PROPOSAL FOR A GENERAL EDUCATION GRANT

DEVELOPMENT OF THE CHEM 124 – 126 SEQUENCE

CECILE N. HURLEY

CHEMISTRY DEPT.

Chemistry 124–126 is a new course sequence that will parallel Chemistry 127–128 in both subject matter and rigor. It will begin in Fall/2004 and aims to enhance the pedagogy of our basic general education chemistry sequence by means of a new mode of instruction to better engage the students in large-lecture sections and to provide small-section workgroups to sharpen vital quantitative skills.

Chem 127–128 is a required sequence for almost 30% of our incoming freshmen. Anyone who seeks to major in a science, engineering, or to go on to professional schools in medicine, veterinary science, dentistry or pharmacy needs the general chemistry sequence. Chem 127 is also a Q and Group 3 course for the general education requirements. Unfortunately, Chem 127–128 is perceived by the student body as a filter to “weed out” weak students. In this technological age, where much of the existing technology has connections with chemistry, general chemistry is uniquely capable of conveying vital understanding of principles that will be central to policy making in the 21^st century. Chemistry can shape a student’s ability to comprehend and judge much of the “scientific” information put out by the media. In chemistry, students learn how to think in microscopic as well as macroscopic terms. They must appraise the quantitative reasonableness of answers. They also develop the ability to read and write in scientifically precise and accurate language. All this occurs in the context of a mathematical structure.

Regrettably, at present the only students who take Chem 127–128 are those required to do so. More distressing, many of them fail or withdraw from the course. The proposer has identified three principal causes for this: the pace of the course, the mathematical deficiencies of the students, and lack of preparation on how to study for a science course.

Three groups of students are especially affected:

• The economically disadvantaged, who are largely from under-represented minorities. Many come from poor high schools with inadequate resources to impart key basic math skills.
• Women. Because of gender bias, the expectations in science and technology for girls in elementary and high schools are low. Consequently, many opt out of science courses and arrive here without experience in challenging science classes.
• Bright but unchallenged students. This group never had to learn how to study methodically because they have never faced a challenging course like general chemistry.

Chem 124–126 seeks to ameliorate the problems of pace, study skills and gaps in mathematical proficiency. It will not be a less rigorous alternative, but it will be a slower one that offers new support.

The sequence will extend over 3 semesters, using the same text as Chem 127–128. Because of the additional semester, the material will flow at a slower pace. In the large lecture, this will allow time to use the “think-pair-share” method that multiple studies confirm can make a large lecture take on the feel of a small one. Furthermore, the three-hour lab periods will feature significant innovation. Chem 127–128 has 21 experiments spread over two semesters. Chem 124–126 will therefore have just seven experiments per semester. In a 14-week semester, there will be 3-hour time blocks available every other week for “process and content”:

• showing the students how to read, take notes, and study efficiently in a science course
• reviewing the mathematics required to do the problems of a particular section with focus on the needs of chemistry
• going over and working together on challenging material
• working in groups, learning from each other how to analyze, break down, set up and solve chemistry problems
• answering work sheets that promote and assess conceptual mastery

These are lofty goals, which require many hours of advance preparation if they are to be met. Worksheets covering both math and chemistry have to be carefully designed and put together. Meetings with TA’s (who will implement these goals) have to be organized and prepared beforehand.

There will be four components to the assessment of the new sequence.

1. Hour exams in Chem 127–128 cover either two or three chapters. Chem 124 will do this also. Its instructor will attend the Chem 127 exam-planning session and give similar but not identical exams on those same topics. Mean scores on both set of exams will be compared.
2. The final exam for Chem 127 and 124 will be identical in the questions covering common material. Chem 127 will cover the first 9 chapters of the text, while Chem 124 will cover the first 7 chapters. The mean scores for those 7 chapters will be determined in both courses. The same cannot be done for Chem 125 and 128, but Chem 126 and 128 final exam results will be similarly compared.
3. The Statistics Department will be asked to apply the same methodology used in creating the contour maps for Chem 127 to create such maps for Chem 124. Results will indicate how much the new sequence increases prospects for success in general chemistry.
4. The students will be asked to fill out exit questionnaires to assess their attitudes and impressions of the course.