Steven Burnett , Yakini Brandy, Shimelis Hailu, Pogisego Dinake Howard University “ Tell me and I’ll forget; Show me and I may remember; Involve me and I’ll understand” Teaching-as-Research: Using Formative Surveys to Guide Teaching Practices in an Organic Chemistry Class --Chinese Proverb
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Steven Burnett, Yakini Brandy, Shimelis Hailu, Pogisego Dinake Howard University Tell me and Ill forget; Show me and I may remember; Involve me and Ill.
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Steven Burnett, Yakini Brandy, Shimelis Hailu, Pogisego Dinake
Howard University“ Tell me and I’ll forget; Show me and I may remember; Involve me and I’ll understand”
Teaching-as-Research: Using Formative Surveys to Guide Teaching
Practices in an Organic Chemistry Class
--Chinese Proverb
Teaching-as-Research: The Process
Setting objectives and goals for students and their learning
Conveying fundamental knowledgeUsing the scientific method for creating practices
that enable students to meet goals and thrive Establishing a criteria for successDeveloping and implementing teaching practices
within an experimental designCollecting and analyzing dataUsing data to guide teaching practiceReflecting, evaluating, and iterating
Project Goals/ObjectivesTo apply the TAR steps in generating a
project that involves the use of technology to enhance teaching and learning
To conduct weekly surveys to integrate technology into pedagogy
To use the data obtained from the surveys as guidance in the re-lecture of a specific concept and to monitor students’/professor’s progress
Project ExperimentalMaterials:
Blackboard Survey MonkeyOWL
Participants:Undergraduate Organic Chemistry Class Initial and Final Surveys were conducted on
specific concepts using Survey MonkeyIn Class Activities:
Based on survey responses, if less than 80% understood the concepts for a chapter, they were revisited.
Assessment Measurements:Qualitative Assessments:
Initial and Final Surveys Quantitative Assessments:
Quizzes and Exams
Setting Goals: Sample Outcome Objectives for A Chapter
Identify Electronegativities of Atoms
Determine Direction of Bond Polarity
Determine if Organic Molecule Has Net Dipole Moment
Determine Formal Charges of an Atom in a Molecule
Drawing Resonance Structures
Identify Bronsted Acids and Bases
Identify Lewis Acids and Bases
Use Pka Values to Predict Direction of Acid-Base Reactions
Class Paticipation for Initial and Final Surveys
0
10
20
30
40
50
60
70
Num
ber o
f Stu
dent
s
Inital Final
Inital 49 53 34 38
Final 49 44 50 58
Chpt1 Chpt2 Chpt3 Chpt4
0 10 20 30 40 50 60 70 80 90 100
% Students with moderate, good, great gains
Co
nc
ep
ts/T
op
ics
Survey Responce: Chapter 1
0 10 20 30 40 50 60 70 80 90 100
% Students with moderate, good, great gains
Knowing how to explain theconcept
of hybridization
Knowing the relationshipbetween
hybridization and moleculargeometry
Knowing how to identify thehybridization of atoms in
organicmolecules
Con
cept
s/To
picsSurvey Responce: Chapt 1
Survey 1
Survey 2
0 10 20 30 40 50 60 70 80 90 100
% Students with moderate, good, great gains
Co
nc
ep
ts/T
op
ics
Survey Response: Chapter 2
0 10 20 30 40 50 60 70 80 90 100
% Students with moderate, good, great gains
Knowing how to identify the relativeelectronegativities of atoms
Knowing how to determine if anorganic molecule has a net dipole
Knowing the resonance rules
Knowing how to draw resonancestructures
Knowing how to identify Bronstedacids and bases
Knowing how to identify Lewis acidsand bases
Knowing how to use pka values topredict the direction of acid-base
Con
cept
s/To
pics
Survey Responce : Chapt 2
Survey 1
Survey 2
ID Ex 1 Ex 2 Ex 3 Ex 4 out of 3 Grades OWL quiz owl grades3 155 126 92 373 62.16667 19.5 22.94118
ResultsThe Average for First Exam was 129 The Distribution was 50/50
The Average for Second Exam was 97.7 Only 42% were Above and 58% were Bellow
•72% of the class participated in the OWL study; from that number, 43% showed signs of success; and for 28%, the OWL helped and was a good indicator for success.
28.3 % of the students that scored 70% or better on OWL also did the same for the exams
15% of the students scored bellow 70% on OWL , but picked up slack and scored 70% or better on exams
7.5% of the students scored 70% or better on OWL, but did not pass exams! Outliers due to bad study habits.
So, 43.3 % of the students used OWL and their exams reflected it with passing grades.
Formative surveys enables the professor to adjust his teaching and place emphasis specific topics. Enable students to engage in active learning in the
classroomGive professor more time to cover course content
Currently, it is still unclear if lectures or webcasts alone weight heavily on performance; However, OWL quizzes simulates exam questions and gives students more exposure
An unknown variable, students learning behavior, will ultimately dictate exam performance, As seen in the OWL results
Conclusion
Effort should be made to inform students of the importance of maintaining survey integrity.Learning outcome surveys would be skewed if
different students take the initial and final surveysThe survey project is still ongoing in the
organic chemistry class to improve the teaching practices and learning experience of the students and professors.
Dr. Folahan O. AyorindeUniversity of WisconsinShimelis HailuPogisego DinakeYakini BrandyCIRTL NetworkCIRTL-at-HowardNSF