Improving Student Learning in Introductory Chemistry: Building on the New Traditions Project

学生在化学入门课程上的成绩仍然不理想，并且从入门课程到后续化学和生物课程的知识转移也是一个问题。为了增加学生对化学入门的学习，从而第一次取得成功，我们正在实施一个学生主动的学习环境，促进概念理解和批判性思维，并支持各种学习方式。这是通过调整/采用新传统计划开发的课程材料、方法、信息管理和计算机工具来实现的。正在使用北部地区的概念测试、挑战问题和指导探究实验室。这些药物正在得到补充，并且正在开发以生物学为重点的新药物。我们所有化学入门课程（“专业”、“联合健康”和通识教育）的不同学生群体都在服务。以学生为中心的环境和对有效教学的强调有望提高化学对代表性不足的群体和教育专业的吸引力。摩根州立大学（Morgan State University）和科平州立学院（Coppin State College）的教员也加入了这些努力。正在编写一份指导探究实验室手册，供所有入门课程使用。同一实验中的部分或选项被用来满足特定课程的实验目标。专业发展活动的重点是为大学、地区社区学院和城市学院和大学的教师做好准备，以实施经改编/采用的新界课程。为了提高学生的学习效率，正在开发一项同伴助理计划。在我们的新项目中，对学生成绩的评估有望提供有关NT对各种学生和一系列入门课程有效性的有价值的数据。

Student achievement in our introductory chemistry courses remains unsatisfactory, and transfer of knowledge from the introductory courses to subsequent courses in chemistry and biology is also a concern. In order to increase student learning of introductory chemistry, and thus first time success, we are implementing a student-active learning environment that promotes conceptual understanding and critical thinking and supports a variety of learning styles. This is being accomplished by adapting/adopting the curriculum materials, approaches, information management, and computer tools developed in the New Traditions Project (NT). The ConcepTests, Challenge Problems and guided-inquiry laboratories of NT are being used. These are being supplemented, and new ones with a biological emphasis are being developed. The varied student populations in all our introductory chemistry courses ("majors," "allied health," and general education) are being served. The student-centered environment and emphasis on effective teaching is expected to enhance the attractiveness of chemistry to underrepresented groups and to education majors. Faculty from Morgan State University and Coppin State College are joining in these efforts.A guided inquiry laboratory manual is being developed for use in all introductory courses. Parts or options within the same experiment are being used to meet the laboratory goals of specific courses. Professional development activities focus on preparing faculty from the University, area community colleges and urban colleges and universities to implement the adapted/adopted NT curriculum. A peer assistant program is being developed to increase the efficiency of student learning. The assessment of student achievement in our new program is expected to provide valuable data concerning the effectiveness of NT with a variety of students and in a range of introductory courses.