Collaborative Research: Improving inorganic chemistry education through a community-developed student-centered curriculum

合作研究：通过社区开发的以学生为中心的课程改善无机化学教育

• 批准号: 1726133
• 负责人: Jeffrey Raker
• 金额: $ 30.36万
• 依托单位: University of South Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1726133&HistoricalAwards=false
• 关键词: Collaborative; Research; Improving; inorganic; chemistry

Increasing undergraduate student interest in science and improving their learning of science is a national priority. Both outcomes hinge on large-scale changes in college science teaching, so that more instructors use active learning strategies that engage and encourage students. This project focuses on inorganic chemistry, a course that most chemistry majors take in their third year. The project will use a well-established, nation-wide community of faculty, developed with prior NSF support, to build a modular framework that promotes the use of active learning strategies in inorganic chemistry courses. In addition, new curricular materials based on the latest advances in inorganic chemistry research will be developed and shared on the community website: www.ionicviper.org. During this work, the investigators will study the type and amount of support that instructors need to adopt active learning practices, as well as the impact of those changes on student learning in inorganic chemistry. This project has the potential to find specific strategies and general principles for improving STEM faculty teaching, which could be applied to other courses and disciplines. The impact of the improved curriculum and teaching effectiveness also aims to increase the number of undergraduates who have the tools and critical thinking skills needed to be successful chemists.The knowledge generated by this project will provide insight into the challenges faculty face as they adopt active-learning teaching strategies and the level of the support necessary to effect and sustain change in teaching practices. This project will help identify how a professional community of practice can initiate, enable, and sustain faculty change. Through classroom observations, analysis of student work, surveys of students, and interviews with faculty, the project will generate data on how changes in the classroom affect student learning. It will contribute to the body of evidence for promoting faculty change by evaluating how to encourage the adoption of evidence-based classroom practices. The products of this project will include: 1) 60 new syllabi, with related course materials, for a foundation-level inorganic chemistry course with content coverage drawn from core inorganic chemistry topics, 2) new knowledge on the impact of communities of practice on faculty change, and 3) improved student learning in inorganic chemistry.

提高本科生对科学的兴趣，提高他们对科学的学习是国家的优先事项。 这两个结果都取决于大学科学教学的大规模变化，以便更多的教师使用积极的学习策略，吸引和鼓励学生。这个项目的重点是无机化学，这是大多数化学专业在第三年学习的课程。 该项目将使用一个完善的，全国范围内的教师社区，与先前的NSF支持开发，以建立一个模块化的框架，促进在无机化学课程中使用积极的学习策略。此外，基于无机化学研究的最新进展的新课程材料将在社区网站上开发和共享：www.ionicviper.org.在这项工作中，调查人员将研究教师需要采取积极的学习实践的支持的类型和数量，以及这些变化对学生学习无机化学的影响。 该项目有可能找到改善STEM教师教学的具体策略和一般原则，这些策略和原则可以应用于其他课程和学科。 改进的课程和教学效果的影响也旨在增加本科生谁拥有的工具和批判性思维能力所需的成功chemists.The知识产生的这个项目将提供洞察教师面临的挑战，因为他们采用主动学习的教学策略和必要的支持水平，以影响和维持教学实践的变化。这个项目将有助于确定如何实践的专业社区可以启动，启用和维持教师的变化。通过课堂观察、学生作业分析、学生调查和教师访谈，该项目将生成有关课堂变化如何影响学生学习的数据。它将有助于通过评估如何鼓励采用循证课堂实践来促进教师变革的证据。该项目的产品将包括：1）60个新的教学大纲，与相关的课程材料，为基础水平的无机化学课程，内容覆盖范围从核心无机化学主题，2）实践社区对教师变化的影响的新知识，和3）改善学生在无机化学的学习。

项目成果

Goals for the Undergraduate Instructional Inorganic Chemistry Laboratory When Course-Based Undergraduate Research Experiences Are Implemented: A National Survey

实施基于课程的本科生研究经验时本科教学无机化学实验室的目标：全国调查

• DOI: 10.1021/acs.jchemed.2c00267
• 发表时间: 2022
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Connor, Megan C.;Pratt, Justin M.;Raker, Jeffrey R.
• 通讯作者: Raker, Jeffrey R.

I’ve Been Given COPUS (Classroom Observation Protocol for Undergraduate STEM) Data on My Chemistry Class... Now What?

我在化学课上获得了 COPUS（本科生 STEM 课堂观察协议）数据...现在怎么办？

• DOI: 10.1021/acs.jchemed.9b01066
• 发表时间: 2020
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Reisner, Barbara A.;Pate, Cole L.;Kinkaid, Melissa M.;Paunovic, Daniel M.;Pratt, Justin M.;Stewart, Joanne L.;Raker, Jeffrey R.;Bentley, Anne K.;Lin, Shirley;Smith, Sheila R.
• 通讯作者: Smith, Sheila R.

Measuring student motivation in foundation-level inorganic chemistry courses: a multi-institution study

衡量基础级无机化学课程学生的动机：多机构研究

• DOI: 10.1039/d2rp00199c
• 发表时间: 2023
• 期刊: Chemistry Education Research and Practice
• 影响因子: 3
• 作者: Pratt, Justin M.;Stewart, Joanne L.;Reisner, Barbara A.;Bentley, Anne K.;Lin, Shirley;Smith, Sheila R.;Raker, Jeffrey R.
• 通讯作者: Raker, Jeffrey R.

The Postsecondary Inorganic Chemistry Instructional Laboratory Curriculum: Results from a National Survey

• DOI: 10.1021/acs.jchemed.2c00092
• 发表时间: 2022-05-10
• 期刊: JOURNAL OF CHEMICAL EDUCATION
• 影响因子: 3
• 作者: Raker, Jeffrey R.;Pratt, Justin M.;Nataro, Chip
• 通讯作者: Nataro, Chip