Maryland Course Redesign Initiative University of Maryland Eastern

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Maryland Course Redesign Initiative University of Maryland Eastern Shore Pilot Assessment Report: Principles of

Maryland Course Redesign Initiative University of Maryland Eastern Shore Pilot Assessment Report: Principles of Chemistry I Jennifer L. Hearne, Ph. D. May 30, 2008 Tech. Center @ UMBC

Introduction n University of Maryland Eastern Shore MCRI Team at UMES Goals of the

Introduction n University of Maryland Eastern Shore MCRI Team at UMES Goals of the MCRI* u u u Adopt new ways to improve student learning outcomes Demonstrate these improvements through rigorous assessment Reduce institutional costs Free up instructional resources for other purposes Develop the internal capacity of USM Faculty and Staff to continue the redesign process *as stated in Call to Participate

Topics of Discussion n Principles of Chemistry I n Redesign Strategy n Pilot Project

Topics of Discussion n Principles of Chemistry I n Redesign Strategy n Pilot Project Assessment u u u n Results Implementation Issues Revisions Full Implementation Strategy

Principles of Chemistry I n Goals u u n Basic atomic and molecular theory

Principles of Chemistry I n Goals u u n Basic atomic and molecular theory Nomenclature Reaction stoichiometry Gas laws Population u u Freshman chemistry course for science and health professions majors « 20% of freshman 30 -50 students / section « 73% are freshman « 6% nontraditional

Principles of Chemistry I n Tradition Delivery u u n Lecture format 3 -50

Principles of Chemistry I n Tradition Delivery u u n Lecture format 3 -50 minute lectures / week 3 professors / semester 7 sections / academic year Academic issues u u Inconsistent knowledge of students Poor retention of material 55. 1% student retention rate Lack of coordination among professors « Course drift « Inconsistent learning outcomes

Redesign Strategy: Replacement Model n Principle #1: Redesign the whole course. u Chemistry 111

Redesign Strategy: Replacement Model n Principle #1: Redesign the whole course. u Chemistry 111 E u Two lecture sections / semester u One 75 -minute lecture / week u 75 -minute recitation (aka Resuscitation) u 2 hours in the Chemistry Computer Lab using Cengage. NOW or studying

Redesign Strategy: Replacement Model n Principle #2: Encourage active learning. u Cengage. NOW includes

Redesign Strategy: Replacement Model n Principle #2: Encourage active learning. u Cengage. NOW includes tutorials and exercises that may be repeated in an attempt to earn a perfect score u Recitation u Competitions

Redesign Strategy: Replacement Model n Principle #3: Provide students with individualized assistance. u Chemistry

Redesign Strategy: Replacement Model n Principle #3: Provide students with individualized assistance. u Chemistry 111 E Computer Lab « Staffed by Undergraduate Learning Assistants (ULAs) and Learning Assistants (LAs) u Recitation « Informal atmosphere « Exercise driven

Redesign Strategy: Replacement Model n Principle #4: Build in ongoing assessment and prompt (automatic)

Redesign Strategy: Replacement Model n Principle #4: Build in ongoing assessment and prompt (automatic) feedback. u Features of Cengage. NOW « Student time and progress « Hints « Provides solutions « Instantaneous grading u Cumulative grade posted each Monday

Redesign Strategy: Replacement Model n Principle #5: Ensure time on task and monitor student

Redesign Strategy: Replacement Model n Principle #5: Ensure time on task and monitor student progress. u Cengage. NOW monitors a student’s activity u ULAs/LA monitor students’ time-on-task

Pilot Project Assessment Offering Total Population n. Did not meet First Math pre/cochemistry requisite

Pilot Project Assessment Offering Total Population n. Did not meet First Math pre/cochemistry requisite course n. Enrolled in Fund. reading, writing, and math Traditional MWF 11: 0011: 50 am 33 82% Freshman 82% Black, 4% Latino 25% Nontraditional 25% First generation college n 21. 4% Pilot MW 2 -3: 50 pm 76 54% Freshman 84% Black, 4% Latino 29% Nontraditional 25% First generation college n 10. 7% n 7. 1% n 17. 9% 7. 1%

Pilot Project Assessment A Traditional B C D F W 12. 1% 18. 2%

Pilot Project Assessment A Traditional B C D F W 12. 1% 18. 2% 24. 2% 18. 2% 21. 2% 6. 1% Redesigned 17. 2% 31. 3% 17. 2% 15. 8% 5. 7% A-C A-D 54. 5% 72. 7% 14. 1% 65. 6% 81. 3%

n Successes u u u Pilot Project Assessment Covered more material Increased the percentage

n Successes u u u Pilot Project Assessment Covered more material Increased the percentage of A-C grades (11. 1%) Attitude improvement « Recitation « LA/ULA « Cell phone – text messaging n Class size n Pre/co-requisites

Students voted… n n n “One-on-one help in computer lab is beneficial to me-I

Students voted… n n n “One-on-one help in computer lab is beneficial to me-I like TNOW. ” “I like the Wednesday Recitation aka “Resuscitation” – it is a great informal review. ” “The TA is AWESOME!” “We only have to come once a week if we are passing-that’s cool. ” “I like the Blackboard notes, that there is always a TA to help with TNOW and study notes in the lab, and NO CLASS on FRIDAYS!” “I like having help all the time-you or Amakoe are always around and care about us. ” …they liked it!

n Implementation Issues Greatest challenges u Computers in the lab did not function properly

n Implementation Issues Greatest challenges u Computers in the lab did not function properly u Funding for a computer lab u Math and reading skills of students u Text u Knowledge of computers

Implementation Issues n Reaction from colleagues u “I don’t have to teach this way.

Implementation Issues n Reaction from colleagues u “I don’t have to teach this way. ” u “I won’t teach this class. ” u “How will I get credit for teaching a large? It doesn’t matter how many students I teach; the number of credits is what counts. ”

Implementation Issues n n Department support u Receptive of new methods and materials Institutional

Implementation Issues n n Department support u Receptive of new methods and materials Institutional support u Contract approval of LA/ULA u Funding

Revisions n HH 3073 block schedule n In-class exercises n Two online quizzes /

Revisions n HH 3073 block schedule n In-class exercises n Two online quizzes / chapter n Time allocation for Cengage. NOW n Pre/co-requisite enforcement u u n Math 109 No concurrent enrollment in fundamentals of reading and writing Include mathematical exercises

Steps to Full Implementation n Instructional conference u u Blackboard & Cengage. NOW Revision

Steps to Full Implementation n Instructional conference u u Blackboard & Cengage. NOW Revision and distribution of materials n Custom textbook n Increase Cengage. NOW assignments n Develop web-based quizzes n n 50 minute lecture (M), 50 minute recitation (W) Additional ULAs

Acknowledgements n n n Amakoe Ajavon – Learning Assistant Allie Bryant – Cengage Publishing

Acknowledgements n n n Amakoe Ajavon – Learning Assistant Allie Bryant – Cengage Publishing Krystal Esoga – Undergraduate Learning Assistant Drs. Kelly M. Mack and Joseph M. Okoh – MARC / MBRS Co-Principle and Principle Investigators Don Spicer & Nancy Shapiro Carol Twigg &Carolyn Jarmon

Good morning Dr. Hearne, I am writing to remind you of how awesome of

Good morning Dr. Hearne, I am writing to remind you of how awesome of a job you did this semester in teaching Chemistry. There was no way I could have predicted an A in this class, of all classes. Thanks to you, your plan, Lenny, Christal, and TNOW. This approach to chemistry is different, unique, and learner friendly. However, it still requires a lot of work, time, and commitment. I applaud the way you handle a very large group with dignity, compassion to teach, compassion to know if your students have grasped the concept and knowledge, and zero tolerance of classroom disruptions. You are a perfect model of how past, present, and future Professors should be. Keep up the Good Work. May you and this program in chemistry continue to grow and be successful. Thank you Jerry Tucker