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Institution B: Principles of Chemistry Abstract INSTITUTION B will redesign Principles of Chemistry I (Chemistry 111), the first semester course in a two-semester sequence chemistry regimen designed for freshman science and health professions program majors. In 2006, there werefour sections of Chemistry 111 offered during the Fall semester and three during the Spring semester: enrollment in a Spring or Fall section is generally 50 students, 73% of which are freshman students. In the consecutive Fall 2005/Spring 2006 semesters, approximately 20% of the freshman class enrolled in Chemistry 111. Chemistry 111 is taught in the traditional lecture format. Professors, typically 3 per semester, use a combination of PowerPoint presentations, The Blackboard Learning System, and chalk-talks. Each section meets three times a week for 50 minutes. Chemistry 111 suffers from the following academic issues: a) inconsistent knowledge of incoming students, b) student retention of material, c) 55.1% student retention rate in regard to enrollment into the second part of the freshman chemistry regimen, d) lecture based format is ineffective in engaging students, e) lack of coordination among the professors teaching the sections of the course leading to course drift and inconsistent learning outcomes. The Chemistry 111 redesign will employ a Replacement model. The traditional three-50 minute lectures per week will be replaced by one-75 minute lecture per week with an increased student population per section from 50 to 90 students. The students will be required to spend two productive hours per week in the chemistry computer lab using modular tutorial chemistry software packages. The software will monitor student time and progress, assign and grade homework, randomly generate and grade quizzes, as well as assign, grade, and compare pre- and post-module assessments. Our model will encourage individualized, active learning by utilizing technology-based modular exercises. We anticipate that the reinforcement of concepts presented in the lecture by self-paced, modular exercises will increase the students’ performance in the redesigned Chemistry 111E and subsequent courses. One professor will teach both the traditional Chemistry 111 course and the redesigned Chemistry 111E course during the pilot phase. These courses will be offered mid-day as to eliminate the temporal factor and will employ the same materials. A comparison of pre- and post-module assessments, common exam grades, final grades (A-F, P/F), drop/fail/withdrawal (DFW) rates, and retention rates will be utilized in the assessment of the impact of course redesign. Appreciable savings will be achieved by increasing section size, decreasing the number of professors, replacing lecture time with computer-based learning experiences, elimination of the duplication of professor’s efforts, usage of ULAs/tutors, and automated grading features provided by the software. The redesign efforts should provide for increased faculty time dedicated to research, faculty development, and teaching advanced courses. INSTITUTION B predicts that the cost per student will decrease from $275 to $151, a reduction of 45%. Per semester, this savings is estimated to be $21,200. Department of Natural Sciences The Department of Natural Sciences (DNS), housed in the George Washington Carver Hall on the INSTITUTION B Campus, is a uniquely designed, multidisciplinary component of the University. The DNS offers programs leading to the Bachelor of Science degree in Biology, Chemistry, and Environmental Science, and minors in Biology, Chemistry, and Physics. Included is a dual degree program in Environmental Science, which is the result of collaboration with Salisbury University (SU), a member USM institution. The Department also offers lower level courses, which satisfy the general education requirements in the biological and physical sciences, as well as supporting courses for majors in other departments (Agriculture, Human Ecology, Industrial Arts Education, Construction Management/Technology, Rehabilitation Services, Physical Education and Physical Therapy) Principles of Chemistry I, Chemistry 111 Principles of Chemistry I,Chemistry 111 is the first semester course in a two-semester sequence chemistry regimen designed for freshman science and health professions majors. Specifically, Chemistry 111 is a requirement for students in the Chemistry, Biology, General Agriculture, Agribusiness, Environmental Science, Physician Assistant, Exercise Science, and Rehabilitation Services Programs. These programs represent approximately 28% of the programs offered at the University of Maryland Eastern Shore (INSTITUTION B). In the years 2001 through 2005, graduates in these science and health professions programs accounted for approximately 19.5% of the degrees conferred university-wide. The goal of Chemistry 111 is to introduce students to the basic concepts in chemistry which include density, basic atomic and molecular theory, chemical nomenclature, reaction stoichiometry, and the gas laws. The prerequisite for Chemistry 111 is high school chemistry or General Chemistry (Chemistry 101 a) and/or College Algebra (Math 109 b, also a co-requisite). Chemistry 111 has traditionally been taught in the lecture format. Professors use a combination of PowerPoint presentations, Blackboard Learning System, and chalk-talks. A successful redesign of Chemistry 111 at INSTITUTION B would provide an example of an institution with the targeted underserved audience representing the majority of students to return positive learning outcomes. Chemistry 111 is taught year round (Fall, Winter, Spring, and Summer I). For example, in 2006, there werefour sections of Chemistry 111 offered during the Fall, three during the Spring semester and one during the winter and summer semesters. During the Fall and Spring semesters at least 1 to 1.3 full-time employees are needed. Enrollment in a section is generally about 50. During the Spring and Fall semesters of the past two academic years, freshman accounted for 73% of the total enrollment in Chemistry 111, while adult learners accounted for 6%. Median enrollment was 157 students. During the 2005/2006 academic year, approximately 20% of the freshman class enrolled in Chemistry 111. Over the past five semesters the average enrollment by ethnicity in Chemistry 111 was as follows: 78.8% African American, 0% Native American, 1.4% Asian, 1.8% Hispanic, 7.8% White, 5.2% Foreign, and 5.8% Others. Principles of Chemistry I Electronic, Chemistry 111E The model selected for the redesign of Chemistry 111 is the Replacement model. Reduction in the number of lectures and the incorporation of computer-based learning experiences are the critical components selected from the Replacement model. The aspect of the Buffet model that will be employed in Chemistry 111E is the customization of the learning environment for each student based on background and learning preference (lecture, recitation, peer learning groups, modular-based computer learning exercises, on-demand personalize assistance) to achieve the Chemistry 111E learning outcomes. Chemistry 111E will utilize a learning resource center featuring online resources and on-demand personalized assistance, both of which are crucial aspects taken from the Emporium model. Embodiment of Redesign Principles Principle #1: Redesign the whole course. The redesigned Chemistry 111 will be designated as Chemistry 111, Electronic (Chemistry 111E) in the INSTITUTION B Course Catalog and will replace the former in its entirety. Chemistry 111E will eliminate inconsistencies in the learning experiences of students since all students will operate under one set of learning goals and one professor. By redesigning the whole course, the number of lectures will be reduced from three-50 minute lectures on Monday, Wednesday, and Friday of each week to one mandatory 75 minute lecture on Monday of each week from 10:00-11:15a.m. This 75 minute lecture will be used to introduce concepts that will be explored in the computer-based learning module assigned for the week. It will also be used for the distribution and completion of peer learning group assignments. Two lecture sections per Chemistry 111E course will be offered. Principle #2: Encourage active learning. Chemistry 111E will encourage active learning through the utilization of peer learning groups, instructional software which will include tutorials, exercises, and quizzes that may be retaken to earn a perfect score, and a recitation section. Peer learning groups will be formed through the subdivision of the class into groups of 30 students each. Within these groups, the peer learning groups will be established. Peer learning groups will range in size from 2-5 students and remain consistent throughout the semester. It is envisioned that students in peer learning groups will be supportive of other group members in and out of the classroom. The groups of approximately 30 students will be designated as Group A, B, and C. Each of Groups A, B, and C will adhere to block scheduling in regard to the usage of the learning resource center (Table 1). The learning resource center, located in Room 2119 George Washington Carver Hall will house approximately 32 computer work stations, a video conferencing center, periodic table, chemistry literature, a white board, standard classroom audiovisual equipment, and Smart Board technology. This number of computer stations will allow for an allotment of up to 13 hours of utilization per week per student. Table 1: Block Scheduling for the Learning Resource Center
Although students enrolled in Chemistry 111E can spend up to 13 hours in the learning resource center, it will be mandatory for them to spend at least two prod uctive hours per week in the center. The computers will be equipped with software providing chemistry and relevant math concept tutorials. We are considering the use of one of the two following lecture texts: a) Tro, Nivaldo J. (2008) Chemistry, A Molecular Approach. Pearson/Benjamin Cummings, Upper Saddle River NJ , or b) Moore, John W., Stanitiski, Conrad, and Jurs, Peter C. (2008) Chemistry, The Molecular Science. 3 rd edition. Thomson Brooks/Cole, United States . The Tro text is supported by an online homework assignment system and study guide - Mastering General Chemistry published by Pearson/Benjamin Cummings (2007). Mastering General Chemistry TM is available from either www.masteringgenchem.com or www.masteringgeneralchemistry.com) and allows tutoring and assessment of the class through the following: a) A choice of a wide range of nationally pre-tested problems that provide accurate time completion and difficulty estimates before being assigned, b) Posting assignments, quickly identifying the most difficult problem for the class, and then the precise step in that problem that is causing the confusion, c) Comparing class results against the system's "national average" problem by problem and step by step for just-in-time teaching, d) Tracking of student in detail, including time spent on each problem, wrong answers submitted at each step, help requested, and how many practice problems worked, e) Detailedtutorials (Skill Builders) that focus on mastering concepts and skills; they provide multiple forms of individualized help-from feedback specific to wrong answers submitted, through to simpler sub problems (for partial credit) when a student gets stuck, f) Self-Tutoring Problems (STP) whichprovide guided practice. They help students to bridge the gap from following worked examples to tackling real end-of-chapter problems. Like Skill Builders, they provide individualized feedback, simpler sub-problems and potential credit for method. Software providing modular-based tutorials for this text are under consideration by the publisher. The Moore, Stanitiski, and Jurs text is supported by ThomsonNOW for General Chemistry, an online set of modular tutorials published by Thomson. “ThomsonNOW provides students with personalized study plans based on diagnostic pre-tests that target their study needs and help them to visualize, practice, and master the material to succeed in the course. In addition, estimation boxes from the text are included as special modules in ThomsonNOW to further develop estimation and ‘reasonableness of answer’ skills…” (Thomson Brooks/Cole). This text is also supported by OWL for General Chemistry. OWL was “[d]eveloped at the University of Massachusetts , Amherst . Used by more than 300 institutions and proven reliable for tens of thousands of students, OWL offers unsurpassed ease of use, reliability, and dedicated training and service. OWL makes homework management a breeze and helps students improve their problem-solving skills and visualize concepts, providing instant analysis and feedback on a variety of homework problems, including tutors, simulations, and chemically or numerically parameterized short answer questions” (Thomson Brooks/Cole). Principle #3: Provide students with individualized assistance. The learning resource center will be staffed by Undergraduate Learning Assistants (ULAs), and tutors. ULAs and tutors will offer students individualized assistance as needed. To supervise ULAs and tutors, faculty will have a presence in the computer lab. ULAs will be selected from students at the junior or senior level who have performed with distinction (i.e., earned a grade of A in Chemistry 111). ULAs, will serve as a liaison between faculty and students enrolled in Chemistry 111E, provide insight into strategies for high levels of achievement through informal settings in which students can ask questions, aid students in the review course materials and the development of skills needed to be successful in Chemistry 111E, aid in recitation delivery, and help the professor with grading exams. There will be an optional recitation section (mandatory for those students scoring less than 75% on quizzes and/or examinations) offered on Wednesdays from 10:00-11:15am . This section will be conducted by the ULA under supervision of the professor. Recitation will also review concepts in that week’s learning module. Principle #4: Build in ongoing assessment and prompt (automatic) feedback. To facilitate repetition, probe preparedness and conceptual understanding, and increase the frequency and specificity of feedback to students, students will be regularly assigned homework problems and quizzed on assigned modules through the use of OWL, Blackboard Learning System, or the Mastering General Chemistry software. As the software will monitor student time and progress, assign and grade homework, randomly generate and grade quizzes, providing an instant feedback mechanism for the students. Automated feedback will facilitate the identification of students who score lower than 75% and must attend 1.25 hour recitation session until their quiz/exam grades improve to beyond 75%. Principle #5: Ensure time on task and monitor student progress. To ensure time on task and monitor student progress, each peer learning group member will rate other members, in confidentiality, online on the basis of performance. Each student will be able to see his/her average performance rating by the rest of the group (but not the ratings by individuals) and will be able to compare that rating with the average rating of all members of the team. Based on their performance, group members can earn up to a maximum of 10 points towards the semester total of 100. The software, ThomsonNOW, OWL, and Mastering General Chemistry, inherently monitors a student’s activity and their time-on-task. Structure of Chemistry 111E The course will be structured as detailed. There will be at least four, one hour exams administered from a test bank of questions provided by the software during a schedule recitation session. Exams will not be multiple choice or True/False-they will be long hand and will be graded by the professor with the help of the tutor and the ULAs. This in turn will help diagnose, if and where, the software fails in explanation. Semester grade for each student will be computed as follows - 20% Final Exam, 25% Hour Exams, 20% Learning Resource Center computer-based learning experiences and Attendance, 10% Quizzes, 10% Homework, 10% Peer Learning Group Activities, and 5% Projects. Cost Reduction Strategies During the 2005/2006 academic year, INSTITUTION B recorded a growth rate of 6.7%, the highest of any member institution in the USM, straining our limited resources. As a result of the University of Maryland Eastern Shore’s mission for open access to all students, the knowledge of our average student is below that of an average student at most universities. Increased enrollment and budget constraints at the state level, as well as federal and state implementation plans for technology access to all students, has lead to a reduction of funds for courses. These factors make this project a creative way to cut our costs at the departmental level and implement our state technology mandate. Our redesign, therefore, incorporates methods for improving the performance of our students as well as controlling costs. For this reason, we have employed several cost reduction strategies in the redesign of Chemistry 111. Strategies #1: Decrease the number of Chemistry 111E sections offered but increase the class population. One cost reduction strategy of our Chemistry 111 redesign is the format of lecture session. There will be one 75 minute lecture session per section of Chemistry 111E per week. In the traditionally taught Chemistry 111, there were three 50 minute lecture sessions per section. Although the number of lecture sessions is decreased, the number of contact hours is increased in our redesign. To supplement the lecture with active learning experiences, the usage of a learning resource center will be mandatory for all students and a recitation section will be offered: attendance is mandatory only as a result of less than average performance in the class. Each section of Chemistry 111E will cater to 90 students, thereby reducing the number of sections of the course offered. By reducing the number of sections offered, the number of faculty members necessary to teach the course is reduced as well as the need for classroom space. Strategy #2: Change the mix of personnel. Another cost reduction strategy employed in our Chemistry 111 redesign is the mixing of personnel in course management. Professors, ULAs, and tutors have traditionally been involved in Chemistry 111. In our redesign hybrid model, we will completely utilize the time we pay the tutors and the ULAs for as stated in their contract. In Chemistry 111E, a tutor will be required to provide on-demand assistance to students in the learning resource center. The ULAs will be required to attend all lecture sessions, be prepared to deliver recitation, and also provide on-demand assistance to students in the learning resource center as well as to the professor. It is estimated that the tasks accomplished by the ULAs and tutor will free the professor from 50% of course related duties. Strategy #3: Substitution of course monitoring software for human monitoring and substitution of automated grading software for hand grading. The introduction of the learning resource center will save the professor from spending a copious amount of time by automatically grading homework, assigning and grading quizzes, and monitoring student progress and time on task. Strategy #4: Substitution of interactive tutorial software for face-to-face lectures and substitution of peer interaction for one-on-one faculty/student time. The final cost reduction strategy incorporated into our redesigned Chemistry 111E is the substitution of the learning resource center and the development of peer learning groups to provide support for students seeking help. The availability of these two support mechanisms is expected to decrease the amount of time individual students spend in the professor’s office during their designated office hours. Benefits of the Redesign Initiative Time savings on behalf of the Chemistry 111E professor is intending to increase their participation in the offering of advanced courses, increased grantsmanship, increased time dedicated to research, and increased service to the University and the community. An unintended benefit of a successful redesign is the reduction of repeat students in Chemistry 111E. Theses students will graduate on time (within 4 years) with costs savings. Chemistry 111E Redesign Timeline The following is the proposed timeline of events in the redesign of Chemistry 111 at INSTITUTION B:
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