A NIMBLe Approach to Active Learning in Large Enrollment Introductory Chemistry Courses (NIMBLe = New Implementations of Massive Blended Learning)

为了应对全国高等教育机构的教师继续寻求以证据为基础的改革，以改善学生在STEM学科的学习和保留，PI设计了一种独特的方法，将主动学习纳入大招生，一般和有机化学课程。 该项目将通过实施新的在线课前模块来取代传统的讲座，这些模块将与积极的课堂体验和实验室实验相联系。 该项目还将扩大社会相关的图书馆，以案例为基础的学习材料，已通过先前的国家科学基金会的支持，由PI制作。 这种方法，它集成了新的公民参与和责任的科学教育（SENCER）的理念，专注于对社会有意义的主题，有可能吸引那些传统上在科学领域代表性不足的学生。此外，这些新资源在大招生课程的成功实施可能会影响广泛的介绍性STEM课程在大学水平的教学方式。对于有机化学I和II序列，将为讲座和实验室课程设计关于分子键合，立体化学和光谱学的补充课堂和课前材料。 以前开发的普通化学案例将被改编，新的案例将被设计成适合混合式学习格式。 SENCER主题，贯穿两个类编织，将包括能量存储和生产，手性和生命的起源，以及药物化学/药物设计等。 形成性和总结性评价将调查该项目在提高学生对科学的兴趣，积极影响学生的学习收益，提高学生在入门化学课程的成功率方面的有效性。 课堂材料将通过国家科学案例研究教学中心发布，而课前模块将在该机构的化学案例研究网站上提供。 项目成果将通过提交给化学教育杂志或大学科学教学杂志进行传播。

In response to the fact that faculty at institutions of higher education across the nation continue to seek evidence-based reforms to improve student learning and retention in STEM disciplines, the PIs have designed a distinctive approach to incorporating active learning in large-enrollment, general and organic chemistry courses. The project will replace traditional lectures through the implementation of new, on-line pre-lecture modules that will be linked to active in-class experiences and lab experiments. The project will also expand the library of socially relevant, case-based learning materials that have been produced by the PIs through prior NSF support. This approach, which integrates the Science Education for New Civic Engagements and Responsibilities (SENCER) philosophy of focusing on topics of significance to the community, has the potential to be attractive to students who are traditionally under-represented in the sciences. Moreover, the successful implementation of these new resources in large-enrollment courses could influence the way that a broad range of introductory STEM courses are taught at the college-level.For the Organic Chemistry I and II sequence, complementary in-class and pre-class materials on molecular bonding, stereochemistry, and spectroscopy will be designed for lecture and lab courses. Previously developed general chemistry cases will be adapted and new ones will be designed to fit the blended learning format. SENCER topics, woven throughout both classes, will include energy storage and production, chirality and the origins of life, and medicinal chemistry/drug design among others. Formative and summative evaluation will investigate the effectiveness of the project in terms of increasing student interest in science, positively impacting student learning gains, and raising the success rates of students in gateway introductory chemistry courses. In-class materials will be published through the national Center for Case Study Teaching in Science while the pre-lecture modules will be made available on the institution's chemistry case study website. Project outcomes will be disseminated through submission to the Journal of Chemical Education or the Journal of College Science Teaching.