GenChem ABOR Learner-Centered Education 2009 General Chemistry Redesign Department of Chemistry...
-
Upload
seth-romero -
Category
Documents
-
view
216 -
download
2
Transcript of GenChem ABOR Learner-Centered Education 2009 General Chemistry Redesign Department of Chemistry...
GenChem
ABOR Learner-Centered Education
2009
General Chemistry Redesign
Department of ChemistryUniversity of Arizona
GenChemDevelopers
Chemical Education Committee
Steve BrownAndy Grall
Anne PadiasJohn Pollard
Vicente TalanquerWayne Wesolowski
Support
Graduate Teaching AssistantsTeaching Service Office
Prep Room
GenChem
In the summer of 2007, our team started working in the redesign of the two-semester General
Chemistry sequence for science and engineering majors to address the following problems:
The Problems
Weak correlation between the lecture and the laboratory courses. Lack of consistency among the different instructors. Limited contact between TAs and lecture instructors. Use of traditional lecture format to teach the courses. Very large discussion sections (~150 students). Lack of systematic, valid, and reliable assessment tools.
GenChem
1. Combine the lecture-lab courses into one.
Course(4 credits) ~288
Lab/Discussion
Instructor
TA
Better correlation (same students in lecture and labs;
clear association of TAs and instructors); More effective discussions; More efficient use of instructors’ and TAs’ time;
The Proposal
GenChem
2. Homogenize the curriculum and the assessment practices among all course sections.
Unit 1
Unit 2
Unit 3
Unit 4
Common Diagnostic
Exam
Common FinalExam
Common Partial Exams
Lecture
Lab
Common report structure, practicals, and rubrics.
The Proposal
Common on-line
homework system
Common Guiding
Notes
GenChem
3. As mandated by the ABOR-LCE initiative, create a more leaner-centered environment in which students take more ownership in their own learning (active participation).
The Proposal
Collaborative small group work;
Guided inquiry activities and experiments;
Whole class interactions.
GenChemTimeline
Pilot Test
Spring 2008 Off-sequence First Semester CHEM 151 (3 lecture sections).
Full Phase I
Fall 2008 On-sequence First Semester CHEM 151 (7 lecture sections).
Off-sequence Second Semester CHEM 152 (2 lecture sections).
Full Phase II
Spring 2009 CHEM 151/CHEM 152
GenChemProducts
Redesigned sequence; trimmed content; Common power point guides for first semester; On-line homework problem sets; Common diagnostic and four midterm exams;
Lecture
Revised/Adapted experiments; Common power point lab/discussion guides; Additional experiment notes; Revised lab manual; Common midterm and final practical exams;
Laboratory
GenChemImpact on Learning
CHEM 151
Total # of Students
Diagnostic Final Exam ACS
Traditional
2006-2007
3703 46.7% (SD = 17.7)
54.0%(SD = 16.3)
Reformed
Spring-Fall 08
2128 43.8%
(SD = 14.8)
59.3%(SD = 15.1)
CHEM 152
Total # of Students
Final Exam ACS
Traditional
2006-2007 (off-sequence)
540 45.2%(SD = 7.69)
Reformed-Pilot
Fall 2008 (off-sequence)
346 49.9%(SD = 11.6)
GenChemImpact on Performance
Average Grade: 67.1% to 70.7%
GenChemImpact on Performance
Average Grade: 64.4% to 68.1%
GenChemImproved Retention
From 11.4% to 6.5% in CHEM 151.From 14.4% to 4.8% in CHEM 152.
Failing Rates
Withdrawal Rates
From 6.49% to 4.96% in CHEM 151.From 8.86% to 6.31% in CHEM 152.
We have not been able to assess the impact of the transformation on drop rates in a reliable way given
the types of enrollment data collected by the UA.
GenChemImpact on Cost Savings
Major cost savings were associated with the reduction in the number of course planning and student contact hours for faculty and lecturers.
Planning and assessment time reduction: Common set of lecture notes, lab presentations, and multiple choice exams.
Contact hours reduction: Graduate teaching assistants are now responsible for teaching the discussion sessions for the General Chemistry courses (integrated into the laboratory time).
GenChemPedagogical Improvements
A variety of on-line interactive simulations were made available to instructors and students to
facilitate in-class activities and discussions. Laboratory activities were modified to create more opportunities for students to design experiments. In-classroom collaborative group activities were created/adapted and incorporated into the common weekly lecture and laboratory notes. Development and implementation of common midterm and final exams based on a common set of
learning objectives for the two courses.
GenChem
Team work highlighted the importance of having regular academic meetings to discuss different ideas and points of view about how to best teach the different topics.
The development team has faced challenges in how to train and better support the work of new instructors and graduate teaching assistants who were not involved in the development of the project. The team recognized the importance of assigning course leaders who could help support the work of everyone involved.
Implementation Issues
GenChem
One of the major lessons learned during the implementation of the project is the central role that
graduate teaching assistants play in the implementation and success of the new model.
Observations of student work in the laboratory suggest that the seamless integration of experimental work and discussion sessions is a challenge for most graduate teaching assistants. The development team
is currently discussing and exploring different options to solve this problem.
Implementation Issues
GenChemSustainability
The Department of Chemistry at the University of Arizona fully supports the changes that were implemented
and is committed to provide the resources needed to sustain the project. At this moment, all of the
General Chemistry courses offered by the Department are being taught
following the new format.