1. Redesigning an Introductory Chemistry Course: The Buffet Model
John R. Crooks
Associate Provost of the University Partnership
Michael D. Substelny
Instructor, Distance Learning
Lorain County Community College

2. Chemistry 161 – Course Description
General, Organic, and Biochemistry course
Allied Health and Nursing students
4 credit hours, 3 hour lecture and 3 hour laboratory

3. National Center for Academic Transformation Redesign Models
Supplemental
Replacement
Emporium
Online
Buffet

4. Challenges
Students lead demanding lives and find it difficult to squeeze classes and labs into their busy work and child-rearing lives.
Lab has required toxic and hazardous materials, requiring expensive safety equipment.

5. Labs required utilizing ammonium thiocyanate solution. Yuk!!!

6. Expensive purification systems

7. Students Science Labs create anxiety for students
Students often do not see relevance to course material – including lab experiences
The course material has been difficult for many students
obscure lab instructions were often mystifying.

8. Lab Anxiety

9. Software and Technology Utilized
Adopted Vernier Software and Technology probes and some labs (with many modifications of the lab exercises).

11. Pre-Simulation Chromatography Lab for CHMY 161
Toxic substances and fumes
Obscure results
Cook Book
Not much motivation to do this

12. Try measuring from the center of these spots!!!

13. Post Simulation Chromatography Lab for CHMY 161
Toxic substances and fumes unnecessary
Interpretable results
Engaging
Scenario based
Simulation enhanced
Inquiry based

14. The bogus check culprit in cuffs

15. Old Nucleonics Lab Radioactive material
Mystifying chemistry and radiochemistry
Cookbook

17. Mars Rover Radioactivity Lab
Interactive
Engaging
No exposure to radioactive material
Scenario based
Inquiry based
The best reason for doing labs at home

21. Phases of Redesigning Chemistry 161
Phase 1 – Development of technology based labs and the elimination of the use of toxic chemicals. All labs are available in ANGEL – no requirement to purchase lab manual.
Phase 2 – The implementation of the Buffet model. All students (not just those in online or blended sections) have access to lecture material developed in ANGEL.
Phase 3 – All instructors use CHMY 161 Repository

22. CHMY 161 Student Success Rate

23. CHMY 161 Student Withdrawal Rate

24. Improved Retention Term A/B/C D/F/W % Success Fall 2007 174 55 76%
193 63
75%
Fall 2005
173 62
74%
Fall 2004
168 61
73%
Fall 2003
142
69%
Fall 2002 93
60%
Fall 2001 58
49%

25. Cost Reduction Techniques
Increased Class Size
Campus Based Sections – no direct size increase, yet can take students into classroom for specific topics
Internet Sections – initial increase in limit from 20 to 25; all students accessing information developed for online students
Use of Technology
All lab exercises loaded on ANGEL
Lab kits allow students to complete group work on and/or off campus

26. Implementation Benefits
Increase understanding and utilization of technology – all faculty and students are aware of and can utilize ANGEL
Reduction in costs to students – Labs are available through ANGEL
Increase in consistency of material covered
Common exam questions are used to evaluate understanding of key concepts

27. Sustainability Departmental/Divisional Benefits Student Benefits
Creates opportunities for Classroom space
Full-time Faculty are utilized as Subject Matter Experts
Student Benefits
Increased comfort with accessing online material
Ability to float between sections and utilize material in ANGEL regardless of what section they registered
Administrative
Enhance Quality of Learning, Student Engagement, and Retention
Employ components of Distance Learning
Reduce Overall Costs

28. Results of Phase I
Exposure to toxic and hazardous chemicals was eliminated
Cost of purchasing expensive chemicals has been minimized
Disposal of toxic materials was eliminated
Replacement and repair of expensive instrumentation has been minimized

29. Results of Phase I (cont.)
On-campus lab capacity was increased by 50%, allowing expansion of other chemistry class lab sections to absorb large influx of students, including early college, w/o building new facilities
Student motivation was increased by several inquiry, scenario-based, simulation/game enhanced labs

30. Results from All 3 Phases
Student success rate increased
Families were involved in science at home!
Simulation/game collaborative teams and contacts were established
CGSD program was started
Horizons College Consortium WIKI text project should save students money

31. Acknowledgements Students: Danger Sign Chris Champion Colton Rooney
Global Warming
Natalie Tegtman
Jared Hass
Chromatography
Andrea Rinker
Cynthia Graf
Patty Carter
Mars Rover
Laura Swartz (and daughter)
Fran Peters (and daughter)

32. Acknowledgements Technical artists, programmers and project director:
Doug Reichard
Lou Diggi
Mike Irby III
Robby Robinson
Dr. Terry Green
LCCC
OBOR