Presentation on theme: "Demonstration of Teaching-As-Research Through Formative Survey of Student Learning Outcome in an Organic Chemistry Class Presenter: Yakini Brandy Project."— Presentation transcript:
1Demonstration of Teaching-As-Research Through Formative Survey of Student Learning Outcome in an Organic Chemistry ClassPresenter: Yakini BrandyProject Advisor: Dr. Folahan O. AyorindeHoward University Symposium
2Cartoon Illustrating Today’s Students Adopted from: (Sept. 06, 2006)
3The CIRTL NETWORK Center for the Integration of Research, Teaching, and Learning (CIRTL) Howard UniversityMichigan State UniversityTexas A&M UniversityUniversity of Colorado at BoulderUniversity of Wisconsin-MadisonVanderbilt UniversityMission:To enhance the Professional Development of Graduate Students and develop a national STEM faculty committed to advancing effective teaching practices for diverse student audiences
4Technology and Teaching The CIRTL NetworkEnhances the development of STEM graduate students and faculty byPromoting 3 pillars :Teaching-as-Research (TAR)Learning CommunitiesLearning-through-Diversity
5Steps in the TAR Process Learning foundational knowledgeCreating objectives for student learningDeveloping an hypothesis for practices to achieve the learning objectivesDefining measures of successDeveloping and implementing teaching practices within an experimental designCollecting and analyzing dataReflecting, evaluating, and iterating
6Project ObjectiveTo use and apply the TAR steps in generating a project that involves the use of technology to enhance teaching and learning.To conduct weekly surveys to integrate technology into pedagogy in an undergraduate organic chemistry class of 60 students.To use the data obtained as guidance in the re-lecture of a specific concept and to monitor students’ progress.
7Project ExperimentalLectures were conducted on a specific chapter during the week.The learning objectives were used to compose learning outcome surveys.Each student rated the survey questions based on how much knowledge they gained on a concept.Data were analyzed and findings were shared with the professor.Professor used initial surveys as guidance in the following week’s lecture: concepts were revisited if less than 80% of the students accomplished that learning objective.
9Upon successful completion of this chapter, you should be able to, Identify enolate anionsKnow which compounds can form enolate anionsKnow how to form enolate anionsIdentify enolsKnow how to use enolate anions as nucleophiles to form new carbon-carbon bondsKnow how to use enolate anions to synthesize alpha-bromo aldehydes, ketones, and estersKnow the relative acidity of organic compoundsKnow factors that affect the relative acidity of organic compoundsKnow the relationship between pka and acidityKnow what the Hell-Volhard-Zelinskii reaction isKnow what the malonic ester synthesis isKnow what the acetoacetic ester synthesis isAn Example of a Chapter ObjectivesOutlined by the Professor
14Conclusion TAR can be used to enhance students’ learning outcomes. Effort should be made to inform students of the importance of maintaining survey integrity.The survey project is still ongoing in the organic chemistry class to improve the teaching practices and learning experience of the students and professors.
15Acknowledgments Dr. Folahan O. Ayorinde Shemelis Hailu Pogisego Dinake CIRTL NetworkNSF