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1/28/18
1
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
CentralIdeasandPractices
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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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…
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…
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
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…
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…
Guiding directions, questions, and hints to support the team to work with data
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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…
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
CentralIdeasandPractices
TheSmartThingsList:providingexplicitlanguagetocalloutcollectivescientificpractice
1. Recognizepatterns indata
2. Makeconnections toCoulomb’sLaw
3. Controlvariables
4. Trymultiplepossibilitieswhengroupingcards
5. Justify yourideasinwaysotherpeoplecanfollow
6. Offerideaseveniftheymaynotendupbeingright
7. Askforpeople’sreasoning whentheyofferideas
ExpansiveandInclusiveScientificBrilliance
CollectiveChemicalPractice
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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…
CollectiveChemicalPractice
Teamleaderheldaccountableforcommunicatinggroupthinking
What’stheteam
question?
Howdoweknowif
somethinghasdissociatedorjustdissolved?
TeamLeader CollectiveChemicalPractice
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Makingstudentthinkingpublic
ExpansiveandInclusiveScientificBrilliance
Closing:callingoutandconnectingstudentthinkingtochemistry• Highlightbrilliantscientificthinking
• Connecttaskandstudentsthinkingtoauthenticsciencepractice You guys are asking great
questions that are getting me to think in different ways.
ExpansiveandInclusiveScientificBrilliance
StudentStrengthsandExperiences
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Challengesofsupportingequitableengagement
•Re-learninghowtointeractwithstudents• Hardtointerveneappropriatelywhenwecan’thearstudentthinking
Inclass Assessments
LectureBuildingon,andexpandingwhatstudentslearnedfromtheTasks
Reflections
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Afterclass:Videolectureisdesignedforconceptreviewandintroductiontoformallanguage
• ReviewTask
• Introduceformalchemicallanguage
• Connecttopreviousconcepts
• Contextualizechemistry
CentralIdeasandPractices
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.
CentralIdeasandPractices
CommunicatingScienceProject:anopportunityforsciencelanguagelearningandpractice
Description• Studentschoseeitherahormoneortoxicmetalsalt
• Explainthechemistryoftheircompoundtotwoaudiences
• ClassroomCommunity(formalscientificlanguage)
• FriendsandFamily(informallanguage)
• Peerreview
CentralIdeasandPractices
StudentStrengthsandExperiences
ExpansiveandInclusiveScientificBrilliance
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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?
ExpansiveandInclusiveScientificBrilliance
WhenIstruggle,Iremindmyselfthatencounteringsetbacksisanormalpartoftheworkofascientist.
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ReflectionFeedback:frameresponsesassharedexperienceandchallenges
• Publicizeandnormalizeconcerns
• Explicitconnectiontoscience• Remindstudentsthattheyaretakingonchallengingwork
• Pointthemtoresources
“Manyofyousaidyou'refeelingnervousaboutholdingothersbackbyaskingquestions...”
“Wrestlingwithideas,struggling,notyetknowinghowtoformachemicalexplanationfromdataisanormalandimportantpartoftheworkofdoingscience.”
StudentStrengthsandExperiences
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!!