March 5, 2005SUN Conference - UTEP Dennis C. Jacobs Professor of Chemistry and Biochemistry Vice President and Associate Provost University of Notre Dame.

March 5, 2005March 5, 2005 SUN Conference - UTEPSUN Conference - UTEP

Dennis C. JacobsDennis C. JacobsProfessor of Chemistry and BiochemistryProfessor of Chemistry and Biochemistry

Vice President and Associate ProvostVice President and Associate ProvostUniversity of Notre DameUniversity of Notre Dame

Learning In and Learning In and Through CommunityThrough Community

Cooperative Learning within a Large Lecture Environment

Exploiting Remote Keypad Technology

Community-Based Learning within the Science Curriculum

As Learning Becomes Service to Justice


Focus Group Comments on the Focus Group Comments on the Traditional Large Lecture Experience at NDTraditional Large Lecture Experience at ND

“I don’t keep up with the reading for lecture, because we don’t have any discussions in lecture. I’m better off spending the time reading for other classes where we do discuss things.”

“I am afraid to ask questions in such a large lecture hall.”

“I don’t feel responsible for what happens in class.”

“The large lecture lets me remain anonymous, which is good.”


Does Learning Occur as a Does Learning Occur as a Result of Lecture?Result of Lecture?

J. Birk and J. Foster, Journal of Chemical Education, 70: 180-182 (1993)

Plot of Mean Exam Performance in General Chemistry

010203040

50607080

0 10 20 30Number of Absences

Exa

m S

core

s

Arizona State

University


““Ferris Bueller’s Day Off”Ferris Bueller’s Day Off”

Ben Stein plays the role of a high-school economics teacher.


Lecture is where Lecture is where instruction takes place, instruction takes place, with or without learning.with or without learning.


Backward Design Identify Desired

Results Determine

acceptable evidence

Plan learning experiences and instruction

Grant Wiggins & Jay McTigheACSD 1998, Prentice Hall 2000


The Primary Learning Goals for The Primary Learning Goals for General Chemistry at Notre DameGeneral Chemistry at Notre Dame

Learn through inquiry and exploration. Work collaboratively with classmates to

visualize, understand, and describe chemistry at the molecular, macroscopic, and symbolic levels.

Utilize critical thought and intuition to predict chemical behavior (structure and reactivity).

Develop original solutions to problems that you have not encountered before.


The Primary Learning Goals for The Primary Learning Goals for General Chemistry at Notre DameGeneral Chemistry at Notre Dame

Learn through inquiry and exploration. Work collaboratively with classmates to

visualize, understand, and describe chemistry at the molecular, macroscopic, and symbolic levels.

Utilize critical thought and intuition to predict chemical behavior (structure and reactivity).

Develop original solutions to problems that you have not encountered before.

Analysis of EvidenceAnalysis of Evidence

Critical Reasoning Critical Reasoning

Synthesis of InformationSynthesis of Information

Application of principlesApplication of principles


Structure of Alternative General Structure of Alternative General Chemistry Course Chemistry Course (CHEM 113/114)(CHEM 113/114)

Three 50-minute lectures/week Demonstrations and Visualizations Students pair-off to answer

Conceptual QuestionsConceptual Questions

One 2.5 hour laboratory/week Students work in pairs

One 50-minute recitation/week Small Group Cooperative Problem

Solving

QuickTime™ and aSorenson Video decompressorare needed to see this picture.


Peer Instruction: A User’s ManualPeer Instruction: A User’s Manual

Eric Mazur

Prentice Hall, 1997

Prof. Mazur introduced ConcepTests to physics students at Harvard. The book documents the value of the ConcepTest approach with classroom data and plenty of examples.


The Levi Straus trademark shows two horses trying to pull apart a pair of pants. Suppose Levi had only one horse and attached the other side of the pants to a fencepost. Using only one horse would:

(a) cut the tension on the pants by one-half. (b) not change the tension on the pants at all. (c) double the tension on the pants.


Representative Concept QuestionRepresentative Concept Question

Pure HPure H22OO(l)(l) did not conduct electricity. did not conduct electricity.

2% CH2% CH33COCO22HH(aq)(aq) in H in H22OO(l)(l) was a poor conductor. was a poor conductor.


QuickTime™ and aCinepak decompressorare needed to see this picture.HA(aq) + H2O(l) A–(aq) + H3O+

(aq)

McGraw-Hill



1. Bright1. Bright 2. Dim2. Dim 3. Dark3. Dark


2% CH2% CH33COCO22HH(aq)(aq) in H in H22OO(l)(l) was a poor conductor. was a poor conductor.

Predict how well pure CHPredict how well pure CH33COCO22HH(l)(l) will light the lightbulb. will light the lightbulb.


Students Vote on ResponsesStudents Vote on Responses

Scantron sheets Wireless Personal

Response System http://www.bedu.com/

TurningPoint Software http://www.turningtechnologies.com/

Raise hands Show cards

http://www.bedu.com/


Extra-credit Points are Awarded to Extra-credit Points are Awarded to Encourage Thoughtful ParticipationEncourage Thoughtful Participation

Confidence Level

Correct Answer

Incorrect Answer

Low

Medium

High


Extra-credit Points are Awarded to Extra-credit Points are Awarded to Encourage Thoughtful ParticipationEncourage Thoughtful Participation Individual student responses and the

consensus response of each pair are graded:

Confidence Level

Correct Answer

Incorrect Answer

Low 3 pts. 2 pts.

Medium 4 pts. 1 pts.

High 5 pts. 0 pts.


Sequence for each Concept QuestionSequence for each Concept Question

Introduce Concept Question (10 s)

Students think individually (30-60 s)

Student A votes (7 s)

Student B confidence (7 s)

Student B votes (7 s)

Student A confidence (7 s)

Student pairs discuss ideas (60 s)

Pair confidence (7 s). Display distribution

Pair votes (7 s ). Display distribution

Time




2% CH 2% CH33COCO22HH(aq)(aq) in H in H22OO(l)(l) was a poor conductor. was a poor conductor.

Predict how well pure CHPredict how well pure CH33COCO22HH(l)(l) will light the lightbulb. will light the lightbulb.

1. Bright1. Bright 2. Dim2. Dim 3. Dark3. Dark

IndividualIndividual

37%

62%

27%19%

36%19%

PairPair


Sequence for each Concept QuestionSequence for each Concept Question

Introduce Concept Question (10 s)

Students think individually (30-60 s)

Student A votes (7 s)

Student B confidence (7 s)

Student B votes (7 s)

Student A confidence (7 s)

Student pairs discuss ideas (60 s)

Pair confidence (7 s). Display distribution

Pair votes (7 s ). Display distribution

Students share outloud (60 s)

Run Dem

o (30 s)Sum

marize

Time


What are the benefits of asking What are the benefits of asking concept questions in class?concept questions in class?

Students will Articulate preconceptions and defend ideas Hear multiple perspectives Practice speaking the language of the discipline Become more invested in the topic Receive an accurate form of self-assessment

Instructor will Gain immediate feedback on student

understanding and readiness for new material.


When we use the remote keypads, When we use the remote keypads, I receive valuable feedback on how well I receive valuable feedback on how well

I understand the course material. I understand the course material.

0

10

20

30

40

50

60

% of Class

StronglyDisagree

Disagree Neutral Agree StronglyAgree

Survey Data gathered by www.textrev.com


I appreciate the way that the remote I appreciate the way that the remote keypad technology allows me see what keypad technology allows me see what

my classmates are thinking. my classmates are thinking.

0

10

20

30

40

50

60

% of Class

StronglyDisagree




I pay greater attention in class when I know I pay greater attention in class when I know the instructor will ask me to periodically the instructor will ask me to periodically answer questions on my remote keypad. answer questions on my remote keypad.

05

10

15202530

354045

% of Class

StronglyDisagree




Do you recommend that the instructor Do you recommend that the instructor use the remote keypads in this course use the remote keypads in this course

in the future? in the future?

01020

30405060

708090

% of Class

DefinitelyNo

DefinitelyYes



Questions I Ponder about my StudentsQuestions I Ponder about my Students How accurately do my students assess their

own level of understanding or misunderstanding?

When students with differing opinions debate a question, does their discourse increase their understanding? Does it leave them more or less confident in their own understanding?

To what extent does a student’s metacognition guide and regulate her study?


How Students are How Students are Persuaded through Persuaded through DiscussionDiscussion

Pair Response -Bright

Bright DimDark

Bright

DimDark

0

2

4

6

8

10

12

14

# Students

Student A

Student B

Bright DimDark

Bright

DimDark

0

2

4

6

8

10

12

14

# Students

Student A

Student B

Pair Response -Dim

Pair Response -Dark

Bright DimDark

Bright

DimDark

0

2

4

6

8

10

12

14

# Students

Student A

Student B


Correlation between Answers Correlation between Answers and Confidence Ratingsand Confidence Ratings

IndividualIndividual

Bright DimDark

High

Medium

Low

0

5

10

15

20

25

# Students

Student Response

Student Confidence

Pair ConsensusPair Consensus

Bright DimDark

HighMedium

Low

02468

10121416

# Pairs

Pair Response

Pair Confidence

Low 45% Medium 32% High 38%Accuracy

Low 41% Medium 57% High 81%Accuracy


Is it Valuable for Students to Is it Valuable for Students to Attend an Interactive Class?Attend an Interactive Class?

0

5

10

15

20

25

30

35

Percent of

Lectures Missed

A A- B+ B B- C+ C C- D

Letter Grade

Data collected for CHEM 114 (Spring, 2003)


Community-based Learning Community-based Learning in the Science Curriculumin the Science Curriculum

Taking it to the Streets…


Mission Statement of the Mission Statement of the University of Notre DameUniversity of Notre Dame

“The University seeks to cultivate in its students not only an appreciation for the great achievements of human beings but also a disciplined sensibility to the poverty, injustice and oppression that burden the lives of so many. The aim is to create a sense of human solidarity and concern for the common good that will bear fruit as learning becomes service to justice.”


CHEM 331: CHEM 331: Chemistry in Service Chemistry in Service

of the Communityof the Community

A meaningful community-based learning experience for students interested in applying chemistry to directly serve the needs of the community. Students join with community partners in helping to identify neighborhood homes that have unsafe levels of lead contamination.


Lead PoisoningLead Poisoning Lead has no known biological

function. Pb2+ binds in place of Ca2+ and Fe2+

in the body. Lead is particularly dangerous to children

under six, because it can induce damage to the developing brain and nervous system Behavior and learning problems Slowed growth Hearing problems and headaches.


Demographics of Lead PoisoningDemographics of Lead PoisoningFig. 3 - Children with Elevated Blood Lead Levels

0 5 10 15 20 25

Ages 1-5

Ages 3-5

Ages 1-2

African-American

Mexican-American

Non-Hispanic White

Low-income

High-income

Percent of Specified Children Affected

Children aged 1-5 living in houses built before 1946

Children living in any home

Centers for Disease Control Update: blood lead levels---United States, 1991--1994. MMWR 1997;46:141--6.


CommunityCommunityPartnershipPartnership


Show DVD hereQuickTime™ and aYUV420 codec decompressor

are needed to see this picture.


Analysis/Reporting ProcedureAnalysis/Reporting Procedure

Duplicate Duplicate samples are samples are collected in collected in homehome

Professional Laboratory AnalysisProfessional Laboratory Analysis

Students Students analyze samples in analyze samples in ND chemistry labND chemistry lab

Findings and Findings and recommendations recommendations

are shared with are shared with familyfamily


Domains for Student LearningDomains for Student Learning Professional Expertise - applying chemical principles

and expertise to solve problems

Social Concerns - understanding the needs and concerns of members/groups of our society, and identifying root causes of societal problems

Leadership - recognizing, nurturing and harnessing the gifts that individuals bring to a team

Civic Engagement - making commitments toward bettering the world through action, including affecting institutional change


Social ConcernSocial Concern “I was introduced more to the poverty cycle,

something I had not thought much of in the past. In my hometown, I had seen people be sucked into this cycle, but yet never fully understood it. And while I still do not have a full grasp on what it entails, I am able to see that it is not as preventable as I had hoped. Before I believed that simply an education could cure the impoverishment. Now I am able to see that education is not the only factor. I have been able to comprehend that poverty has become a way of life for many people by the time they are able to escape.”

Wyetta Palmby, Chemistry major, ‘05


EngagementEngagement “Because of the connection I formed to my family

and the others I knew were going through similar struggles, I was inspired to take on roles that I would not normally see in myself. Calling ventilation cleaning companies, explaining our situation and asking for their help, I pushed for our cause with surprising conviction. Establishing such strong emotional ties allowed me to see that I had found an issue worth becoming more informed in and then working for improvement.”

Katherine Traynor, Chemistry Major, ‘05


Academic MotivationAcademic Motivation

“In the past I have not particularly enjoyed chemistry labs because I often saw no point to them, but in this class it was different because I had gathered the material I digested, and I knew the results were important. This has made me think twice about trying medical research now that I know I can be excited about that kind of work. The sampling and testing we did had serious meaning, and I could envision doing some kind of cancer research that would affect lives.”

James Harty, Pre-professional Studies, ‘05


VocationVocation “With the help of many community leaders, I have

progressed from not knowing the effects of lead poisoning to better understanding the sources of lead, the rights of homeowners that are plagued with this problem, and lead-safe practices. I have flourished as an environmentalist, a research scientist, and an enthusiastic leader for change.” “I have been motivated to gear my intended profession towards helping the under-served people who are often neglected or taken advantage of.” Denise Fraga, Biochemistry Major, '03


IntegrationIntegration

“Overall, Chemistry 331 was a great learning experience for me. It allowed me to combine two realms of my life that aren’t usually so connected, and helped me to see the benefits of my education more concretely.”

Leah Bertke, Chemistry major, ‘04


SummarySummary Students learn best when they are engaged in

applying their new skills and conceptual understanding to matters of consequence. Remote keypads offer students the potential to

• Fully participate in class discussions, even within a large lecture setting.

• Receive instantaneous feedback and self-assessment.• Be encouraged for progressing in both accuracy and

confidence. Community-based learning adds value to

• Students’ professional, academic, and personal development.

• The lives of families facing environmental hazards.

March 5, 2005SUN Conference - UTEP Dennis C. Jacobs Professor of Chemistry and Biochemistry Vice President and Associate Provost University of Notre Dame.

Documents

large lecture hall

result of lecture

primary learning goals

large lecture environment

jacobsprofessor of chemistry

pair of pants

notre damelearn

chemical behavior structure