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Teaching Teams Program at ASU

Teaching Teams Program at ASU Pam Marks – Chemistry and Biochemistry Sonya Curry – Coordinator & Doctoral Student, Learning Support Services August 1, 2006 Problems Leading to Poor Retention Variation in preparation for general chemistry Students get frustrated doing problems

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Teaching Teams Program at ASU

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  1. Teaching Teams Program at ASU Pam Marks – Chemistry and Biochemistry Sonya Curry – Coordinator & Doctoral Student, Learning Support Services August 1, 2006

  2. Problems Leading to Poor Retention • Variation in preparation for general chemistry • Students get frustrated doing problems • Poor study skills • Some students are bored and see the class as a repeat of their second year of high school chemistry. • Some students don’t want to study, or they can’t find the time…

  3. Improving Retention • Providing a variety of resources and alternate ways for students to learn should help retain the students that are motivated to learn. Lecture

  4. Structured In-Class Activities • Chemistry Department • Faculty Lectures • Interactive • Group activities woven throughout the lecture • Opportunities for students to ask questions • Graduate Teaching Assistants • Discussion sessions 1 day per week • Cooperative activities • Question/Answer sessions

  5. Student Resources Outside of Class • Chemistry Department • Faculty • Website Resources such as optional worksheets • Office hours and email • Graduate Teaching Assistants • Office hours two hours per week (LRC) • Review sessions for exams • Director of the Chemistry LRC • Directs LRC activities / Resource for TAs • Runs large-scale review sessions for CHM 113/115/116 (High Attendance)

  6. What is Lacking? • Many students need more small-group interactions where they are able to express their thinking processes. • Students find it hard to form groups to work in outside of class. • Many “top-end” students are not motivated so they do minimal work.

  7. Teaching Teams Pilot Program • The Teaching Teams Program takes advantage of a resource usually under-utilized at most campuses: • Highly motivated undergraduates • with good high school backgrounds • who are interested in sharpening their leadership skills • who would likely not be challenged to their full potential in a normal student role

  8. Program Models: Teaching Teams • The Teaching Teams Program began at the University of Arizona in 1997. • Department of Planetary Sciences • Grew into the Teaching Teams Program with 230 student leaders in 30 courses, who influence the learning environments of more than 4500 students • The Program Model is in use at the University of Texas Austin, and University of Wisconsin at Milwaukee.

  9. Case Study: Genetics Course at UT-Austin 9 preceptors led studygroups in which 95 students participated (52% of the class) Preceptors performed one letter grade higher on average than the rest of the class: 3.6 vs. 2.6 Study group participants performed a half-letter grade higher than non-participants: 2.9 vs. 2.4

  10. The Beginning of a Partnership • Spring 2005 ─ • I was asked by Sonya Curry and Jeanne Hanrahan of the University LRC to participate in a teaching teams pilot program in CHM 113 (2 sections of 192 students each). • Reluctant – • How would their program fit into my current course structure? • Didn’t think my class needed it • Afraid of time / extra workload

  11. Teaching Teams Implementation • I worked with Sonya last summer to tailor the program to the needs of my course: • Undergraduate “leaders” would be trained • 2-credit “leadership” course taught by Sonya • Leaders would be responsible staying ahead of lecture material and would hold a study session once a week. • I would assign take-home quizzes on a regular basis. • Sonya would take care of all the administrative aspects.

  12. Teaching Teams Implementation • Day 1: • Sonya came to class and introduced the program. • Team leader and participant applications were distributed, along with contact info. • Day 2: • Applications due (overwhelming interest!!) • Sonya identifies Teams Leaders and informs them of how to register for the leadership class.

  13. Leadership Class (LIA 194) • Aspects of the leadership class: • How to facilitate study groups • Time management • Test anxiety • Presenting/talking about difficult concepts • Leadership skills • Assignments that forced leaders to learn material ahead of time • Interaction with other leaders

  14. Study Sessions • Weekly study sessions were scheduled by team leaders. • A schedule was distributed in lecture and posted online. • Leaders helped students with homework, studying for exams, and reflection after exams.

  15. Study Sessions

  16. Fall Highlights • Team Leaders (29) averaged a 3.07 (B) grade from the course. (30% were minorities) • The class average was a 2.19 (C). • Participants (61) averaged 5% higher on their Final Exam • This is significant because the participants and non-participants had similar averages on the first exam. • D, E, and W’s 23% Participants / 28% Non-participants

  17. Spring Semester • The Teaching Teams Program was expanded for the Spring semester of 2006: • 4 participating faculty members • 8 sections of Chemistry • CHM 101 (Introductory Chemistry) • CHM113 (1st Semester General Chemistry) • CHM115 & CHM 116 (2nd Semester Gen. Chem.) • Total Enrollment: Over 1100 students

  18. Spring Semester • Changes / Additions • Experienced leaders helped to train/ mentor new team leaders. • More advertising

  19. Spring Highlights – Participants (P)/ Non-Participants (NP) 101 113 115/116 P / NP P / NP P / NP Enrollment47 / 275 57 / 319 37 / 418 %Participants15% 15% 6% Percent on Final 64%/65% 67%/69% 67%/67% Course GPA 2.5 / 2.2 2.6 / 2.6 2.3 / 2.4 D, E, W’s 9% / 32% 18% / 22% 19% / 27%

  20. Spring Highlights – Team Leaders (TL) 101 113 115/116 TL/ NP TL/ NP TL/ NP # of Team Leaders 5/ 275 7/ 319 9/ 572 Course GPA3.6/ 2.2 3.9/ 2.6 3.8/ 2.4 Mean Final Ex 83%/65% 86%/69% 88%/67%

  21. Qualitative Data: Participant Feedback • Participants reported that study groups: • Helped them learn to work with others • Gave them someone they could relate to • Allowed more one on one interactions • Provided a setting for sharing ideas • Helped clarify concepts / increase understanding • Eased test anxiety • Boosted their confidence in their knowledge • Helped them pass the class

  22. Qualitative Data: Participant Feedback • Reasons for not participating: • Many had time conflicts • Some formed their own study groups • Some said they worked better on their own

  23. Qualitative Data: Team Leader Feedback • Team Leaders reported that the program helped: • Develop better study skills • Reduce procrastination • Promote group-thinking and problem solving skills • Develop patience, cooperation, and discipline • Strengthen understanding of course material • Self-esteem • Personal growth • Define their goal of being a teacher

  24. Qualitative Data: Team Leader Feedback • Many Team Leaders signed up for the position for “honors” credit or for the “leadership class” to be on their transcript and resume. • All have stated that the experience was much more personally rewarding than expected.

  25. Qualitative Data: Team Leader Feedback • “Although I have generally made “A’s” through most of my education, I often do not put in the time and effort needed to fully absorb information. By becoming a team leader, I have had no choice but to keep up not only with the lessons but ahead of them.” • …… “I liked having the added moral obligation to the students I teach…”

  26. Qualitative Data: Team Leader Feedback • “I learned that what I might quickly understand, other people may not comprehend. Thus, it is really important that I have patience and pay attention to what people need help with.” • “Being a leader, doesn't mean that you will always come up with the most creative ideas.” • “It is important to understand how the major themes of chemistry fit together.”

  27. Trends Observed • High percentage of female team leaders (68%) • Program was most successful / popular in the first semester courses (Intro and 1st semester general chemistry)

  28. Changes for Fall 2006 • More leadership classes (more availability) • More leaders per lecture section • More study sessions • Greater participation • More problem-solving activities • Integration of Chemistry LRC with University LRC. • More involvement of Chemistry staff • Website: • www.asu.edu/lrc/teachingteams.htm

  29. Acknowledgments • Learning Support Services • Jeanne Hanrahan, Director • Chemistry Faculty • Ron Briggs, CHM 113 • Janet Bond-Robinson, CHM 116 • Jack Fuchs, CHM 115/116 • Rich Bauer, Coordinator of General Chemistry • Jim Birk, Emeritus Faculty • ASU CLAS Deans Office

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