Maryland Course Redesign Initiative

1. Maryland Course Redesign Initiative University of Maryland Eastern Shore Pilot Assessment Report: Principles of Chemistry I Jennifer L. Hearne, Ph.D. May 30, 2008 TechCenter @ UMBC

2. Introduction • University of Maryland Eastern Shore • MCRI Team at UMES • Goals of the MCRI* • Adopt new ways to improve student learning outcomes • Demonstrate these improvements through rigorous assessment • Reduce institutional costs • Free up instructional resources for other purposes • Develop the internal capacity of USM Faculty and Staff to continue the redesign process *as stated in Call to Participate

3. Topics of Discussion • Principles of Chemistry I • Redesign Strategy • Pilot Project Assessment • Results • Implementation Issues • Revisions • Full Implementation Strategy

4. Principles of Chemistry I • Goals • Basic atomic and molecular theory • Nomenclature • Reaction stoichiometry • Gas laws • Population • Freshman chemistry course for science and health professions majors • 20% of freshman • 30-50 students / section • 73% are freshman • 6% nontraditional

5. Principles of Chemistry I • Tradition Delivery • Lecture format • 3-50 minute lectures / week • 3 professors / semester • 7 sections / academic year • Academic issues • Inconsistent knowledge of students • Poor retention of material • 55.1% student retention rate • Lack of coordination among professors • Course drift • Inconsistent learning outcomes

6. Redesign Strategy: Replacement Model • Principle #1: Redesign the whole course. • Chemistry 111E • Two lecture sections / semester • One 75-minute lecture / week • 75-minute recitation (aka Resuscitation) • 2 hours in the Chemistry Computer Lab using CengageNOW or studying

7. Redesign Strategy: Replacement Model • Principle #2: Encourage active learning. • CengageNOW includes tutorials and exercises that may be repeated in an attempt to earn a perfect score • Recitation • Competitions

8. Redesign Strategy: Replacement Model • Principle #3: Provide students with individualized assistance. • Chemistry 111E Computer Lab • Staffed by Undergraduate Learning Assistants (ULAs) and Learning Assistants (LAs) • Recitation • Informal atmosphere • Exercise driven

9. Redesign Strategy: Replacement Model • Principle #4: Build in ongoing assessment and prompt (automatic) feedback. • Features of CengageNOW • Student time and progress • Hints • Provides solutions • Instantaneous grading • Cumulative grade posted each Monday

10. Redesign Strategy: Replacement Model • Principle #5: Ensure time on task and monitor student progress. • CengageNOW monitors a student’s activity • ULAs/LA monitor students’ time-on-task

11. Pilot Project Assessment

12. Pilot Project Assessment

13. Pilot Project Assessment • Successes • Covered more material • Increased the percentage of A-C grades (11.1%) • Attitude improvement • Recitation • LA/ULA • Cell phone – text messaging • Class size • Pre/co-requisites

14. Students voted… • “One-on-one help in computer lab is beneficial to me-I like TNOW.” • “I like the Wednesday Recitation aka “Resuscitation” – it is a great informal review.” • “The TA is AWESOME!” • “We only have to come once a week if we are passing-that’s cool.” • “I like the Blackboard notes, that there is always a TA to help with TNOW and study notes in the lab, and NO CLASS on FRIDAYS!” • “I like having help all the time-you or Amakoe are always around and care about us.” …they liked it!

15. Implementation Issues • Greatest challenges • Computers in the lab did not function properly • Funding for a computer lab • Math and reading skills of students • Text • Knowledge of computers

16. Implementation Issues • Reaction from colleagues • “I don’t have to teach this way.” • “I won’t teach this class.” • “How will I get credit for teaching a large? It doesn’t matter how many students I teach; the number of credits is what counts.”

17. Implementation Issues • Department support • Receptive of new methods and materials • Institutional support • Contract approval of LA/ULA • Funding

18. Revisions • HH3073 block schedule • In-class exercises • Two online quizzes / chapter • Time allocation for CengageNOW • Pre/co-requisite enforcement • Math 109 • No concurrent enrollment in fundamentals of reading and writing • Include mathematical exercises

19. Steps to Full Implementation • Instructional conference • Blackboard & CengageNOW • Revision and distribution of materials • Custom textbook • Increase CengageNOW assignments • Develop web-based quizzes • 50 minute lecture (M), 50 minute recitation (W) • Additional ULAs

20. Acknowledgements • Amakoe Ajavon – Learning Assistant • Allie Bryant – Cengage Publishing • Krystal Esoga – Undergraduate Learning Assistant • Drs. Kelly M. Mack and Joseph M. Okoh – MARC / MBRS Co-Principle and Principle Investigators • Don Spicer & Nancy Shapiro • Carol Twigg &Carolyn Jarmon

21. Good morning Dr. Hearne, I am writing to remind you of how awesome of a job you did this semester in teaching Chemistry. There was no way I could have predicted an A in this class, of all classes. Thanks to you, your plan, Lenny, Christal, and TNOW. This approach  to chemistry is different, unique, and learner friendly. However, it still requires a lot of work, time, and commitment. I applaud the way you handle a very large group with dignity, compassion to teach, compassion to know if your students have grasped the concept and knowledge, and zero tolerance of classroom disruptions. You are a perfect model of how past, present, and future Professors should be. Keep up the Good Work. May you and this program in chemistry continue to grow and be successful. Thank you Jerry Tucker