THE FOUNDATIONS FOR CHANGE- VIEWS FROM A STEM RESEARCHER,

TEACHER, AND CHAIRMAN John C. Wright

Format borrowed from F. Fleming Crim

CHEM. 110 COURSE DEVELOPMENT ELEMENTS Grading

Absolute Grading Scale Bonus Points Rewards for Cooperation Peer Evaluation

Research Paper Analysis and Assimilation Student Board of Directors Excel Spreadsheets

Laboratory Problem Sets Cooperative Examinations

Lecture Think-Pair-Share, Concept Tests, Group Problem

Solving List Generation

Cooperative Examinations Traditional examinations Open-Ended Laboratory Projects after Traditional Skill Development Labs Cooperative Problem Solving Quiz Sections

The greatest (obstacle) was communication and there was also a tendency for some members to slack on their responsibility and let others do the work for them. Both obstacles were greatly lessened at the end. Communication skills ... were greatly improved. This ability ... to communicate better especially regarding scientific ideas and solutions to small problems should allow us to be a better team member in the future. Individual responsibility also improved, though not nearly as much as communication. The greatest improvement was in each team member's education. By education, I mean in terms of knowledge and ... new ways of thinking. Both are gained in part from other members of the team and in part from oneself. One can learn from others and one can, through one's creativity, learn by one's self. By learning through creativity, I mean that for each original problem that is solved with creativity, that person gains a new way of thinking ... for the future. When I registered for analytical chemistry, I thought I was in for 5 credits of pure boredom. Not so. It turned out to be my most interesting class, due partly to the group work. Keep it. BUT, group work is very time consuming, especially outside of class. Overall, I would highly recommend that you continue to teach using team approaches.

At first I was not keen on the idea because I predicted alot of unfair responsibility shifting, a general disorganization, no agreements, ..., basically ....too many cooks in the kitchen"...However, our team found answers in each other that we could not find in ourselves, support in getting things done instead of shifting responsibility, and often a fairly organized way of doing things... We also found that it was important for everyone in the group to understand everything about the lab, so everyone can add in when writing up the results together... One person's mistake becomes a team mistake. In the team approach, these rivalries between individuals cease and a team spirit of accomplishment dominates. More ideas and different opinions are absorbed. Time is efficiently used. Research is spread out and someone always knows something someone else doesn't.

LISTING OF FACULTY ASSESSORSFirstName LastName Department

Alan Attie Department of BiochemistryDavid Nelson Department of BiochemistryTom Martin Department of BiochemistryPaul Bertics Department of Biomolecular ChemistryCharles Hill Department of Chemical EngineeringDoug Cameron Department of Chemical EngineeringJuan DePablo Department of Chemical EngineeringKevin Bray Department of Chemical EngineeringSangtae Kim Department of Chemical EngineeringThatcher Root Department of Chemical EngineeringMerle Evenson Department of Clinical ChemistryJohn Valley Department of GeologyLukas Baumgartner Department of GeologyAlex Nagel Department of MathematicsMelinda Certain Department of MathematicsSteve Baumann Department of MathematicsTerry Millar Department of MathematicsGeorge Zografi Department of PharmacyCathy Royer Department of PharmacyKen Connors Department of PharmacyRon Burnette Department of PharmacyPaul Williams Department of Plant PathologyPhil Helmke Department of Soil ScienceEric Hellstrom Materials Science DepartmentRichard Matyi Materials Science DepartmentSusan Babcock Materials Science Department

3 2 4 4 1 3 4 1 4 4 3 3 2 2 4 2 1 4 1 2 4 4 4 2 4

-4

-2

0

2

4

Primary Criterion

1- Agility

2- Analogy

3- Analysis

4- Meta-awareness

(RL high)

(SAL high)

Primary Criterion

Difference in Average Ranks

A A A B B B C C C D D D E E E E F F F G G G H H H

Octile (H is highest)

J. C. Wright, S. B. Millar, S. A. Kosiuk, D. L. Penberthy, P. H. Williams, and B. E. Wampold, J. Chem. Educ. 75, 986-992 (1998). "A Novel Strategy for Assessing the Effects of Curriculum Reform on Student Competence".

RESEARCH•IDENTIFICATION OF A SIGNIFICANT PROBLEM•INSIGHT & SELF DISCOVERY•TIME, RESOURCES, EXPERIMENTATION, FEEDBACK•TEAM EFFORT

FOUNDATIONS FOR CHANGE•REIFICATION- the process of making something real (authentic experiences)•ATTITUDES & TRADITIONS (supportive working environment, a community, worthy goals)•TRUST & TEAM EFFORT•MOTIVATION

VisionTo facilitate a paradigm shift from faculty-centered teaching to student-centered learning throughout the chemistry curriculum, such that students obtain a deeper learning experience, improve their understanding and ability to apply learning to new situations, enhance their critical thinking and experimental skills, and increase their enthusiasm for science and learning.

RESEARCH•IDENTIFICATION OF A SIGNIFICANT PROBLEM•INSIGHT & SELF DISCOVERY•TIME, RESOURCES, EXPERIMENTATION, FEEDBACK•TEAM EFFORT

FOUNDATIONS FOR CHANGE•REIFICATION (authentic experiences)•ATTITUDES & TRADITIONS (supportive working environment, worthy goals)•TRUST & COMMUNITY EFFORT•MOTIVATION

MOTIVATION REQUIRES 1) Seeing a worthwhile goal2) Seeing a clear path to the goal3) Believing you can reach the goal