that consists of categories essential for graph choice and construction: graph mechanics, graph communication, and graph choice. Each category of the rubric can be evaluated at three levels of achievement. Our analysis demonstrates the potential for the rubric to provide formative feedback to students and allow instructors to gauge and guide learning and instruction. We further discuss and identify potentially interesting research targets for science education researchers.
The Graph Rubric: Development of a Teaching, Learning, and Research Tool
CBE—Life Sciences Education
https://www.lifescied.org/doi/10.1187/cbe.18-01-0007
We designed a three-week guided inquiry-based lab for non-biology majors revolving around the ideas of sexual dimorphism, selection, and behavior, using fiddler crabs (Uca pugilator) as a model. Specifically, students worked in small teams to design experiments, collect data, and present findings in a short oral presentation. Students gained exposure to scientific skills, including designing an ethogram, understanding the purpose of inter-observer reliability, graphing, statistics, and oral communication.
Claw Waving for Sex: An Inquiry-Based Lab to Teach Sexual Dimorphism and Behavior in Fiddler Crabs
Journal of Microbiology and Biology Education
http://www.asmscience.org/content/journal/jmbe/10.1128/jmbe.v19i2.1537
Undergraduate biology education reform aims to engage students in scientific practices such as experimental design, experimentation, and data analysis and communication. Graphs are ubiquitous in the biological sciences, and creating effective graphical representations involves quantitative and disciplinary concepts and skills. Past studies document student difficulties with graphing within the contexts of classroom or national assessments without evaluating student reasoning. Operating under the metarepresentational competence framework, we conducted think-aloud interviews to reveal differences in reasoning and graph quality between undergraduate biology students, graduate students, and professors in a pen-and-paper graphing task. All professors planned and thought about data before graph construction. When reflecting on their graphs, professors and graduate students focused on the function of graphs and experimental design, while most undergraduate students relied on intuition and data provided in the task. Most undergraduate students meticulously plotted all data with scaled axes, while professors and some graduate students transformed the data, aligned the graph with the research question, and reflected on statistics and sample size. Differences in reasoning and approaches taken in graph choice and construction corroborate and extend previous findings and provide rich targets for undergraduate and graduate instruction.
Reflecting on Graphs: Attributes of Graph Choice and Construction Practices in Biology
CBE-Life Sciences Education
http://www.lifescied.org/content/16/3/ar53.abstract
Creating effective graphical representations of biological data is an essential component in the practices of science and involves engaging concepts and skills of quantitative literacy. With undergraduate biology students increasingly involved in scientific inquiry and experimentation, they are faced with the task of choosing and creating appropriate graphical representations of their data to communicate their findings. However, difficulties with graph choice and construction that were previously documented in literature, still exist today at both the K-12 and undergraduate levels. The purpose of this dissertation is to understand the reasoning involved behind choosing certain graph types and the process that occurs during graph construction, and to design and validate instructional materials to improve graphing skills.
Understanding, Evaluating, and Diagnosing Undergraduate Student Difficulties with Graph Choice and Construction
Purdue University
https://docs.lib.purdue.edu/open_access_dissertations/1207
Understanding interactions between harmful algal bloom (HAB) species and their grazers is essential for determining mechanisms of bloom proliferation and termination. We exposed the common calanoid copepod, Temora longicornis to the HAB species Alexandrium fundyense and examined effects on copepod survival, ingestion, egg production and swimming behaviour. A. fundyense was readily ingested by T. longicornis and significantly altered copepod swimming behaviour without affecting copepod survival or fitness. A. fundyense caused T. longicornis to increase their swimming speed, and the straightness of their path long after the copepods had been removed from the A. fundyense treatment. Models suggest that these changes could lead to a 25–56% increase in encounter frequency between copepods and their predators. This work highlights the need to determine how ingesting HAB species alters grazer behaviour as this can have significant impacts on the fate of HAB toxins in marine systems.
Intoxicated copepods: ingesting toxic phytoplankton leads to risky behaviour
Proceedings of the Royal Society
http://rspb.royalsocietypublishing.org/content/283/1829/20160176.abstract
Graphs are visual representations of data and play a vital role in science communication, yet past studies have shown that students in K-16 struggle with graph choice and construction.  To advance graphing skills, we developed two learning and instructional materials: Guide to data displays and step-by-step guide to data communication. Here, we briefly highlight the purpose, development, and usage of these materials, which increase students’ knowledge with common graphs and provide a guiding framework for data presentation.
Development of a framework for graph choice and construction
Advances in Physiology Education
http://www.the-aps.org/mm/Publications/Journals/Advances/Advances/Call-for-Nominations.html
University System of Georgia
Georgia Chancellor's Learning Scholar
Georgia State University
College-to-Career Faculty Fellow 2020-2021
Georgia State University
College-to-Career Department of Biological Sciences Fellowship 2019-2020
Georgia State University
College-to-Career Faculty Fellowship 2019-2020
-Competitive award given to senior graduate students to complete writing their dissertation.
Purdue University
Bilsland Dissertation Fellowship
The poster competition was held at Purdue University on March 2nd, 2016. I presented a portion of my dissertation work, aimed at improving graph choice and construction practices for undergraduate biology students. If you would like more information on these graphing intervention materials, please visit: http://advan.physiology.org/content/40/1/123

URL with the original announcement: https://www.bio.purdue.edu/news/articles/2016/aakanksha-angra-wins-first-place-in-the-2016-sigma-xi-graduate-poster-competition.html
Sigma Xi
Awarded First Place in the 2016 Sigma Xi Graduate Poster Competition
-Competitive award to help fund professional development and social activities for the Discipline Based Education Research Group for Graduate Students
Purdue University
Graduate Student Organization Grant Allocation
Title: Development, Validation, and Instructional Implications of the Graph Rubric
Purdue University
2nd Place Oral Presentation Award
Title: Using Student Laboratory Reflections to Reveal Reasoning behind Graph Choice and Construction
Purdue University
2nd Place Poster Award
- Awarded to an undergraduate teaching assistant who demonstrated innovative teaching techniques for furthering student learning in the School of Biological Sciences
Georgia Institute of Technology
Kudravi Undergraduate Teaching Assistant Award
-Awarded to fund student summer research
Georgia Institute of Technology
President’s Undergraduate Research Award
Coursera
www.coursera.org
BWNK6LZKSDA3
EPOL 472 Instructional and Training Systems Design
http://www.coursera.org/account/accomplishments/certificate/BWNK6LZKSDA3
Coursera
www.coursera.org
47YWQSPDVVAY
EPOL 483 Learning Technologies
http://www.coursera.org/account/accomplishments/certificate/47YWQSPDVVAY
Online Learning Consortium
Adaptive Learning Fundamentals & Courseware Exploration
LinkedIn
www.linkedin.com
How to Make Strategic Thinking a Habit
http://www.linkedin.com/learning/how-to-make-strategic-thinking-a-habit
Georgia State University
api.badgr.io
Mastering Online Teaching: Fundamentals of Course Design and Delivery
https://api.badgr.io/public/assertions/txMwe7LbRp21hOV1dKCBZA?identity__email=aangra%40gsu.edu
Purdue University Krannert School of Management
Applied Management Principles
Purdue University
Advanced Graduate Teaching
Purdue University
Graduate Instructional Development Certificate
https://www.linkedin.com/in/calebmtrujillo
Seattle, WA
Caleb M. Trujillo
Assistant Professor of Data Analysis and Data Visualization at the University of Washington Bothell.
https://www.linkedin.com/in/aangra
Atlanta, GA
Akshita A.
Manager, Operations Process at The Home Depot | MBA Candidate at Emory University | VP of Social Affairs of Goizueta Evening Business Association
https://www.linkedin.com/in/wdhuang
Urbana-Champaign Area
Wen-Hao David Huang 黃文灝, Ph.D. and EMBA
Advocate for Inclusive Design of Game-Based Learning and Motivational Scaffold | Professor of Human Resource Development at UIUC
https://www.linkedin.com/in/kayonne-griffiths-ba599937
Snellville, GA
Kayonne Griffiths
Professional Accountant at Accountant General Department
https://www.linkedin.com/in/ryan-lawler-91638474
Atlanta, GA
Ryan Lawler
General Manager | Georgia Advanced Technology Ventures Innovation Labs | Georgia Institute of Technology
https://www.linkedin.com/in/gsubiology
Atlanta, GA
GSU Biology Department
Department of Biology at Georgia State University
https://www.linkedin.com/in/tabathamichel
Atlanta, GA
Tabatha Michel
Associate Vice President for Development - Central Programs at Georgia State University
https://www.linkedin.com/in/ajay-krishnamurthy-28b0ba82
Farmington Hills, MI
Ajay Krishnamurthy
Senior Composite Specialist Engineer - Eaton
https://www.linkedin.com/in/medhat-elsagher-608178227
St Paul, MN
Medhat Elsagher
Equipment Manager at Seagate Technology
https://www.linkedin.com/in/martin-d-spranger-62a26b4b
Detroit, MI
Martin D Spranger
Assistant Professor of Physiology at Michigan State University
https://www.linkedin.com/in/bradwschiller
New York City Metropolitan Area
Brad Schiller
I make people better communicators, writers, and thinkers. Founder/CEO of Prompt – We're Hiring!
https://in.linkedin.com/in/pratik-jagtap-88b99a206
Pune
Pratik Jagtap
Student at Savitribai Phule Pune University
https://www.linkedin.com/in/amara-hart-636a9819b
Rochester-Austin, Minnesota Area
Amara Hart
Phlebotomy Technician at Mayo Clinic
https://www.linkedin.com/in/sameertamane
Greater Chicago Area
Sameer T.
Financial Services Consultant
https://www.linkedin.com/in/madcatorres
Acton, MA
Maria del Carmen T.
Arquitecta
https://www.linkedin.com/in/rumman-hossain-phd-95079a44
Akron, OH
Rumman Hossain, PhD
Visiting Assistant Professor at University of Mount Union
https://www.linkedin.com/in/juan-e-armijo
Dallas-Fort Worth Metroplex
Juan E. Armijo, M.Ed
Assistant Director for Internships at Texas Woman's University
https://www.linkedin.com/in/heather-sweetser-04b13b3a
Albuquerque, NM
Heather Sweetser
Arabic Instructor at University of New Mexico
https://www.linkedin.com/in/justine-wienken-032a2a80
Los Angeles Metropolitan Area
Justine Wienken
Coordinator of Curriculum and Assessment at Simi Valley Unified School District
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Happy International Womens’ Day! #internationalwomensday2022 #tedtalks
Georgia Tech School of Biology
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Beyond the Professoriate
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https://www.linkedin.com/groups/13712647
Higher Education: Assessment of Student Learning Outcomes & Continuous Process Improvement
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https://www.linkedin.com/groups/1171287
AALHE - Association for the Assessment of Learning in Higher Education Group
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https://www.linkedin.com/groups/10308725
Georgia Tech Alumni Association
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Purdue University Biological Sciences
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https://www.linkedin.com/groups/3874144
International Higher Education Teaching and Learning Association
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https://www.linkedin.com/groups/2774663