1. Can You Change the Way You Teach and the Way Your Students Learn Chemistry? John Gelder, Oklahoma State University jgelder@okstate.edu K.A. Burke, Iowa State University Thomas J. Greenbowe, Iowa State University

2. Overview MID Project background MID workshop Dissemination Faculty perceptions and feedback Implementation of MID strategies Dissemination of MID strategies by workshop participants Barriers to implementation

3. MID Project Background MID Project is described JCE manuscript    Web site http://www.cchem.berkeley.edu/~midp

4. MID Project Background PI’s from four NSF-sponsored curriculum reform projects joined forces in the summer of 2000 ChemConnections Eileen Lewis, University of California-Berkeley Brock Spencer, Beloit College Molecular Science Arlene Russell, University of California-LA New Traditions G. Earl Peace, Holy Cross College Peer-Led Team Learning Pratibha Varma-Nelson, Northeast Illimois Univ.

5. MID Project Background Goals Convene 1.5-day regional workshops at a variety of locations nationwide Include faculty from two- and four-year institutions Provide faculty with hands-on exposure to active learning strategies from all four projects at one workshop Provide faculty with opportunities to form local networks

6. Pre-Workshop Survey Background information Goals, challenges, climate for reform Teaching techniques used in lecture section Teaching techniques used in laboratory Types of assessment

7. The MID Workshop Abbreviated Agenda for Friday Afternoon Welcome & introduction to project Hands-on learning activity Group discussion about teaching & learning Introduction to four projects Student assessment issues Begin roundtable discussion about local issues Supper Continue discussion about local issues

8. The MID Workshop Abbreviated Agenda for Saturday Saturday morning—three-hour project sessions Choice between two sessions ChemConnections Peer-Led Team Learning Saturday afternoon—three-hour project sessions Choice between two sessions Molecular Science/Calibrated Peer Review New Traditions

9. Widespread Dissemination MID Project 1.5-day workshops across the country 2000-2001 FL MA CO UT 2001-2002 NJ TX FL OH AZ VA 2002-2003 MO AL NH IL

10. Widespread Dissemination MID Project presentations National or regional meetings of the ACS 2YC 3 Invited speakers at regional departments BCCE 17

11. Evaluation: Faculty Perceptions Favorable impressions Workshops are well-organized Presenters are enthusiastic Discussions of assessment and implementation issues are fruitful Faculty members are energized by participation Participants would recommend workshops to peers

12. Evaluation: Faculty Perceptions Favorable impressions Workshop meets the needs of both 2-yr. & 4-yr. faculty Time-efficient having all 4 projects at one site For those already implementing active learning, workshop suggests new techniques or means to refine existing techniques

13. Evaluation: Faculty Feedback Evaluation results for 1.5-day workshops Useful—42% very useful—50% Comments “Terrific overview!” “Thoroughly enjoyable!” “Learned a lot!” “I would recommend this workshop to a colleague.” “Applicable to areas outside chemistry!” “Even if I don’t use MID strategies, I am thinking about how I can move my approach to a more active process.”

14. Evaluation of Implementation of MID Strategies Most participants leave MID workshops with some ideas about how to implement different active learning strategies or modify their own strategies Some faculty return to their campuses and begin to implement selected aspects immediately Others spend a semester or the summer revising their teaching approach Some have not yet implemented any of the strategies they have investigated at the workshop

15. Evaluation of Implementation of MID Strategies Classroom observations Instructors implementing active learning strategies have more student-centered classrooms Students: actively engaged in learning process Instructor: facilitator for student learning Student feedback is positive

16. Dissemination of MID Strategies by Workshop Participants Success stories Some participants have presented active learning workshops about MID strategies on their home campuses Small group workshops One-on-one mentoring Participants from first MID workshops in Spring 2001 now serving as presenters in current MID workshops

17. Perceived Barriers to Implementation It takes time to organize/implement new ideas Budgetary constraints Courses taught by more than one instructor Not all instructors choose to be on-board Course taught on more than one campus Not all instructors choose to be on-board Student resistance

18. Conclusions MID Project 1.5-day workshops provide instructors with effective hands-on active learning experiences Dissemination efforts have been widespread and successful Faculty feedback has been positive and supportive Faculty members have implemented some MID active learning strategies Student input has been positive Some workshop participants have disseminated MID strategies by sharing with colleagues

19. Acknowledgments National Science Foundation DUE019652 MID Project PI’s and presenters MID Workshop participants