Steven Burnett, Yakini Brandy, Shimelis Hailu, Pogisego Dinake Howard University Tell me and Ill forget; Show me and I may remember; Involve me and Ill understand Teaching-as-Research: Using Formative Surveys to Guide Teaching Practices in an Organic Chemistry Class --Chinese Proverb

Teaching-as-Research: The Process Setting objectives and goals for students and their learning Conveying fundamental knowledge Using the scientific method for creating practices that enable students to meet goals and thrive Establishing a criteria for success Developing and implementing teaching practices within an experimental design Collecting and analyzing data Using data to guide teaching practice Reflecting, evaluating, and iterating

Project Goals/Objectives To apply the TAR steps in generating a project that involves the use of technology to enhance teaching and learning To conduct weekly surveys to integrate technology into pedagogy To use the data obtained from the surveys as guidance in the re-lecture of a specific concept and to monitor students/professors progress

Project Experimental Materials: Blackboard Survey Monkey OWL Participants: Undergraduate Organic Chemistry Class Initial and Final Surveys were conducted on specific concepts using Survey Monkey In Class Activities: Based on survey responses, if less than 80% understood the concepts for a chapter, they were revisited. Assessment Measurements: Qualitative Assessments: Initial and Final Surveys Quantitative Assessments: Quizzes and Exams

Setting Goals: Sample Outcome Objectives for A Chapter Identify Electronegativities of Atoms Determine Direction of Bond Polarity Determine if Organic Molecule Has Net Dipole Moment Determine Formal Charges of an Atom in a Molecule Drawing Resonance Structures Identify Bronsted Acids and Bases Identify Lewis Acids and Bases Use Pka Values to Predict Direction of Acid-Base Reactions

Results The Average for First Exam was 129 The Distribution was 50/50 The Average for Second Exam was 97.7 Only 42% were Above and 58% were Bellow 72% of the class participated in the OWL study; from that number, 43% showed signs of success; and for 28%, the OWL helped and was a good indicator for success.

28.3 % of the students that scored 70% or better on OWL also did the same for the exams 15% of the students scored bellow 70% on OWL, but picked up slack and scored 70% or better on exams 7.5% of the students scored 70% or better on OWL, but did not pass exams! Outliers due to bad study habits. So, 43.3 % of the students used OWL and their exams reflected it with passing grades.

Formative surveys enables the professor to adjust his teaching and place emphasis specific topics. Enable students to engage in active learning in the classroom Give professor more time to cover course content Currently, it is still unclear if lectures or webcasts alone weight heavily on performance; However, OWL quizzes simulates exam questions and gives students more exposure An unknown variable, students learning behavior, will ultimately dictate exam performance, As seen in the OWL results Conclusion

Effort should be made to inform students of the importance of maintaining survey integrity. Learning outcome surveys would be skewed if different students take the initial and final surveys The survey project is still ongoing in the organic chemistry class to improve the teaching practices and learning experience of the students and professors.

Dr. Folahan O. Ayorinde University of Wisconsin Shimelis Hailu Pogisego Dinake Yakini Brandy CIRTL Network CIRTL-at-Howard NSF Acknowledgments