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Jen Krumper and Carribeth Bliem - Chemistry

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Less Lecturing, More Learning Jen Krumper and Carribeth Bliem - Chemistry Viji Sathy - Psychology CFE Faculty Showcase 2012 Pilot data: Chem 101 (Summer) The ... – PowerPoint PPT presentation

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Title: Jen Krumper and Carribeth Bliem - Chemistry


1
Less Lecturing, More Learning
  • Jen Krumper and Carribeth Bliem - Chemistry
  • Viji Sathy - Psychology
  • CFE Faculty Showcase 2012

2
  • I enjoyed the videos . They allowed the
    student to learn the material at their own pace.
    In-class problems allowed the teacher and the
    students better interaction with regards to
    difficult concepts.
  • Chem 101 Student Summer 12

3
  • In addition, though, I think homework should
    still be assigned, as in-class work has the
    downfall of giving the illusion of understanding
    when in actuality there is simply the
    understanding of how someone else did the
    problem.
  • I thought the in-class problem-solving was
    incredibly useful. Frankly, I wish my department
    would do the same as I find it to be incredibly
    effective.

4
  • I really liked the group assignments because it
    forced you to work problems in class (and it gave
    you a way to meet people).
  • The videos were a good intro to the lectures.
    While I may not have understood everything
    watching the video the night before, the concepts
    were reinforced the next day in class.
  • -Chem 101 Student Summer 12

5
  • The structure of the course was great for me. I
    found it very helpful to be required to look
    ahead before each days class and to be expected
    to complete problems every day.
  • -Chem 101 Student Summer 12

6
Overview
  • Motivation for change to courses
  • Does less lecture more learning?
  • Why lecture less? Existing literature
  • Our efforts to add to what has been demonstrated
  • Implementation through support of CFE grant
  • Initial impressions, preliminary feedback
  • QA/Discussion

7
Motivation Psyc 210
  • Managing
  • Variety of starting points in statistics course
  • Variety of levels of comfort/anxiety about
    statistics
  • Engaging
  • As many students as possible in a core pre-req
    course
  • Incorporating
  • More practice, authentic work

8
Chem 101 Motivation A Strange Observation
  • A disproportionate of low grades in Chem262
    were going to URM students.

Checking with the registrar, the trend held
throughout our chemistry curriculum.
9
Lecture Less? An Evidence-Based Approach
10
Got Lecture? Top 3 Reasons to Lose It
  • Lectures can turn students to passive observers.
  • Participation ? Learning, Accountability
  • Ability to retain info only in 10-20 minute
    chunks.
  • Pauses, change-up activites ? Learning
  • Better use of class time

11
Structured Learning Opportunities In Our
Classrooms
  • classroom response systems (clickers),
  • in-class group work,
  • peer mentoring, and
  • online content delivery techniques

12
Outcomes
  • Student achievement/academic performance
  • Problem Solving Skills
  • Student engagement
  • Student attitudes
  • Persistence
  • Retention
  • Closing achievement gap
  • Large body of research over 20 years related to a
    variety of methods

13
Research Classroom Response Systems
  • Clicker research mixed in achievement, highly
    positive in student attitudes
  • Example Preszler et al. (2007)
  • 71 said it they strongly agreed or agreed that
    it influenced their attendance
  • 70 said it they strongly agreed or agreed that
    it improved their understanding
  • 62 said they would recommend a clicker class
  • From Preszler,R.W., Dawe, A., Shuster, C. B., and
    Shuster, M. (2007). Assessment of the effeects of
    student response systems on student learning and
    attitudes over a broad range of biology courses.
    CBE-Life Sciences Education.

14
Research Group Work/Cooperative Learning
  • What constitutes cooperative learning?
  • 1. Positive interdependence 2. Face-to-Face
    interaction 3. Individual accountability 4.
    Interpersonal skills 5. Group processing

Bowen, C. (2000) A Quantitative Literature Review
of Cooperative Learning Effect. Journal of
Chemistry Education
15
Research Online Content Delivery
  • Relatively new area of research
  • Gaining interest but possibly most controversial
    of methods
  • Our attempt to learn more about this method

16
A Chemistry Experiment
17
Pilot High Structure Chem 262 Class (Sp12)
  • Replaced 1 lecture with online video.
  • Instead, used CRS PLTL in class 1 day/week.
  • Grade data inconclusive, but some THMs
  • Students comment that high attendance matters!
  • Course evaluations mixed bag
  • Poll results

18
(No Transcript)
19
Late-Semester In-Class Poll (n 105)
  • If you were designing this class, would you
  • Keep the structure as it is. (22)
  • Turn Wednesdays back into straight lectures (no
    quizzes, no problem sets) (10)
  • Use the same structure, but students choose own
    working groups. (25)
  • Modify the structure to do a little bit of
    problem solving every day. (43)

20
The General Chemistry Experience
  • CHEM 101 (3 credit hr)
  • MWF 50-min class or TTh 75-min class
  • Sections of 200-400 students each
  • Nearly 1600 students every academic year

Question How to test Structured-Learning model
in this context?
21
Experiment Goals
  • Evaluate Structured-Learning model on several
    dimensions
  • Level of student engagement
  • Sense of community collaboration
  • Performance
  • Retention in STEM major

22
Data Collection
  • Surveys
  • Compare SL sections with Lecture-only sections
  • Performance on common exams
  • Compare SL with archived exam data
  • Longitudinal study of retention in STEM major
  • Follow SL students into future

23
Baseline data Chem 101, F11
Asian/ Caucasian URM
How often did you come to class without completing the readings or assignments? (1often) 2.79 2.51
How important were conceptual questions discussed in class to your understanding? (1 very important) 2.77 2.39
How important was the Resource Center to your understanding? (1 very important) 3.38 2.90
24
101 Course Re-design
  • Videos and reading for easy content.
  • Start each class
  • with a quiz .
  • Students in sit
  • in assigned seats
  • groups of 3-4.

Forming groups on the fly
25
101 Course Re-design
  • Replace 50 of class time with 10-15 minute
    GRADED (CRS) problem solving activities.
  • use 15-20 in-class peer mentors (201 ratio) to
    facilitate in-class problem solving

 Polling is fun for everyone!
Mentors make it possible...
... they really do!
26
We Kept Some Elements of the Old Chemistry 101
Experience
  • Online homework (Mastering Chemistry)
  • Interventions for bottom 25 of students after
    each exam.
  • The Chemistry Bonanza
  • Invitations to office hours

27
Nitty Gritty
  • Used commercial clickers (TurningPoint) to create
    a Laptop/cell free (JRK) OR laptop minimal (CB)
    classroom.
  • Registering clickers a pain! but worthwhile
    once the semester gets rolling.

28
Nitty Gritty
  • Youtube videos work great, just reference em in
    class.
  • Helpful to recap video at lecture start. From
    the video, you should have learned

29
Peer Mentors
  • attend class
  • Monitor sakai
  • discussion boards
  • 1/wk (or less)
  • training meetings

30
Successes
  • Students attend class (!) and they are highly
    engaged in class activities.
  • The expectation that students are responsible for
    their own learning is explicit.
  • Instructor can spend class time discussing
    nuances and extensions of course material as well
    as addressing common misconceptions.
  • Multiple ways of addressing course material
    videos, online homework, structured activities.

31
Challenges
  • Organizational effort required by students to
    succeed
  • Group work may install false sense of
    understanding for some individuals
  • Less time to model problem-solving strategies
    (model is better suited to 75-min classes)
  • Concern Do students have a narrower
    understanding of chemistry as a discipline? How
    to weave all the parts together into the larger
    picture?

32
Pilot data Chem 101 (Summer)
  • I thought the in-class problem-solving was
    incredibly useful. Frankly, I wish my department
    would do the same as I find it to be incredibly
    effective.
  • In addition, though, I think homework should
    still be assigned, as in-class work has the
    downfall of giving the illusion of understanding
    when in actuality there is simply the
    understanding of how someone else did the
    problem.

33
Large course redesign support
  • CFE100
  • cfe.unc.edu/100plus/
  • New RFP for grants program will be announced in
    November
  • CFE contact Bob Henshaw

34
Pilot data Chem 101 (Summer)
  • The structure of the course was great for me. I
    found it very helpful to be required to look
    ahead before each days class and to be expected
    to complete problems every day.

35
Pilot data Chem 101 (Summer)
  • I enjoyed the videos . They allowed the
    student to learn the material at their own pace.
    In-class problems allowed the teacher and the
    students better interaction with regards to
    difficult concepts.

36
Pilot data Chem 101 (Summer)
  • I really liked the group assignments because it
    forced you to work problems in class (and it gave
    you a way to meet people).
  • The videos were a good intro to the lectures.
    While I may not have understood everything
    watching the video the night before, the concepts
    were reinforced the next day in class.
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