A Practice-Based Approach to Designing Equitable ......(Carlone, 2004; Carloneet al., 2011). 1/28/18 4 Students see Chem1A as a “weeder” course High enrollment High competition

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UCSTEMFacultyLearningCommunityWebinar

APractice-BasedApproachtoDesigningEquitableUndergraduateScienceCourses

Presentedby:ErinS.Palmer&Sabriya RosemondCollegeofChemistry,UCBerkeley

https://uc-flc.mcdb.ucsb.edu/

APractice-BasedApproachtoDesigningEquitableUndergraduate

ScienceCourses

ErinS.Palmer, Sabriya N.Rosemond, AngelicaM.Stacy

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2004STEMaspirantswhocompletedSTEMdegreesinfourandfiveyears

Eagan,K.(2010).DegreesofSuccess,1–4.

URMURM

Highestrateofattritionoccurswhenstudentsaretakinggatekeepercourses

Changetal.2008;Seymour&Hewitt,1997

Chem 1AassiteofdepartureforBlackstudents

“I’ma droptheclass,Ithink.Yeahplease,Ithinkscienceisn’tforme.Like,Ijustdon’tfeelsmartenough to

continue.”-Kristina

3weeksinto Chem 1A

PartnershipwithMulticulturalStudentDevelopmentCenter

• ConcernedaboutBlackstudentsleaving thesciencesafterChem 1A

• Courseledstudentstoquestionabilitytosucceedinthesciences,particularlyBlackwomen.

NextStep:Focusgroupsandinterviewswithstudents

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Narrativesaboutscientificbrillianceexcludemanystudents

Perc

eive

d ab

ility STEM

Humanities

Who Counts What Counts

Innate talent

Quickness

Correctness

Knowing lots of information

(Leslieetal.,2015;Leonardo&Broderick,2011;Nasir,Snyder,Shah&Ross,2012;McGee&Martin,2011).

(Carlone,2004;Carlone etal.,2011).

Narrativesaboutscientificbrillianceexcludemanystudents

Perc

eive

d ab

ility STEM

Humanities

Who CountsAsian

Perc

eive

d ab

ility

White

Black & Brown

Male

Female

Who Counts What Counts

Innate talent

Quickness

Correctness

Knowing lots of information

(Leslieetal.,2015;Leonardo&Broderick,2011;Nasir,Snyder,Shah&Ross,2012;McGee&Martin,2011).

(Carlone,2004;Carlone etal.,2011).

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StudentsseeChem 1Aasa“weeder”course

HighenrollmentHighcompetition

PhotofromtheDailyCal,Feb14,2013,KatherineChen

Fastpacewithwidebreadthof

contentWhite,middle-

class,academiclanguage

Expertknowledgeholder

Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2011).

Sciencetaughtinclassroomsincongruentwithscienceasit’spracticed

SchoolScience• Discretebodyoffacts• Contentavailabletobememorized

• Static• Individualizedlearning

Science• Awayofthinking• Setofpractices• Iterative,creativeprocess• Collectivesense-making

Carlone,2004;Redish &Hammer,2009;Sevian &Talanquer,2014;Talanquer,2015

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Howcanwereorganizeourclassroomstowardequityandlearningthatreflects

scienceaspracticed?

GoalSocializestudentsintonewwaysofseeingandparticipatinginsciencesuchthatthey:

• developarich,connected,andrelevantunderstandingofchemistry

• recognizethevariouswaysinwhichtheyarescientificallybrilliant

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Organizecurriculumaroundcentralideasandpracticesofchemistry

Recognizeandleveragestudentstrengthsandexperiences

Engageandsupportstudentsincollective chemicalpractice

Valueandcalloutexpansiveandinclusivewaystobescientifically

brilliant

Organizingprinciplesthatinformedthecurriculumdesignandparticipationstructures

UNIT 1: MATTERUnderstanding Properties

Repulsion

+

- -

+ + Attraction

- +

ATTRACTIONSRepulsion

+

- -

+ + Attraction

- +

MOTIONS

UNIT 2: ENERGYPredicting Change

CH4 + 2O2 → CO2 + 2H2O

A + B D AB

UNIT 3: EQUILIBRIUMManaging Changes

UNIT 4: SPECTROSCOPYMeasuring Matter

ultravioletvisibleinfrared

ChangesinATTRACTIONSandMOTIONS

Competitionbetween

ATTRACTIONSandMOTIONS

ModifyingATTRACTIONSandMOTIONSwithlight

CentralIdeasandPractices

CHEM 1AMATTERAND CHANGE

Potential and kinetic energyconsiderations provide a powerfulbasis for explaining themacroscopic properties of matterand the ways in which matterinteracts, combines, and changeson an atomic scale.

BuildingAroundBigIdeas

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Inclass:Supportingcollective

engagementinauthenticchemical

thinkingandpractices

Assessments

Lecture Reflections

In-classOrganization CollectiveChemicalpractice

• Classmet50minutes3xperweek• Multi-tieredinstructionalstaff• Coursefornon-chemistrymajors• Studentswith1≤yearofHSchemistryorrepeating• 100+studentsworkinginteamsof4-5

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Designingin-classactivitythatengagesstudentsinchemicalpractice

• Incorporateandbuilduponbigideas

• Data-centered

• Invitemultiplewaysofengagement

• Multiplevalidapproaches

• Notreliantonformalscientificlanguage

StudentStrengthsandExperiences


CollectiveChemicalPractice

Designingin-classactivitythatengagesstudentsinchemicalpractice

• Incorporateandbuilduponbigideas

• Data-centered

• Invitemultiplewaysofengagement

• Multiplevalidapproaches

• Notreliantonformalscientificlanguage

L10:AttractiveMolecules

Today’sQuestion: Whataspectsofmolecularstructureaffectthestrengthofattractionsbetweensimilarmolecules?

YourTask: YourteamwillusethedataontheIntermolecularForceCards toexaminetherelationshipbetweenstructureandboiling point.

ExaminetheRelationshipBetweenStructureandBoilingPointsRandomlydivideupthecards,andthenworktogetherasateamof4.

1.Examine theinformationoneachoftheIntermolecularForceCards.

Note:YouwillNOT beusingthesolubilityinformationtoday.

2.Createasmanygroupsofcardsaspossiblebasedonsimilaritiesofthesubstancesonthecards.

Note:Somecardsmaybelongtomorethanonegroup.Don’tbeafraidtorearrangecardsoncedatahavebeenrecorded.

3.Observeand Recordhowtheboilingpointchangeswithineachgroupandwhatelsediffersbetweenthecardswithinagroup.

Note: Insomecases,itmightnotbepossibletostrictlycontrolforonlyonevariable.Asateam,reasontogetheraboutwhatvariableisthemain factorcausingthetrendinboilingpoint.

BringingitTogether:MakeClaimsAboutAttractionsandBoilingPointWorktogetherasateamof4.Makesurethateachmembercontributesoneclaim.

4.Constructatleast4claims abouthow eachvariablerelatestothechangingboiling point.Besuretoprovideevidencefromyourcardsort.RecordeachclaimonyourNoteSheet.

Forexample:Asthemolarmass(increases/decreases),theboilingpoint(increases/decreases)asevidencedby…

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Central Question of the day

General Description of the

day’s task

IntermolecularForceCards

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Studentsworkedwithvarioustypesofdata

Animationsandsimulations

e− e−

NO3− K+

NO3−

NO3−

Zn2+ NO3

−

Cu2+

salt bridge

NO3−

Zn Cu

1.5 M ZnNO3 0.5 M CuNO3

3. After some time

Images

Datacardsandtables



























Guiding directions, questions, and hints to support the team to work with data

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Team Product

NoteSheetsprovideorganizationalsupport

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ChallengesofTaskDesign•Choosingwhichconcept(s)toincludein40minutes

•Choosinganddesigningdata•Keepingthetasksopenwhilestillprovidingnecessarysupport

SupportingtheTask:Supportequitableengagementinthetasksandsupportstudentsrecognitionoftheirbrilliance

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Tasklaunch:re-framingcompetentscientificlearning

• Situatestudentworkwithinthecontextofthecourse

• Orientstudentstoanynewtoolsneededtocompletetheday’sactivities

• Reframescientificthinkingandlearning

ExpansiveandInclusiveScientificBrilliance


TheSmartThingsList:providingexplicitlanguagetocalloutcollectivescientificpractice

1. Recognizepatterns indata

2. Makeconnections toCoulomb’sLaw

3. Controlvariables

4. Trymultiplepossibilitieswhengroupingcards

5. Justify yourideasinwaysotherpeoplecanfollow

6. Offerideaseveniftheymaynotendupbeingright

7. Askforpeople’sreasoning whentheyofferideas



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Supportequitablesharingofresources

L10:AttractiveMoleculesToday’sQuestion: Whataspectsofmolecularstructureaffect

thestrengthofattractionsbetweensimilarmolecules?

YourTask: YourteamwillusethedataontheIntermolecular

ForceCards toexaminetherelationshipbetweenstructureand

boiling point.ExaminetheRelationshipBetweenStructureandBoiling

PointsRandomlydivideupthecards,andthenworktogetherasateamof4.

1.Examine theinformationoneachoftheIntermolecular

ForceCards.Note:YouwillNOT beusingthesolubilityinformationtoday.

2.Createasmanygroupsofcardsaspossiblebasedon

similaritiesofthesubstancesonthecards.

Note:Somecardsmaybelongtomorethanonegroup.Don’tbe

afraidtorearrangecardsoncedatahavebeenrecorded.

3.Observeand Recordhowtheboilingpointchangeswithin

eachgroupandwhatelsediffersbetweenthecardswithina

group.Note: Insomecases,itmightnotbepossibletostrictlycontrolfor

onlyonevariable.Asateam,reasontogetheraboutwhatvariableis

themain factorcausingthetrendinboilingpoint.

BringingitTogether:MakeClaimsAboutAttractionsand

BoilingPointWorktogetherasateamof4.Makesurethateachmembercontributes

oneclaim.4.Constructatleast4claims abouthow eachvariablerelates

tothechangingboiling point.Besuretoprovideevidencefrom

yourcardsort.RecordeachclaimonyourNoteSheet.

Forexample:Asthemolarmass(increases/decreases),theboiling

point(increases/decreases)asevidencedby…


Teamleaderheldaccountableforcommunicatinggroupthinking

What’stheteam

question?

Howdoweknowif

somethinghasdissociatedorjustdissolved?

TeamLeader CollectiveChemicalPractice

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Makingstudentthinkingpublic


Closing:callingoutandconnectingstudentthinkingtochemistry• Highlightbrilliantscientificthinking

• Connecttaskandstudentsthinkingtoauthenticsciencepractice You guys are asking great

questions that are getting me to think in different ways.



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Challengesofsupportingequitableengagement

•Re-learninghowtointeractwithstudents• Hardtointerveneappropriatelywhenwecan’thearstudentthinking

Inclass Assessments

LectureBuildingon,andexpandingwhatstudentslearnedfromtheTasks

Reflections

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Afterclass:Videolectureisdesignedforconceptreviewandintroductiontoformallanguage

• ReviewTask

• Introduceformalchemicallanguage

• Connecttopreviousconcepts

• Contextualizechemistry


InclassAssessments

assessingscientificcontentandpractices

Lecture Reflections

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QuestionDesign:engagingstudentsinchemicalpracticetoassesscontentandpracticelearning

INTERMOLECULAR ATTRACTIONS

Substance Molecular formula Structural formula Molar mass

(g/mol) Boiling point

ethylene glycol HOCH2CH2OH

62 197ºC

propanol CH3(CH2)2OH

60 98ºC

propylamine CH3(CH2)2NH2

59 48ºC

trimethylamine (CH3)3N

59 3ºC

1. Which statement provides the most compelling explanation of the data?

A) O−H��O is stronger than H−N��H

B) O−H��O is weaker than H−N��H

C) Boiling point increases with molar mass. D) Increasing the number of CH3 groups decreases the boiling point.

2. Which explanation(s) can be used to account for the lower boiling point of

trimethylamine compared with the other molecules in the table?

A) Trimethylamine is not polar. B) Trimethylamine does not form hydrogen bonds.

C) The London dispersion forces are relatively small.

D) Both B and C are correct.

E) A, B, and C are all correct.

O HCC

H

H

H

H

OH

O HCC

H

H

H

H

CH

H

H

N HCC

H

H

H

H

CH

H

H

H

N

C

C C

H

HH H

H

H H

H

H

Which statement provides the most compelling explanation of the data?a) O−H···O is stronger than H−N ··· Hb) O−H ··· O is weaker than H−N ··· Hc) Boiling point increases with molar mass.d) Increasing the number of CH 3 groups decreases the

boiling point.

The boiling point of ethylene glycol is much higher than the boiling point of propanol. Draw a structure showing the interaction between ethyleneglycol molecules to explain its high boiling point.


CommunicatingScienceProject:anopportunityforsciencelanguagelearningandpractice

Description• Studentschoseeitherahormoneortoxicmetalsalt

• Explainthechemistryoftheircompoundtotwoaudiences

• ClassroomCommunity(formalscientificlanguage)

• FriendsandFamily(informallanguage)

• Peerreview




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Unit4:SpectroscopyDesignapostthatwillteachyouraudiencesabouthowyoucanusespectroscopy onyourentire

compoundoranelementinyourcompound togaininformationaboutyourcompound.Compound:Mercurous Chloride

FriendsandFamily

Think of the picture above (Figure 1), where the manhas a bunch of layers on. Which layers would beeasiest to take off? Well, they would be the ones thatare outermost or on top. To take off one of the baselayers, you would need more energy because you’dhave to dig through all the ones on top

ClassroomCommunity

This energy must be large enough to breakCoulomb’s attractions between the negativelycharged electrons and the positively chargednucleus. This suggests that those electronsfurthest from the nucleus would require lessenergy to break because it has a lowerattraction, whereas those in the innermost shellwould be the most difficult to eject.

Challengeswithassessmentdesign•QuizandExams

• Findingrelevantandaccessibledata•CommunicatingChemistry

• Substanceswithcomplicatedchemistry• Notallsubstancesworkwellwithallunits

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Inclass Assessments

LectureReflectionsSpacetomakesenseaboutexperience

ScienceSkillReflection:opportunitytodefinewhatcountsascentraltodoingscience

Which set of skills are you most interested in reflecting on for Unit 1?


WhenIstruggle,Iremindmyselfthatencounteringsetbacksisanormalpartoftheworkofascientist.

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ReflectionFeedback:frameresponsesassharedexperienceandchallenges

• Publicizeandnormalizeconcerns

• Explicitconnectiontoscience• Remindstudentsthattheyaretakingonchallengingwork

• Pointthemtoresources

“Manyofyousaidyou'refeelingnervousaboutholdingothersbackbyaskingquestions...”

“Wrestlingwithideas,struggling,notyetknowinghowtoformachemicalexplanationfromdataisanormalandimportantpartoftheworkofdoingscience.”


FinalCourseReflections• Howhaveyourideasaboutchemistrylearningbeenchanged,challengedorconfirmedthissemester?

• Howhaveyourideasaboutwhatittakestothinklikeachemistbeenchanged,challengedorconfirmedthissemester?

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FindingsUsingvideo,survey,interviewandstudentworktounderstand

impactofparticipation

GoalSocializestudentsintonewwaysofseeingandparticipatinginsciencesuchthatthey:

• developarich,connected,andrelevantunderstandingofchemistry

• recognizethevariouswaysinwhichtheyarescientificallybrilliant

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Preliminaryfindingssuggestthatwearemovingtowardsourgoal• Videodata:

• Studentsareengaginginscientificpracticee.g.Askingchemicalquestions,andIdentifyingpatterns

• SurveyData:• Positiveshiftsinhowstudentsviewtheirrelationshiptoscience,e.g.“Iamgoodatscience”,“Ifeelaconnectionwiththesciencecommunity”

• InterviewData:• Studentsseelearningasiterativelyconstructingunderstandingfromdata• Studentshaveexpansive,practice-centereddefinitionsofwhatitmeanstobe‘goodatchemistry’

“BeforeIhadthepreconceivednotionthatbeingachemisttooksomeformofinnateabilityandintelligencebutnowIknowthatbeingachemistismorethanjustthat.Thinkinglikeachemistissimplybeinginquisitive,hardworking,andopentonewideas. Chemistryismorethanjustgettingtherightanswers,learningtheconceptsactuallymeanssomethingtomenow.”

Vin,CourseReflection

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Acknowledgements• StudentsinalliterationsofredesignedChem1A

• OfficeofMulticulturalStudentDevelopment• Nzingha Dugas• LupeGallegos-Diaz

• EducationOpportunityProgram• YukiBurton

• OfficeoftheRegistrar• WalterWong• PamArmstrong

• CollegeofChemistry• ChemistryLibrary• LuciaBriggs

• CollegeAdvisors• CollegeofEngineering• CollegeofNaturalResources• LettersandSciences

• Funding:UniversityofCalifornia,Berkeley

THANKYOU!!

A Practice-Based Approach to Designing Equitable ......(Carlone, 2004; Carloneet al., 2011). 1/28/18 4 Students see Chem1A as a “weeder” course High enrollment High competition

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