Amanda Colosimo Monroe Community College, Rochester, NY

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Amanda Colosimo Monroe Community College, Rochester, NY Increased Completion Rates Following Course Redesign in a 2YC Physical Geology Course Amanda Colosimo Monroe Community College, Rochester, NY

Background July 2015: Week-long Xerox- STEM Institute on Course Redesign Participants were taught mini-lectures, engaged in active learning, small group and individual coaching Goal: redesign 1 unit of an existing course Fall 2015: follow- up with monthly cohort meetings for encouragement and trouble shooting Summer/ fall stipend

Fink, 2007

Taxonomy of Significant Learning

Active Engagement Techniques

Sylvite, KCl Magnetite, Fe3O4 Garnet, Fe3Al2Si3O12 Calcite, CaCO3 Chalcopyrite, CuFeS2 Calcite, CaCO3 Quartz, SiO2 Galena, PbS Dolomite, CaMg(CO3)2 Hematite, Fe2O3 Corundum, Al2O3 Sphalerite, ZnS Pyrite, FeS2

D B A C

Methodology Analyzed course outcomes 4 semesters prior to and following redesign for F’s and W’s Coded students as students of color, female, and combined as “underrepresented groups” Analyzed results for statistical significance

Results: Overall Course Changes

Results: Students of Color

Results: Females 21.7

Results: All Under-Represented Students

Summary Results support existing literature on benefits of active learning strategies Specifically for females! Illustrates need for financial support for faculty for meaningful course redesign