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

Introduction University of Maryland Eastern Shore MCRI Team at UMES Goals of the MCRI*  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 Principles of Chemistry I Redesign Strategy Pilot Project Assessment  Results  Implementation Issues  Revisions Full Implementation Strategy

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

Principles of Chemistry I Tradition Delivery  Lecture format  3-50 minute lectures / week  3 professors / semester  7 sections / academic year Academic issues  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 Principle #1: Redesign the whole course.  Chemistry 111E  Two lecture sections / semester  One 75-minute lecture / week  75-minute recitation (aka Resuscitation)  2 hours in the Chemistry Computer Lab using CengageNOW or studying

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

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

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

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

Pilot Project Assessment OfferingTotal Population Did not meet Math pre/co- requisite Enrolled in Fund. reading, writing, and math First chemistry course Traditional MWF 11:00- 11:50am 33 82% Freshman 82% Black, 4% Latino 25% Nontraditional 25% First generation college 21.4% 7.1% 10.7% Pilot MW 2-3:50pm 76 54% Freshman 84% Black, 4% Latino 29% Nontraditional 25% First generation college 10.7% 17.9% 7.1%

Pilot Project Assessment ABCDFWA-CA-D Traditional12.1%18.2%24.2%18.2%21.2%6.1%54.5%72.7% Redesigned17.2%31.3%17.2%15.8%5.7%14.1%65.6%81.3%

Pilot Project Assessment Successes  Covered more material  Increased the percentage of A-C grades (11.1%)  Attitude improvement  Recitation  LA/ULA  Cell phone – text messaging Class size Pre/co-requisites

Students voted… “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!

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

Reaction from colleagues  “I don’t have to teach this way.”  “I won’t teach this class.”  “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

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

Revisions HH3073 block schedule In-class exercises Two online quizzes / chapter Time allocation for CengageNOW Pre/co-requisite enforcement  Math 109  No concurrent enrollment in fundamentals of reading and writing Include mathematical exercises

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

Acknowledgements 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 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