Kathy Asala Richard Jew Susan Michael Kate Popejoy CHEM 1251 Redesign Kathy Asala Richard Jew Susan Michael Kate Popejoy

Traditional CHEM 1251 Lecture – 180 students in lecture hall Problem Session – led by instructor in lecture hall with all students Common Exams – grade depends on exam scores Goals of Redesign: Lower DFW % Increase retention of material Improve student satisfaction with course

Tailoring Redesign to CHEM 1251 Pre-Lecture Videos – introduce basic concepts Video Assessments – accountability for videos Streamlined Lecture – higher-level, application-driven environment assumes knowledge from videos TASL – develop individual problem solving approach Online Homework – reinforces individual mastery Problem Solving Videos – models problem solving

Team Approach to Successful Learning (TASL) Workshops

Team Approach to Successful Learning (TASL) Workshops in CHEM 1251 in Spring 2011 First Implementation: UCOL Faculty Fellows Grant 173 Students in CHEM 1251-001 Weekly, collaborative, small group workshops in addition to lecture and problem session 75 minute workshops of 16-20 students facilitated by an Undergraduate Learning Coach (LC); 5 Learning Coaches hired Written assignments completed in small groups composed 12.5% of overall course grade

Training of Learning Coaches: CHEM 4095 Learning Coaches enrolled in CHEM 4095: Topics for Teachers 1 credit seminar course met weekly for 75 minutes Led 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 skills basic learning theory current CHEM 1251 content orchestrating discourse among students about concepts while addressing students’ alternate conceptions challenging students to accept and share responsibility for their own learning

Training of Learning Coaches: CHEM 4095 Discussion forum Each LC posts a response to the week’s reading assignment. Weekly journal entry LCs post their thoughts about that week’s workshops In-person discussion LCs identify different aspects of that week’s topics in their own workshops. Workshop troubleshooting Personnel management, grading issues, attendance issues TASL Assignment work-through TASL Assignment editing

Learning Coaches’ Perspectives: Taras Grinchak

Learning Coaches’ Perspectives: Taras Grinchak 62 76.5 81 90 81.5

Performance Comparison for Dr Performance Comparison for Dr. Asala’s S10 (Traditional) and S11 (TASL) Sections Performance Measurement Spring 2010 (n=170) Spring 2011 (n=172) Passed class with grade of C or better 52 82 * Grade of D or F 79 53 Withdrew from course 39 37 Number of students taking final exam 120 126 Average final exam score (200 points) 105 125 ** * p = .0009 d = 0.3646 ** p = .00001 d = 0.5294

S11 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%

Fall 2011 CHEM 1251 TASL Workshops offered to four sections (735 students), 8 workshops per section TASL Workshop time built into course schedule in place of problem session – separate alphabetized groups in Moodle CHEM 4095 led by Dr. Popejoy (Science Education Faculty from the College of Education) and Dr. Asala (CHEM 1251 Liaison) 11 Learning Coaches 4 returning and 7 new LCs Represent a variety of majors (BIOL, CHEM, ENGR, PHYS) Each workshop had 20-24 students

Preliminary Comparison of F11 TASL and non-TASL Sections Performance Measurement non-TASL Section (n=185) TASL Section (n=185) Passed class with grade of C or better 81 (19 B) 91 (29 B) Grade of D or F 59 51 Grade of F 36 28 Withdrew from course 45 43 Number of students taking final exam 132 Average final exam score (200 points) 119.3 127.5

F11 Mid-Semester TASL Attitudinal Surveys

F11 Mid-Semester TASL Attitudinal Surveys

F11 Mid-Semester TASL Attitudinal Surveys

Spring 2012 CHEM 1251 TASL Workshops offered to three sections (546 students), 14 workshops per section, separate randomized Moodle groups TASL Workshop time built into course schedule, but students may select for one of four additional times Lectures are M/W or T/R; TASL Workshops are Thursday, Friday, or Monday CHEM 4095 led by Dr. Popejoy (Learning Specialist from College of Education), Dr. Jew (CHEM 1251 Instructor), and Dr. Asala (CHEM 1251 Liaison) 18 Learning Coaches 6 returning LCs (2 workshops each), 9 new LCs (2 workshops each), 3 Graduate LCs (4 workshops each) Each workshop has 11-16 students All classrooms have internet/SmartPodium access

Spring 2012 CHEM 4095 Teams of Learning Coaches Pair up new LCs with returning LC mentors Returning LCs respond to new LC Discussion postings Interactive Learning Tools (ILTs) Interesting videos or demos to pique interest Mnemonics or visualization software to help explain concepts Smaller group discussions to benefit new and returning Learning Coaches

TASL Challenges Workshop Size – accountability, recitation vs. workshop Student Motivation – how to earn student buy-in, probing and/or leading questions vs. answers Personnel Management – how should peer mentors deal with class clowns, shy students, vocal but misinformed students Workshop Timing – before vs. after lecture, processing time Technology – Moodle groups, gradebook Learning Coach Workload – limit the number of workshops taught by each LC

Redesign Challenges Instructor assignment and schedule building – coordination of early room/course scheduling, staffing sections, and timing of topics in curriculum is crucial Adequate instructor time – large amounts of time are required for preparation and planning beyond teaching and administrative responsibilities Technology – faculty training, faculty buy-in, need for a TechTA and a lead instructor with a reduced teaching load; students can be overwhelmed with technology Money – we need sustainable funding; first TASL and the Resource Room were funded through one-time grants; delayed cost savings through lower DFW rates

Acknowledgments Department of Chemistry Dr. Bernadette Donovan-Merkert Mrs. Stacy Hutchison Mr. Taras Grinchak Mr. Keith Williams College of Education Dean Mary Lynne Calhoun Center for Teaching and Learning Dr. Valorie McAlpin Dr. Jaesoon An Dr. Michael Moore Ms. Melanie Rouse Dr. Garvey Pyke Academic Affairs Provost Joan Lorden University College Dr. John Smail

Pre-Lecture Videos These 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.

Problem 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.

Video Assessments Moodle 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.

Sample Video Assessment

Performance Measurement Performance Comparison for Dr. Jew’s S10 (Traditional) and S11 (Assessment) Sections Performance Measurement S10 (Traditional) S11 (Assessment) % change Average final exam score (200 points possible) 119 135 +8 DFW % 55.0% 53.0% −2.0 DF% 36.3% 24.8% −11.5 W% 18.7% 28.2% +9.5 Improved learning and retention of knowledge Decrease in D/F grades Improved awareness of progress in class

Peer-Led Team Learning (PLTL) Model supported by NSF DUE in 1990s Effective, proven model for teaching undergraduate science City College of New York, University of Rochester, University of Colorado at Boulder PLTL Workshops are interactive, course specific problem- solving sessions Students work in collaborative small-group environments and are led by a specially trained student facilitator Students build conceptual understanding and problem- solving skills 1991: City College of New York revised their introductory chemistry courses 1991 – 1998: Expanded to a national activity at 30 colleges and universities and involving more than 50 faculty members 1999: NSF National Dissemination Grant in to broaden the chemistry participation and to extend the model to other STEM disciplines

Team 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 learn Trained to facilitate the workshops in CHEM 4095 CHEM 1251-001 Students (173 students) Each week, students worked collaboratively in small groups on a written TASL Assignment for 75 minutes. Received an internal grant (2010-2011 UCOL Faculty Fellows Program) for a pilot program in Spring 2011 TASL Assignments contributed to 12.5% of the course grade.

Mid-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 Instruction Great idea: 34% helpful, great idea, 100 points could really help your grade for the class

Mid-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 tests Great idea! Comfortable asking questions Like small group setting; one-on-one assistance Helped more than expected Better than Supplemental Instruction (SI) Forces you to study Get to know people in the class

Mid-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!”