When Purdue continuing lecturer Beatriz Castro first began teaching Human Anatomy and Physiology, she noticed a problem. With more than 1,100 students enrolled in her course, it was easy for individuals to feel lost, isolated and disconnected from the material. Castro was especially concerned because this course serves as a gateway for students pursuing careers in pre-med, pharmacy, nursing, kinesiology and other areas of healthcare.

But instead of accepting this as an inevitable challenge of teaching large classes, Castro took action. Recognizing the variety of ways for approaching learning, she adopted the Universal Design for Learning (UDL) principles to improve content delivery and tailor engagement to individual knowledge levels and needs.

Her innovative approach earned her the Class of 1922 Outstanding Innovation in Helping Students Learn Award, a testament to her dedication to creating a more welcoming and effective learning environment within her course.

Castro's award-winning teaching strategy addresses the unique challenges of large lecture courses using the following customized learning resources:

• Teacher Slides: Castro's slides are designed to captivate and spark curiosity with visuals, dynamic effects, real-world connections, and interactive “Checking your understanding” sessions. These lectures, recorded and captioned for accessibility, become portable learning experiences available through Purdue's BoilerCast and Kaltura platforms.
• Narrated Student Notes: To cater to auditory learners and those with busy schedules, Castro uses AI-powered narration to create digestible 15-minute podcast episodes in mp4 format, making learning accessible anywhere.
• Interactive Retrieval Practice (CIRP) Flashcards: Understanding that interactive learning is more effective for some students, Castro transformed her notes into digital flashcards, integrated into Brightspace. These flashcards go beyond mere recall, fostering critical thinking through the “why” approach, and are accessible on any device.

The effectiveness of Castro's methods is evident in the significant improvements in student performance. For example, midterm scores on challenging topics like the nervous system have risen substantially. In Fall 2022, the average score for Midterm #3 was 57%, which increased to 74.8% in Fall 2023. Similarly, Midterm #4 results improved from 60% to 76% over the same period. According to feedback from Castro’s students, this improvement stems from improved study habits thanks to interactive learning tools and reduced anxiety, as well as the engaging and accessible formats of the course materials.

“I approach every course with the mindset that there’s always room for improvement. Feedback from students is invaluable, and I actively encourage them to engage, ask questions and challenge themselves,” Castro shared. “My teaching philosophy revolves around the idea that education should be inclusive, ensuring that every student, regardless of their background, has the opportunity to succeed.”

Breaking Down Barriers

Castro's success is significantly rooted in her commitment to student-centered pedagogy, as evidenced by her active engagement with students through initiatives like the Student Pedagogy Advocates (SPA) program. The program partners students with faculty members to reach specific pedagogical goals. Kelsey Smart, a senior at Purdue and a triple major in speech, language and hearing sciences, sociology and linguistics, has worked with Castro for two semesters as a SPA. From the very beginning, Smart was impressed by Castro’s commitment to equality in their partnership.

“I remember sitting down in one of our first meetings, and she said to me, ‘We're a team. We are equals, and we are here to reach our goals together.’ That really set the tone for our entire partnership,” Smart recalled. “In student-faculty partnerships, power dynamics can be confusing to navigate. But Dr. Castro made it clear from day one that we were in this together.”

Dan Guberman, assistant director in Purdue’s Center for Instructional Excellence, highlighted the uniqueness of Castro’s methods.

“Her work is not just about imparting knowledge; it’s about creating an environment where students feel empowered to take charge of their learning. That’s something you don’t see every day,” Guberman noted.

He went on to emphasize how Castro’s strategies are designed to make each student feel seen and supported, even in a large classroom setting. “She’s managed to create a sense of community in a course that could easily feel impersonal," he said.

A Lasting Impact

As Smart looks ahead to her future career as a speech therapist, the lessons she’s learned from her time with Castro will stay with her.

"This partnership has reminded me of the value of collaboration. Castro’s approach is all about reciprocal takeaways—she’s not just teaching students; she’s learning from them too," Smart reflected.

For Castro, it’s clear that teaching is more than just a job. It’s a calling, one that she fulfills by continuously striving to create a learning environment where every student feels valued and empowered to succeed.

“One of the most rewarding aspects of teaching is watching students grow, not just academically but personally,” she said. “That’s what keeps me motivated. I want my students to leave my classroom with a passion for learning that they carry with them throughout their lives. Empowering them to take ownership of their learning and inspiring a love for education are at the core of everything I do.”

Castro will be one of several instructors to be honored at the 2024 Celebration of Teaching Excellence, which takes place Sept. 26. More about last year’s winners, including past “Helping Students Learn” Award Winner Mike Melloch, can be found on Purdue’s Teaching and Learning news page.