Active learning in general chemistry: specific interventions

Active Learning in General Chemistry: Specific Interventions......Page 2
 Active Learning in General Chemistry: Specific Interventions......Page 4
  Library of Congress Cataloging-in-Publication Data......Page 5
Foreword......Page 6
Editors’ Biographies......Page 8
Subject Index......Page 9
Preface......Page 10
 References......Page 12
Survey of Tools and Techniques Used in Large Lecture Preparatory Chemistry at Ohio University......Page 14
 Figure 2. Flipped classroom format.......Page 15
  Figure 4. Example DSLR videos.......Page 16
  Figure 6. Screenshot/analytics of an example 3 minute video.......Page 17
  Figure 7B. Example embedded question.......Page 18
 In-Class Work......Page 19
  Figure 9. Learning catalytics seat map.......Page 20
 After Class......Page 21
  Figure 10. After-class video process.......Page 22
 Results and Conclusions......Page 23
 References......Page 24
 Introduction......Page 26
 The Iterative Learning Approach......Page 28
 Example of a Sample Worksheet Involving Boyle’s Law......Page 29
  Figure 3. Plot of the number of students receiving a range of scores in the ACS final exam in the CHEM 125 course. Each bin represents a range of percentages. The red line is the national mean* for the ACS exam administered. 49% of students scored 50% or greater in the standardized final exam. (*Source: https://uwm.edu/acs-exams/instructors/exam-statistics/national-norms/.)......Page 30
  Figure 4. Plot of the number of students receiving a range of scores in the ACS final exam in the CHEM 125 course in Fall 2016. The red line is the national mean for the ACS exam administered for that year. 69% of students scored greater than the mean* for the standardized ACS final exam.......Page 31
  Figure 6. Plot of the number of students receiving a range of scores in the ACS final exam in the CHEM 125 course in year 2. The scores reported are for the individual instructor in Figure 5, but with worksheets in the classroom. 56% of students scored greater than the national mean* for that exam.......Page 32
 References......Page 33
Facilitating the Development of Students’ Problem-Solving Skills via Active Learning in General Chemistry......Page 34
 The General Problem-Solving Road Map......Page 35
 Data First Curriculum Supporting the Link Between Physical Property and the Molecular Level......Page 36
 Active Learning of General Problem-Solving outside the Classroom......Page 37
 Active Learning of General Problem-Solving in Lecture......Page 38
 Active Learning of General Problem-Solving in Recitation......Page 39
 Summary......Page 41
 References......Page 42
 Overview......Page 44
 Development of Blended Guided-Inquiry Laboratory......Page 45
 Course Structure......Page 47
 Learning Goals......Page 48
  Figure 1a. General Learning Goals related to the development of laboratory skills.......Page 50
 Lab Manual......Page 52
 Dry Lab......Page 53
 1 Virtual Lab Simulated Titrations......Page 54
  Figure 3. Virtual Lab.......Page 55
 Experimental Design Forms......Page 56
  Figure 5. MicroLab simulation.......Page 57
 Webinars......Page 58
 Dry Lab Week Tutorials for Vantage College Students......Page 59
 Wet Lab......Page 60
 Lab Reports......Page 61
 Introducing Students to Chemistry Research: The Vitamin C Project......Page 62
  Figure 9a. Learning Goals related to the laboratory skills.......Page 63
  Figure 9b. Learning Goals related to the scientific approach to laboratory.......Page 64
 Week 1 Introduction to Scientific Research Tutorial......Page 65
 Week 4 Lab Reports Due......Page 68
  Figure 12. Division of responsibility in poster presentation.......Page 70
 Teaching Assistant Training for Guided Inquiry......Page 71
 Summary......Page 72
 Acknowledgments......Page 73
 References......Page 74
 Introduction......Page 76
 Student Barriers to Meaningful Learning......Page 79
 Teaching in Context......Page 80
 Laboratory Redesign Overview......Page 81
 Integrated Project Details......Page 82
 Get the Lead Out! Is My Soil Contaminated?......Page 83
 Copper Plus Ammonia: What Is My Compound?......Page 84
 How Do Power Plants and Automobile Emissions Affect Lakes and Cities?......Page 85
 Synthesis and Analysis: Is My Aspirin Pure?......Page 86
 Assessment......Page 87
 References......Page 89
 Introduction......Page 94
 Formative Assessments......Page 95
 A Formative Moment…......Page 96
 Accuracy......Page 97
  Figure 2. Correlation (or lack thereof) between students’ scores on open-ended exams and oral exams, in Organic Chemistry II.......Page 98
 People with Disabilities......Page 99
 Transparency......Page 101
 Practicability......Page 102
 References......Page 103
 Introduction......Page 106
 Material......Page 107
 Dependent Variable, Observation, and Student Perception......Page 108
 Results......Page 109
  Figure 3. Average score on entry quizzes taken during handout notes and PowerPoint sessions.......Page 110
 References......Page 111
Building a Chemistry Community through the Leland Scholars Program......Page 114
 Origins of the Program: A Companion Course......Page 115
 Overview of Bridge Program Design......Page 116
 Designing for Active Learning......Page 117
 Compelling Skills and Context......Page 118
 From Exercises to Problems–Deliberate Skill Building......Page 121
 Laboratory......Page 124
 Projects......Page 125
 Results and Discussion......Page 126
  Figure 2. Survey data collected from LSP students after one quarter at Stanford University.......Page 127
  Figure 3. High-impact practices in which the LSP and control cohorts differed using a 95% confidence interval.......Page 129
 Key Conclusions and Future Directions......Page 130
 References......Page 131
 Introduction......Page 134
 Overview of the Teaching Assistant Development Program......Page 136
 Active, Blended Learning in Pre-Service Training......Page 139
 Training Session Example 1: Who Are Your Students?......Page 141
 Training Session Example 2: Grading Labs......Page 143
 Active Learning in Weekly Professional Development......Page 144
 Professional Development Example 1: Effective Use of Discussion Class Time......Page 149
 Professional Development Example 2: The Novice-Expert Continuum......Page 150
 Active Learning in Online Spaces......Page 151
 Online Development Example 1: Orientation Module for TAs......Page 153
 Online Development Example 2: TA Piazza Forum......Page 154
 Early Outcomes of Using Active Learning in TA Development......Page 155
 TA Feedback on Professional Development Sessions......Page 156
 Overall Program Goals......Page 157
 Conclusions......Page 158
 Supporting Note......Page 159
 References......Page 160
Learn Smart: Success Strategies for First-Year Students......Page 166
 Student Concerns......Page 167
 The Buy-In......Page 168
 Program Development......Page 169
 The First Session......Page 170
 Qualitative Measures: Empathy Interviews......Page 171
 Quantitative Measures: Pulse Surveys......Page 172
 References......Page 173
 Liana Lamont......Page 176
 Jaclyn J. Stewart......Page 177
Indexes......Page 178
Author Index......Page 180
 F......Page 182
 I......Page 183
 S......Page 184