Presentation on theme: "Kathy Asala Richard Jew Susan Michael Kate Popejoy"— Presentation transcript:
1Kathy Asala Richard Jew Susan Michael Kate Popejoy CHEM 1251 RedesignKathy AsalaRichard JewSusan MichaelKate Popejoy
2Traditional CHEM 1251 Lecture – 180 students in lecture hall Problem Session – led by instructor in lecture hall with all studentsCommon Exams – grade depends on exam scoresGoals of Redesign:Lower DFW %Increase retention of materialImprove student satisfaction with course
3Tailoring Redesign to CHEM 1251 Pre-Lecture Videos – introduce basic conceptsVideo Assessments – accountability for videosStreamlined Lecture – higher-level, application-driven environment assumes knowledge from videosTASL – develop individual problem solving approachOnline Homework – reinforces individual masteryProblem Solving Videos – models problem solving
4Team Approach to Successful Learning (TASL) Workshops
5Team Approach to Successful Learning (TASL) Workshops in CHEM 1251 in Spring 2011 First Implementation: UCOL Faculty Fellows Grant173 Students in CHEMWeekly, collaborative, small group workshops in addition to lecture and problem session75 minute workshops of students facilitated by an Undergraduate Learning Coach (LC); 5 Learning Coaches hiredWritten assignments completed in small groups composed 12.5% of overall course grade
6Training of Learning Coaches: CHEM 4095 Learning Coaches enrolled in CHEM 4095: Topics for Teachers1 credit seminar course met weekly for 75 minutesLed by Dr. Popejoy (Science Education Faculty from the College of Education) and Dr. Asala (CHEM 1251 Instructor)Discuss best practices in science learning, teaching and pedagogy. Topics included:development of guided inquiry skillsbasic learning theorycurrent CHEM 1251 contentorchestrating discourse among students about concepts while addressing students’ alternate conceptionschallenging students to accept and share responsibility for their own learning
7Training of Learning Coaches: CHEM 4095 Discussion forumEach LC posts a response to the week’s reading assignment.Weekly journal entryLCs post their thoughts about that week’s workshopsIn-person discussionLCs identify different aspects of that week’s topics in their own workshops.Workshop troubleshootingPersonnel management, grading issues, attendance issuesTASL Assignment work-throughTASL Assignment editing
10Performance Comparison for Dr Performance Comparison for Dr. Asala’s S10 (Traditional) and S11 (TASL) SectionsPerformance MeasurementSpring 2010 (n=170)Spring 2011 (n=172)Passed class with grade of C or better5282 *Grade of D or F7953Withdrew from course3937Number of students taking final exam120126Average final exam score (200 points)105125 *** p = d =** p = d =
11S11 Mid-Semester Evaluation of TASL Workshops Initial reaction to participating in TASL:Unfavorable: 66%Great idea: 34%After 5 weeks, is TASL beneficial?Yes: 100 %Has TASL had a positive influence on your learning in CHEM 1251?Yes: 98%No: 2%
12Fall 2011 CHEM 1251TASL Workshops offered to four sections (735 students), 8 workshops per sectionTASL Workshop time built into course schedule in place of problem session – separate alphabetized groups in MoodleCHEM 4095 led by Dr. Popejoy (Science Education Faculty from the College of Education) and Dr. Asala (CHEM 1251 Liaison)11 Learning Coaches4 returning and 7 new LCsRepresent a variety of majors (BIOL, CHEM, ENGR, PHYS)Each workshop had students
13Preliminary Comparison of F11 TASL and non-TASL Sections Performance Measurementnon-TASL Section (n=185)TASL Section (n=185)Passed class with grade of C or better81(19 B)91(29 B)Grade of D or F5951Grade of F3628Withdrew from course4543Number of students taking final exam132Average final exam score (200 points)119.3127.5
17Spring 2012 CHEM 1251TASL Workshops offered to three sections (546 students), 14 workshops per section, separate randomized Moodle groupsTASL Workshop time built into course schedule, but students may select for one of four additional timesLectures are M/W or T/R; TASL Workshops are Thursday, Friday, or MondayCHEM 4095 led by Dr. Popejoy (Learning Specialist from College of Education), Dr. Jew (CHEM 1251 Instructor), and Dr. Asala (CHEM 1251 Liaison)18 Learning Coaches6 returning LCs (2 workshops each), 9 new LCs (2 workshops each), 3 Graduate LCs (4 workshops each)Each workshop has studentsAll classrooms have internet/SmartPodium access
18Spring 2012 CHEM 4095 Teams of Learning Coaches Pair up new LCs with returning LC mentorsReturning LCs respond to new LC Discussion postingsInteractive Learning Tools (ILTs)Interesting videos or demos to pique interestMnemonics or visualization software to help explain conceptsSmaller group discussions to benefit new and returning Learning Coaches
19TASL ChallengesWorkshop Size – accountability, recitation vs. workshopStudent Motivation – how to earn student buy-in, probing and/or leading questions vs. answersPersonnel Management – how should peer mentors deal with class clowns, shy students, vocal but misinformed studentsWorkshop Timing – before vs. after lecture, processing timeTechnology – Moodle groups, gradebookLearning Coach Workload – limit the number of workshops taught by each LC
20Redesign ChallengesInstructor assignment and schedule building – coordination of early room/course scheduling, staffing sections, and timing of topics in curriculum is crucialAdequate instructor time – large amounts of time are required for preparation and planning beyond teaching and administrative responsibilitiesTechnology – faculty training, faculty buy-in, need for a TechTA and a lead instructor with a reduced teaching load; students can be overwhelmed with technologyMoney – we need sustainable funding; first TASL and the Resource Room were funded through one-time grants; delayed cost savings through lower DFW rates
21Acknowledgments Department of Chemistry Dr. Bernadette Donovan-Merkert Mrs. Stacy HutchisonMr. Taras GrinchakMr. Keith WilliamsCollege of EducationDean Mary Lynne CalhounCenter for Teaching and LearningDr. Valorie McAlpinDr. Jaesoon AnDr. Michael MooreMs. Melanie RouseDr. Garvey PykeAcademic AffairsProvost Joan LordenUniversity CollegeDr. John Smail
22Pre-Lecture VideosThese videos help focus students on the most basic but essential information in preparing for lecture.Animation of concepts helps students picture hard-to-envision concepts at the microscale level.Students can watch repeatedly until they achieve mastery of the topic.
23Problem Solving Videos These videos guide students through step-by-step explanations to connect problem solving methods to conceptual ideas.Students can watch these videos repeatedly for sample demonstrations when working book or online homework problems.
24Video AssessmentsMoodle Quizzes are used to hold students accountable for understanding and mastering video content.Allows students opportunities to repeat the quiz until they succeed.Low stakes quizzing: 3-5 questions per quiz focus on the most important learning goals.Weekly quizzes enforce time-on-task for students.
26Performance Measurement Performance Comparison for Dr. Jew’s S10 (Traditional) and S11 (Assessment) SectionsPerformance MeasurementS10(Traditional)S11(Assessment)% changeAverage final exam score (200 points possible)119135+8DFW %55.0%53.0%−2.0DF%36.3%24.8%−11.5W%18.7%28.2%+9.5Improved learning and retention of knowledgeDecrease in D/F gradesImproved awareness of progress in class
27Peer-Led Team Learning (PLTL) Model supported by NSF DUE in 1990sEffective, proven model for teaching undergraduate scienceCity College of New York, University of Rochester, University of Colorado at BoulderPLTL Workshops are interactive, course specific problem- solving sessionsStudents work in collaborative small-group environments and are led by a specially trained student facilitatorStudents build conceptual understanding and problem- solving skills1991: City College of New York revised their introductory chemistry courses1991 – 1998: Expanded to a national activity at 30 colleges and universities and involving more than 50 faculty members1999: NSF National Dissemination Grant in to broaden the chemistry participation and to extend the model to other STEM disciplines
28Team Approach to Successful Learning (TASL) Workshops in CHEM 1251 in Spring 2011 Participants:CHEM 1251 Instructor (Dr. Kathy Asala)Science education specialist (Dr. Kate Popejoy, Assistant Professor of Science Education, CoED)Peer leaders: Learning Coaches (5 LCs in S11)Students who have successfully completed CHEM 1251 and expressed an interest in helping their peers learnTrained to facilitate the workshops in CHEM 4095CHEM Students (173 students)Each week, students worked collaboratively in small groups on a written TASL Assignment for 75 minutes.Received an internal grant ( UCOL Faculty Fellows Program) for a pilot program in Spring 2011TASL Assignments contributed to 12.5% of the course grade.
29Mid-Semester Evaluation of TASL Workshops Describe your initial reaction to participating in TASL workshops as they were described in the syllabus or during class the first week of the semester.Unfavorable: 66%waste of time, inconvenient, going to be similar to Supplemental InstructionGreat idea: 34%helpful, great idea, 100 points could really help your grade for the class
30Mid-Semester Evaluation of TASL Workshops (cont’d) Describe your reaction now since participating in the workshops for five weeks.100% of respondents recognized that the workshops are beneficial:Improved on quizzes and testsGreat idea!Comfortable asking questionsLike small group setting; one-on-one assistanceHelped more than expectedBetter than Supplemental Instruction (SI)Forces you to studyGet to know people in the class
31Mid-Semester Evaluation of TASL Workshops (cont’d) Educational research demonstrates that explaining concepts or problem-solving techniques to someone else is one of the most effective ways to learn. Do you feel that the TASL workshop setting has allowed you to teach and learn chemistry concepts with other students and had a positive influence on your own learning?No: 2%Yes: 98%“TASL gives students hope!”