ABOR Learner-Centered Education Course Redesign Initiative Workshop IV
ABOR Learner-Centered Education Course Redesign Initiative Workshop IV Final Report April 2, 2009 Department of Chemistry and Biochemistry General Chemistry ASU Pam Marks Allan Scruggs Gary Cabirac General Chemistry Redesign 4
Courses: 2640 + 1800 Enrolled CHM 101 Non-science Majors/ Allied Health CHM 113 / 116 2-Semester Sequence for Science Majors CHM 114 Course for Engineering Majors Changes and Results of the Course Redesign CHANGES RESULTS
Problems Cost with old course design Savings Retention Solutions Photos of redesigned collaboration area New Function of
recitation TAs Online HW Prelab Activities Learning gains known so far Survey results Problems with Old Course Design
Recitation Each lab TA ran a recitation for 50 minutes at the beginning of the 3-hr lab. Nothing cohesive among TAs inconsistent activities Sometimes little TA preparation or taught on the fly Homework Not graded so only some students did the homework Lecture okay (Many faculty use a learner-centered
approach with consistent coverage across sections.) Lab Guided inquiry, but students had trouble making connections to lecture concepts Underlying Factors Students did not know how to use out-ofclass time effectively. Poor long-term memory of concepts Students had difficulty connecting lecture and lab concepts 25-40% DFW rate Some lab TAs didnt know what was happening in the lecture class; couldnt help.
Solutions Designed a new recitation room Developed structured weekly guided inquiry activities for all courses. Incorporated online homework in all courses Added a pre-lab component to the lab Solutions The Redesigned Recitation Room We overhauled a poor-quality octagonal classroom/low ceiling Traded it for our previous monopoly of six smaller classrooms (w/capacity of 24)
Our Redesign $$$ leveraged 10x more from university and Steelcase Company. Built a quality, multimedia, collaborative learning room to accommodate ~70 students Solutions New Guided-Inquiry Recitation Activities Structured activities written by faculty and facilitated by 2 instructors / 60-70 students Activities designed to develop concepts for deeper and longer-term understanding and for visuallization. Recitation Instructors: a graduate TA or faculty instructor devoted to facilitating 6-8 recitations of 50 minutes.
Reason for Success with Fewer TAs w/ 72 students (2 not 3) Collaborative work in tables of 6 promoted discussion among students. The scripted guided-inquiry activity was written by a faculty member of each course. Solutions Lab TAs can teach more:
Less time/lab and no prep for recitation Not required to attend lecture From 6 hr to 8 hr (from 2 labs to 4 labs with no rec.) Fewer Lab TAs needed Old Recitation Room FULL IMPLEMENTATION The New Recitation Room
Soln: Recitation Instructors Function as Facilitators Student Impressions New Classroom Its different... the layout. Nice seating and visual aids. Its cool to work across the table and interact with everyone and learn from each other. Interview- Student
Old Classroom In the traditional classroom, students did not sit in teams, which made it difficult for them to engage in peer learning. Student Impressions New Classroom We can throw our stuff up there [digital projection on the wall]
if we want to. Interview- Student Old Classroom Its very different from the other recitations. [In the previous recitation classroom] it was just the TA talking, then everyone working on their own instead of working in a group.
-Interview- Student Online Homework Introductory Chemistry (nonscience majors) ARIS/CONNECT Online Homework 5-10% of grade General Chemistry and Engineering
Chemistry MasteringChemistry 9-12% of grade Online Homework Laboratory Modifications Lab is now a 2-hour block with no recitation. Pre-lab activities are now assigned to students. Pre-lab activities include:
Online research Problems that help students make connections to lecture Students proposal for a procedure Cost Savings Due to a change in the way recitation occurred: 2/3 as many TAs needed for recitation in new format 24% decrease in overall number of TAs (101 to 77) TA Cost: Salary + tuition + benefits $33,421 x 24 TA lines = $802,000 saved annually Substituting
5 full-time instructors at the Masters level for 8.5 TAs working 50% time. We gained equivalent of + 1.5 TAs annually At savings of $40,500 annually. Cost of 5 instructors salary + benefits = $51,400 * 5 = $257,000 for instructors vs $297,000 for TAs Total Annual Cost Savings: $802,000 + $40,500 = $842,500 Reduction of teaching assistants was important and desirable The shortage of chemistry graduate students had resulted in hiring some graduate students outside our department to staff the general chemistry program. This situation provided uncertainty
in quality control of teaching assistants for students enrolled in our introductory chemistry courses. Student Retention Measured with DFW rate W defined: (# taking 1st exam # grades given). Non-Science Majors Course (CHM 101) No pattern of retention DFW Averaged 31% over 3 semesters of Traditional, Pilot, and Full Implementation Recorded change in population from 40%
nursing and kinesiology to below 30% due to Downtown course increased enrollments Science Majors Sem I Course (CHM 113) DFW dropped 4% From 24.1% in Traditional to 19.9% in Redesigned Course Student Learning as measured by common exam questions
Non Science Majors No pattern over three semesters of traditional, pilot, and full implementation Science Majors No common exam questions in the Traditional First implementation semester Only 30-45% of students answering correctly on four of the eight questions Questions selected Fall 08 too factoriented rather than highly conceptual Student Surveys Show Positive Response to Changes Student Surveys
Evaluation of Recitation Activities Understanding Content: Good; ScMaj Course Working in Groups: Good; no difference Use of Technology, Software, & Physical Objects Good Recitation TAs: Good; ScMaj Course Survey about Online Homework: time/wk, attempted, % completion Non-ScMaj Course
Implementation Advantages and Challenges Advantages Faculty know what students are learning in recitation More efficient use of student time / Active learning Increased sense of community inside and outside of class. Better student attitudes / good feedback Cost savings Consistency across courses Challenges during pilot and start of full implementation
Administering new design Computer issues Changes to lab Some TAs and students were resistant to change The Future Modify laboratory experiments and renovate laboratories to create a more collaborative environment. Improve prelabs
Online Interactive / videos / animations Continue to modify recitation activities to take advantage of multimedia environment. The Team Janet Bond-Robinson Project PI, Clinical Professor Ron Briggs Coordinator of General Chemistry Pam Marks Principal Lecturer Shelly Seerley Faculty Instructor Allan Scruggs Lecturer Gary Cabirac Lecturer/ General Chemistry Lab Coordinator Richard Bauer Senior Lecturer, Phoenix campus Holly Huffman Lecturer, Polytechnic campus Recitation Faculty Instructors
Shelly Seerley Heidi McIllwraith Brandon Forest Jim Klemaszewski Sidd Sreekaram Acknowledgements Steelcase / Polyvision Walsh Bros. University Architects Office (UAO) Pedro Chavarriaga Project Manager (UAO) Dominique Laroche (UAO) Judy Case (UAO) Frank Davis Chemistry Electronics Jim Allen Department Associate Chair Bill Petuskey Department Chair
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