Grewal teaches how to analyze and interpret data using a conceptual learning approach. She uses a postcolonial perspective to examine how contemporary notions of gender, race, and class are linked to earlier histories of colonization.
Grewal also focuses on the welfare of DiPHR staff. She strives to foster research and professional development, especially during the pandemic. She also promotes diversity and inclusion.
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Grewal’s passion for innovation and commitment to fostering research, organizational progress, and professional development are evident in her work as DiPHR Director. She believes that embracing new opportunities is one of the keys to finding career satisfaction and fulfillment. Grewal has made bold choices throughout her career, often choosing to challenge societal and professional conventions. This boldness has fueled her desire to find the best ways to use her skills and talents.
For example, during the COVID-19 pandemic, she worked to ensure that DiPHR’s scientific activities were unaffected by the emergence of the virus. She led this effort, which included a transition to complete remote work for staff, with great success. In addition, she has a strong focus on supporting the career progression of her colleagues.
Another example of Grewal’s penchant for innovation is her integration of Augmented Reality (AR) technology into the FSE100 course. Grewal guided the first-year engineering students in developing their own AR applications using the augmented reality application development tool Adobe Aero. The students were challenged to incorporate the principles of engineering design and problem-solving into their applications.
The introductory project gave novices a chance to explore the fundamentals of AR application development, while the more challenging second project allowed students to maneuver a virtual drone through an urban environment. Through these projects, Grewal’s in-class guidance and instruction helped students witness the fusion of creativity, technology, and engineering principles, transforming them from consumers to creators of technology.
In addition to her commitment to enhancing the careers of women in science, Grewal is dedicated to ensuring gender equality at NIH and promoting diversity in all fields. Her personal experience, including overcoming challenges posed by sexism and discrimination, has fueled her dedication to addressing these issues in her work. Her efforts are reflected in her current role as DiPHR Director, where she promotes a collaborative and inclusive culture.
It is based on a pedagogical approach.
Grewal’s pedagogical approach to conceptual learning cultivates a deeper understanding of a subject by leveraging students’ existing knowledge. This active style of involvement encourages them to think about new ideas and circumstances rather than recall what they learned from rote learning. It also enables students to develop more flexible and adaptive thinking skills.
To facilitate this type of learning, instructors can provide prompts during case comparison. General prompts merely ask learners to compare the cases, while specific ones instruct them to identify key features that are important for understanding concepts (e.g., Roelle & Berthold, 2016). The use of these particular prompts is associated with a higher germane load and lower extraneous load for the compared cases.
This translates into more excellent retention and improved comprehension of the concepts in question. Additionally, a higher germane load is associated with the ability to transfer this knowledge to new situations. Therefore, this pedagogical approach is beneficial for both teachers and students.
Anoop Grewal is an Associate Teaching Professor at the Fulton School at ASU. Her passion for innovation breathes life into education, as demonstrated by her integration of augmented reality in a course on engineering principles and problem-solving methodologies. Using the application development platform Aero, she helped her students craft their own AR applications. Aero’s user-friendly interface and minimal coding requirements make it accessible for novice engineers. Grewal’s in-class guidance and instruction facilitated this fusion of creativity, technology, and engineering principles, transforming her students into bold-thinking engineers.
In her book, Grewal uses textured ethnographic vignettes and an analytical framework grounded in Western social science theories to discuss the differing ways American Muslims understand their tradition. Her familiarity with Islamic practices, coupled with her grounding in anthropology and social science theory, allows her to navigate these debates with a nuanced perspective.
Her work is particularly timely given the current national debates on immigration, Islamophobia, and anti-Muslim violence. In addition to her scholarly contributions, Grewal is an advocate for equity and inclusion in the sciences. She serves on the Diversity, Inclusion, and Equity Committee of DIPHR and is a co-chair of the STEM Leadership Alliance for Women.
It is designed to be user-friendly.
Grewal specializes in utilizing innovative technology to transform the educational experience of students. Her most recent project involved introducing augmented reality (AR) to FSE100: Introduction to Engineering, a foundational course for incoming engineering students. Through the use of the augmented reality development tool Adobe Aero, Grewal guided and challenged her students to create their first AR applications with minimal coding skills. This initiative exemplifies Grewal’s dedication to revolutionizing the learning environment and preparing students for the dynamic and ever-evolving world of engineering.
As a scientist, Grewal is committed to the integrity of research and its impact on public health. She is an effective leader who can see the big picture and focus on what matters most. Her unique path has often led her to take chances that defied societal conventions and professional norms. She credits her education at an all-woman’s college and the mentorship she received from female peers and professors for shaping her career choices.
Conceptual learning involves understanding a subject through its larger context rather than simply memorizing facts. It allows students to apply their existing knowledge to new situations and makes it easier to understand complex issues. It also teaches students to critically evaluate new ideas and circumstances, which can improve their problem-solving abilities. It can help students avoid common pitfalls of rote learning, which is more easily forgettable.
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During the COVID-19 pandemic, Grewal worked tirelessly to ensure that DiPHR employees could continue their scientific work while maintaining critical safety and health functions. Her commitment to the well-being of her colleagues has remained even as she takes on leadership responsibilities in the Division of Intramural Population Health Research. She is particularly keen on ensuring that female scientists are well-supported and able to thrive in their careers. She has been a leading voice for this in NICHD and the Department of Health and Human Services.
It is a self-study tool.
When it comes to self-study, conceptual learning is a great way to cultivate a deeper understanding of a subject. Instead of simply memorizing facts, this type of learning encourages students to think about the larger picture and apply what they know to new situations. This method is much more effective than rote learning, which relies on repetition to recall facts and is less likely to lead to long-term retention.
In the early 90s, Grewal enrolled at Smith College, an all-women’s liberal arts school in Northampton, Massachusetts, on a full scholarship. There, she learned about epidemiology and its connection to human health. This knowledge would have a profound impact on her future career choices. She left the institution with a Bachelor of Arts magna cum laude in economics but felt unsatisfied. She wanted to see how her skills could make a difference in the real world, and that is when she decided to pursue a Master of Public Health degree.
In addition to developing her engineering leadership skills, Grewal has pioneered innovative ways to teach concepts in her Fulton School courses. For example, she recently integrated Augmented Reality technology into FSE100, a system designed to introduce first-year students to engineering principles and problem-solving methods. This hands-on approach not only introduced students to a new tool but also helped them develop their capacity for design innovation.
