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I cannot write my final exam… until the class finishes the book

I cannot write my final exam… until the class finishes the book. Brian P. Coppola Arthur F. Thurnau Professor of Chemistry Associate Chair for Curriculum and Faculty Affairs Faculty Associate, Center for Research on Learning & Teaching. Context. 1989 - date.

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I cannot write my final exam… until the class finishes the book

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  1. I cannot write my final exam… until the class finishes the book Brian P. Coppola Arthur F. Thurnau Professor of Chemistry Associate Chair for Curriculum and Faculty Affairs Faculty Associate, Center for Research on Learning & Teaching

  2. Context 1989 - date Year 1: General Principles (+ opt lab) Structure/React 1 (+ analyt) Structure/React 2 (+ lab) Year 2: Intro Phys (lec) & Analyt (leclab) Intro Inorganic (Bio/Materials) Combined Org/Inorg lab Year 3: Biochemistry 1/2 (& genetics) (bio)Physical & Analytical (+ lab choice) Intermediate Inorganic & electives Year 4: electives (incl. writing/speaking) [grad classes & research] 1500 enter here placement 65% engin 95% 1st-yr 1100 enter here placement; AP, 55% 1st-yr Yield : 50-90 majors (1:2 Chem:Biochem)

  3. Technology- Assisted Instruction

  4. 1 Instructional targets… Molecular structural evidence comes from experimental data. Disciplinary Knowledge

  5. 1 Instructional targets… Subject Matter Mastery Molecular structural evidence comes from experimental data. Disciplinary Knowledge

  6. 1 Instructional targets… Subject Matter Mastery Molecular structural evidence comes from experimental data. Disciplinary Knowledge Fact/text versus inference from fact/text. Suspending judgment. Triangulation. Transferable Skills

  7. 1 Alignment… Molecular structural evidence comes from experimental data. Instructional Goals

  8. 1 Alignment… Molecular structural evidence comes from experimental data. Instructional Goals Pedagogical organization of the topic. Self-directed/peer-led team instruction. Situated learning: literature & laboratory. Pedagogical Method

  9. 1 Alignment… Molecular structural evidence comes from experimental data. Instructional Goals Pedagogical organization of the topic. Self-directed/peer-led team instruction. Situated learning: literature & laboratory. Pedagogical Method Case study problems. Authentic laboratory tasks (library->lab). Student-generated instructional material. Assessment Tasks (for grades) PCK: Pedagogical content knowledge

  10. 1 Case study problems. Authentic laboratory tasks (library->lab). Student-generated instructional material. Assessment Tasks (for grades) 28 proposals 7 proposals 4 proposals goto: www.umich.edu/~chemh215

  11. 2 The value of teaching in learning • “Preparation to teach the contents of a text • versus to understand it personally may • influence the mental representations that are • created from text.” • Coleman, E.B.; Brown, A.L.; Rivkin, I.D. “The Effect of Instructional Explanations on Learning from Scientific Texts” Journal of the Learning Sciences1997, 6(4), 347-365. • Coleman, E. B. "Using Explanatory Knowledge During • Collaborative Problem Solving in Science." The Journal of the • Learning Sciences1998, 7(3&4), 387-427.

  12. 2 The value of teaching in learning • If you are mentally aware of the future need • to explain a concept to someone else, then • you will learn the concept better than if • you are only learning it for yourself. • Coleman, E.B.; Brown, A.L.; Rivkin, I.D. “The Effect of Instructional Explanations on Learning from Scientific Texts” Journal of the Learning Sciences1997, 6(4), 347-365. • Coleman, E. B. "Using Explanatory Knowledge During • Collaborative Problem Solving in Science." The Journal of the • Learning Sciences1998, 7(3&4), 387-427.

  13. 2 Structured Study Groups • 2-hr Supplemental session, formal curriculum • led by junior & senior undergraduates • structured peer review • new lessons, O/S/U evaluation • library/journal searches, FMO, spectroscopy, bio- • organic, ethics, writing, meet the author, physical organic, computational chemistry • second-semester: • the HTML project • student-design laboratory projects • student-generated ethics case

  14. 2 Structured Study Groups 1st Assignment • each student selects journal, year • find a C10-13HxX2-3 molecule, cite it • create 5 new, rational molecules • rank by 2 of: mp, bp, solubility, DM • write paragraphs to explain ranking • bring two copies to the meeting • student-generated work • studio environment • conversations begin (not end) with answers

  15. 2nd Assignment: find a substitution

  16. www.umich.edu/~chem210

  17. Second semester project www.umich.edu/~chemh215

  18. Second semester project (1) 6 groups of 15-18 get a different article (2) each group becomes 5-6 subgroups of 3 (3) each subgroup of 3 “owns” a step in sequence - represent mechanism (static & animate) - correlate NMR spectra with structure - analyze experimental procedure (4) make pedagogical choices to present ideas - in oral presentations - in writing - on web www.umich.edu/~chemh215

  19. Assessment of Student Learning I. Exams, Papers, etc. (Product, no Path) II. Periodic sampling (Product & Path) III. Peer-based editing (Guided reflection;“editors”) IV. Performance-based (Expert &/ Control) V. Large-scale survey (Change & Correlation) VI. Interview &/ Observe (Multiple sources) Heady, J. E.; Coppola, B. P.; Titterington, L. C. "Assessment Standards." In, Siebert, E. D.; McIntosh, W. J., Eds. College Pathways to the Science Education Standards Arlington, VA: NSTA Press, 2001, 57-63.

  20. Performance-based Assessment:The counter-intuitive event Goal: to compare the skills of students who engage in weekly discussions where "student answers" are the beginning, not the end, of an academic conversation. Method: devise a task where it is relatively certain that a reasonable prediction based on familiar information will be made, and then present the experimental information that demonstrates the prediction is backwards (or otherwise incomplete; interview 2 student groups and an "expert" group, code and compare).

  21. 2 Structured Study Groups • impact on grades • impact on course climate • impact on first-year U experience • impact on persistence in science • impact on learning - counterintuitive event 1. Rank these 5 things. E C Si Ge Sn Pb

  22. 2 Structured Study Groups • impact on grades • impact on course climate • impact on first-year U experience • impact on persistence in science • impact on learning - counterintuitive event 1. Rank these 5 things. the natural prediction E C Si Ge Sn Pb

  23. 2 Structured Study Groups • impact on grades • impact on course climate • impact on first-year U experience • impact on persistence in science • impact on learning - counterintuitive event 2. Here are the experimental data. 1. Rank these 5 things. the natural prediction E C Si Ge Sn Pb

  24. Coding the interviews

  25. “expert” solution (fac & grad who do not know the facts) SSG students grouped 80% of the time with those like expert (this one: 100%). A/B+ non-SSG grouped 10% of the time with those like expert (this one: 0%)

  26. Next generation? • Problem: expansion of multimedia component to larger group of less skilled students • Solutions: dedicated software & environment • > Studio instructional environment • > ChemSense (www.ChemSense.org) • SRI collaboration (R. Kozma, E. Coleman, P. Schank) • integration into a new high school text project • B. P. Coppola, J. S. Krajcik, A. Kiste, authors (WH Freeman) • > LERN-IT modules

  27. THEN Lecture meets 3x1hr, lab and discussion are separate SOON Lecture meets 1hr, lab and discussion are together 2x3hr

  28. www.chemsense.org

  29. Student & Teacher-generated work

  30. Student & Teacher-generated work

  31. PCK-guided design of Instructional Technology - a hypothesis Bruner (1966) - neo-constructivist theory of learning that accounted for student & teacher & subject • learner predisposition/readiness • intrinsic structure/organization of knowledge • effectiveness of sequence/pacing classroom pedagogy readiness => learner

  32. PCK-guided design of Instructional Technology - a hypothesis Bruner (1966) - neo-constructivist theory of learning that accounted for student & teacher & subject • learner predisposition/readiness • intrinsic structure/organization of knowledge • effectiveness of sequence/pacing classroom pedagogy readiness => learner

  33. PCK-guided design of Instructional Technology - a hypothesis Bruner (1966) - neo-constructivist theory of learning that accounted for student & teacher & subject • learner predisposition/readiness • intrinsic structure/organization of knowledge • effectiveness of sequence/pacing classroom pedagogy readiness => learner readiness => subject/learner

  34. ? hypothesis poses a question: LERN-IT Lecture-Enhanced Reflective Normalization using Instructional Technology Pre-lecture: mastery learning objective A “director’s cut” on focused (PCK) topics Punctuated repeatable narrative according to intrinsic subject sequence Annually updated literature-based tasks for individual/group work Annotated multiple representations

  35. subtext subtext subtext subtext subtext subtext subtext subtext subtext subtext subtext In Chemistry, we understand better than nearly every other discipline how to create teams of undergraduate, graduate, and post-doctoral students in order to advance research goals. This is our model of professional development... …and it begins with the design of undergraduate courses, where the potential to carry out research is first identified. The same model of professional development can advance how teaching and learning are done.

  36. CSIE: Chemical Sciences at the Interface of Education 3 Or, “how can faculty members add this sort of work to their already overfilled list of responsibilities?”

  37. Boyer, 1990: “a broadened conception of scholarship”Coppola, 1994: broaden the infrastructure that works so well • coursework that identifies potential • early entry into design, implementation, documentation, & assessment • increased independence • intensive study - coursework - seminars - projects - collaboration • functional independence • professional readiness • transferability • faculty lines Standards of literacy outside one’s core area • functional literacy in areas of participation • minimum level of competency in aligned areas of professional responsibility • integrated understanding and demonstrated performance in interdisciplinary emergent areas 1994 undergraduate 1998 graduate training grants 2002 postdoc 1991

  38. CSIE: Graduate Program(future faculty education with a training grant model) • 1998 - date: • US DOE GAANN supports 8-12/yr (mid-1 to mid-2) • 2 courses (1 used as cognate) in education • external/internal speaker & brown-bag series • propose & carry out a project in the department • on-campus collaboration • off-campus collaboration • Other activities: • presentations at professional meetings, & institutional seminars, workshops • publications • Increased grad student governance in general • 2002 - date: • thesis chapters; combined PhD degree

  39. CSIE: Graduate Program(actual chem PhD students) Brett Duersch (BS BYU) Sept-Dec 1998 • enter UM PhD program • regular GSI training • begin: CSIE external speaker series • begin: CSIE brown-bag sessions Jan-Dec 1999 Jan-Aug: CSIE fellowship • take 2 education cognate courses • design CSIE project • present at Wakonse conference Sept-Dec: 50% CSIE fellow/50% GSI • implement CSIE project • co-run external speaker series (1 yr) Jan-Dec 2000 • assess CSIE project • present at Nat Assoc Res Sci Teach, Biennial Chem Ed, & Amer Chem Soc Confs • modify GSI training program • CANDIDACY EXAM INCLUDES CSIE Jan-Dec 2001 • JCST paper prepared • seminar presentation at Notre Dame Jan-Dec 2002 • JCST paper submitted • prepare and submit JRST paper • extend modified GSI training Jan-May 2003 • May: Chemistry PhD - 5 chapters: solid state NMR - 2 chapters: CSIE • JCST paper accepted

  40. NEW REACTIONS OF GERMYLENES WITH KETONES AND ASSESSMENT OF STUDIO GENERAL CHEMISTRY The PhD students Ryan D. Sweeder A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Chemistry) in The University of Michigan 2003 Doctoral Committee: Professor Mark M. Banaszak Holl, Chair Professor Arthur J. Ashe, III Professor Brian P. Coppola Professor Joseph S. Krajcik Professor Omar M. Yaghi

  41. Ryan D. Sweeder - Table of Contents The PhD students • Chapter I. Introduction • Chapter II. Conversion of Phenones to Conjugated Trienes Via Germylene Cycloaddition Chapter III. Germylene Reactions with Quinones • Chapter IV. Activation and Catalytic Partial Hydrogenation of Benzophenone • Chapter V. Exploring Two Reactions of Ketones with • Ge[CH(SiMe3)2]2: CH and OH Insertion • Chapter VI. Development of Studio Chemistry • Chapter VII. Equilibrium Study in Studio General Chemistry Chapter VIII. Student Attitudes Toward Studio Chemistry

  42. 2003 & beyond... Department of Chemistry • integration into long-range planning • resource allocation • graduate student & faculty recruitment University of Michigan • preliminary discussion for large scale fund-raising * hire a group of faculty members? * include student support? • international program * how to get creative work in curriculum development in English? China --- (MS/PhD) --- US

  43. Thanks! • US Department of Education - GAANN Graduate Assistantships in Areas of National Need • University of Michigan Department of Chemistry College of LSA College of LSA Honors program Rackham Graduate School • Carnegie Foundation for the Advancement of Teaching Carnegie Scholars program Carnegie Initiative on the Doctorate • Research Corporation • Intel Corporation • NSF-PFF-ACS Phase 3

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