P942: General chemistry course redesign projects at the University of New Mexico

Author: Sarah Toews Keating, University of New Mexico, USA

Co-Author: K. Joseph Ho and Sushilla Knottenbelt, University of New Mexico, USA

Date: 8/6/14

Time: 5:15 PM6:30 PM

Room: LIB

Related Symposium: S33

The general chemistry courses, CHEM 121 &122, are key gateway courses for STEM majors and are required by over 20 different degree programs at UNM. They are also frequently on the UNM ‘killer course’ list, with between 20 and 50% of students not succeeding and hence unable to progress in their STEM fields. We started the redesign effort with the support of UNM STEM Gateway Program in 2012 for CHEM 122 to improve student understanding of and engagement with course material, by developing resources to support active learning. The preliminary assessments from the test and control groups indicated significant conceptual learning gains in the fall semester of 2012. We therefore extended our efforts to CHEM 121 in 2013. This presentation describes the strategies of our reformed projects, assessment data from both redesigned courses, and faculty experiences in making the transition from teacher-centered to student-centered classrooms.

P641: Pedagogical course to prepare graduate students for teaching

Author: K. Joseph Ho, University of New Mexico, USA

Co-Author:

Date: 8/5/14

Time: 5:15 PM6:30 PM

Room: LIB

Related Symposium: S33

This presentation describes a new teaching method course to prepare graduate students, especially teaching assistants, for teaching college chemistry courses, a course which includes lecture, seminar, workshop, and classroom observations to provide a conceptual framework for effective teaching practices. This course encourages students to apply findings from educational research about how people learn in their teaching practices and to start to build a teaching portfolio as the product of the course activities. Students in this course learn basic principles of designing a new course starting with writing student learning outcomes, planning for assessments for the learning outcomes, and determining the format of learning activities that are suitable for leading students to the learning outcomes. Classroom observations are also arranged during the course for students to learn and experience different teaching practices, and write peer reviews to evaluate and characterize different teaching styles. This course was first offered in the fall semester of 2010 and has gone through many revisions. The author will share experience of the planning and implementation of the course and present findings of the effectiveness of the course in supporting teaching assistants and preparing graduate students for academic positions.