Aakanksha Angra, PhD

Aakanksha Angra, PhD

Georgia State University

H-index: 4

North America-United States

About Aakanksha Angra, PhD

Aakanksha Angra, PhD, With an exceptional h-index of 4 and a recent h-index of 4 (since 2020), a distinguished researcher at Georgia State University, specializes in the field of Faculty Development, Medical Education, Graphing and Data Visualization, Assessment, Curriculum Reform.

His recent articles reflect a diverse array of research interests and contributions to the field:

Supporting Student Competencies in Graph Reading, Interpretation, Construction, and Evaluation

Teaching in Tandem: Using Graphs in an Active-Learning Classroom to Shape Students’ Understanding of Biology Concepts

A Framework for Teaching and Learning Graphing in Undergraduate Biology

A Rubric for Assessing Student Drawings & Reasoning to Gauge Understanding of Osmosis & Diffusion

Data, Distributions, and Hypotheses: Exploring Diversity and Disturbance in the Tallgrass Prairie

Integrating service learning into an undergraduate bioethics class

Infusing an introductory biology lecture with critical thinking, quantitative reasoning, and career awareness activities

Trapping Fruit Flies: A Guided-Inquiry Lab Approach to Teaching Biology to Nonmajors

Aakanksha Angra, PhD Information

University

Georgia State University

Position

Academic Professional

Citations(all)

117

Citations(since 2020)

99

Cited By

56

hIndex(all)

4

hIndex(since 2020)

4

i10Index(all)

4

i10Index(since 2020)

4

Email

University Profile Page

Georgia State University

Aakanksha Angra, PhD Skills & Research Interests

Faculty Development

Medical Education

Graphing and Data Visualization

Assessment

Curriculum Reform

Top articles of Aakanksha Angra, PhD

Supporting Student Competencies in Graph Reading, Interpretation, Construction, and Evaluation

Authors

Stephanie M Gardner,Aakanksha Angra,Joseph A Harsh

Journal

CBE—Life Sciences Education

Published Date

2024

Graphs are ubiquitous tools in science that allow one to explore data patterns, design studies, communicate findings, and make claims. This essay is a companion to the online, evidence-based interactive guide intended to help inform instructors’ decision-making in how to teach graph reading, interpretation, construction, and evaluation within the discipline of biology. We provide a framework with a focus on six instructional practices that instructors can utilize when designing graphing activities: use data to engage students, teach graphing grounded in the discipline, practice explicit instruction, use real world “messy” data, utilize collaborative work, and emphasize reflection. Each component of this guide is supported by summaries of and links to articles that can inform graphing practices. The guide also contains an instructor checklist that summarizes key points with actionable steps that can guide instructors as they …

Teaching in Tandem: Using Graphs in an Active-Learning Classroom to Shape Students’ Understanding of Biology Concepts

Authors

Emily G Weigel,Aakanksha Angra

Journal

Journal of College Science Teaching

Published Date

2023/3

In the information age, the acquisition of data literacy skills has become increasingly important for undergraduate student success, yet these skills are not emphasized in the lecture setting. Here we present a study to inspire educators to scaffold graph knowledge and interpretation into their classrooms. Specifically, we sought to understand how frequent use of published graphing materials (Angra & Gardner 2016, 2018) and freely available primary literature and data repositories, complemented by active-learning instructional approaches, in an upper-level animal behavior lecture course affect student graph knowledge and interpretation skills. The effectiveness of graphing materials and students ’ graphing abilities were evaluated by three exams over the course of the semester. Findings revealed overall improvement with graph choice and interpretation abilities, particularly in interpreting the purpose of the graph …

A Framework for Teaching and Learning Graphing in Undergraduate Biology

Authors

Stephanie M Gardner,Aakanksha Angra,Joseph A Harsh

Published Date

2022/5/12

Graphing is a scientific practice that is integral throughout the process of inquiry and experimentation. It involves making graphs to explore patterns in data and communicate findings to others and reading graphs to understand and make claims about data. Graphing involves the integration of concepts and practices from diverse fields including mathematics and statistics, cognitive science, and the discipline in which the data were gathered. In biology, the disciplinary concepts and practices include methods of inquiry (measurements, instrumentation) and the features of the biological system under study. In addition, biology and subdisciplines within biology have community-established norms and expectations which affect graphing and graphs. Here we present a framework for teaching graphing as part of authentic practice in undergraduate biology and use two case studies to illustrate what this approach to teaching …

A Rubric for Assessing Student Drawings & Reasoning to Gauge Understanding of Osmosis & Diffusion

Authors

Aakanksha Angra,Jason Nguyen,Neel Patel,Stephanie Gutzler

Journal

The American Biology Teacher

Published Date

2021/10/1

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.

Data, Distributions, and Hypotheses: Exploring Diversity and Disturbance in the Tallgrass Prairie

Authors

Aakanksha Angra,Harmony J Dalgleish,Sally M Chambers,Diana Pita,Nancy C Emery

Published Date

2021/8/29

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.

Integrating service learning into an undergraduate bioethics class

Authors

Mira Brockett PhD,Aakanksha Angra PhD

Published Date

2020

Many studies have been done on student perceptions and personal beliefs on ethics in the real-world, yet this topic has traditionally been taught in a passive, lecture-style manner. Here we share preliminary findings from pre and post surveys, reports, and presentations of students enrolled in a traditional bioethics class and compare it with an innovative team-based, service-learning course. Preliminary findings revealed significant differences between these two instructional approaches, with engaging discussions, presentations, and meaningful learning from students enrolled in the service-learning course.

Infusing an introductory biology lecture with critical thinking, quantitative reasoning, and career awareness activities

Authors

Aakanksha Angra PhD,Gabriella Ryan

Published Date

2020

Critical thinking (CT) and quantitative reasoning (QR) are important skills and align with National Association of Colleges and Employers (NACE) competencies for biology undergraduate students and are fundamental career readiness competencies. While many publications focus on CT and QR, there exists a limited amount of knowledge on implementing these skills in introductory biology courses, without sacrificing lecture time. In this study, we will show how we infused introductory biology lecture with career readiness skills and CT modules. We will share preliminary findings from CT modules and student surveys that assess QR, STEM confidence/identity and career awareness.

Trapping Fruit Flies: A Guided-Inquiry Lab Approach to Teaching Biology to Nonmajors

Authors

Aakanksha Angra,Siu Lung Ng,Alison Onstine,Chrissy Spencer

Journal

The American Biology Teacher

Published Date

2020/8/1

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 …

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Aakanksha Angra, PhD FAQs

What is Aakanksha Angra, PhD's h-index at Georgia State University?

The h-index of Aakanksha Angra, PhD has been 4 since 2020 and 4 in total.

What are Aakanksha Angra, PhD's top articles?

The articles with the titles of

Supporting Student Competencies in Graph Reading, Interpretation, Construction, and Evaluation

Teaching in Tandem: Using Graphs in an Active-Learning Classroom to Shape Students’ Understanding of Biology Concepts

A Framework for Teaching and Learning Graphing in Undergraduate Biology

A Rubric for Assessing Student Drawings & Reasoning to Gauge Understanding of Osmosis & Diffusion

Data, Distributions, and Hypotheses: Exploring Diversity and Disturbance in the Tallgrass Prairie

Integrating service learning into an undergraduate bioethics class

Infusing an introductory biology lecture with critical thinking, quantitative reasoning, and career awareness activities

Trapping Fruit Flies: A Guided-Inquiry Lab Approach to Teaching Biology to Nonmajors

are the top articles of Aakanksha Angra, PhD at Georgia State University.

What are Aakanksha Angra, PhD's research interests?

The research interests of Aakanksha Angra, PhD are: Faculty Development, Medical Education, Graphing and Data Visualization, Assessment, Curriculum Reform

What is Aakanksha Angra, PhD's total number of citations?

Aakanksha Angra, PhD has 117 citations in total.