Redesigning General Chemistry- Implementation of Emporium Learning for Enhancing Basic General Chemistry Skills

为了满足全国提高学生化学学习水平的需求，IUSE: EHR项目将采用Emporium学习模式，该模式通过早期数学课程和一年级化学课程提高了学生的保留率。这种教学法取代了传统的教室，取而代之的是一个学习中心，该中心拥有互动软件和教师的现场个性化帮助。该项目将扩展一项试点研究，该研究结果表明，与北卡罗来纳州农业和技术州立大学（NC A&amp；T）传统课程的学生（5%）相比，Emporium学生在普通化学第一学期的成绩更高（40%的学生获得a级）。北卡罗来纳中央大学（North Carolina Central University）也将研究这一课程的影响，这是另一所历史悠久的黑人大学。在初步评估后，PI团队将确定每个学生必须掌握的普通化学核心概念和算法技能。然后，我们会向商场的学生提供评估结果。在课堂上，他们将使用在线系统来考虑示例，并在他们尚未掌握的主题模块中做练习题，并获得教师的即时反馈。本项目将探讨Emporium模式是否能提高学生在关口化学课程中的深度学习。Emporium课程和传统课程的学生将参加共同的考试，包括标准化的课前和课后测试，并通过调查提供反馈。形成性评价将有助于发现意想不到的障碍，并确定应该实施的变化和改进。总结性评价将提供有关是否达到预期结果以及项目产生了什么（如果有的话）意外结果的信息。这项工作的结果，包括学习材料，将通过数字通讯传播给其他历史上的黑人机构，并通过在NC A&amp；T举办的年度Emporium learning教师研讨会进行宣传。研究结果也将在美国化学学会的国家和地区会议上发表，并提交给《化学教育杂志》。

In an effort to address the national need to improve student learning in chemistry, this IUSE: EHR project will adapt the Emporium Learning model, which has led to increased retention for students through early mathematics courses and first-year chemistry courses. This pedagogy replaces the traditional classroom with a learning center featuring interactive software and on-site, personalized assistance from instructors. The project will expand on a pilot study that resulted in higher grades in the first semester of general chemistry for Emporium students (40% made a grade of A) compared to students in traditional courses (5% made a grade of A) at North Carolina Agricultural and Technical State University (NC A&T). The impact of this curriculum will also be studied at North Carolina Central University, another Historically Black institution. After an initial assessment, the PI team will identify core concepts and algorithmic skills in general chemistry that each student must master. The Emporium students will then be provided with the results of this assessment. During class time they will use an online system to consider examples and do practice problems in modules covering topics that they have not mastered, with immediate instructor feedback. This project will investigate whether or not the Emporium model will improve students' deeper learning in gateway chemistry courses. Student in Emporium courses and in traditional courses will take common exams, including standardized pre-and post-course tests, and provide feedback through surveys. Formative evaluation will serve to uncover unexpected barriers and identify changes and improvements that should be implemented. Summative evaluation will provide information about whether the intended outcomes have been achieved and what, if any, unintended outcomes have resulted from the project. The results of this work, including learning materials will be disseminated through a digital newsletter to other Historically Black institutions and propagated through annual Emporium Learning faculty workshops hosted at NC A&T. Results will also be presented at national and regional meetings of the American Chemical Society and be submitted to the Journal of Chemical Education.