Deborah Bromfield Lee
Florida Southern College
In this session I will review the topics that will be discussed during the Chemical Education sessions here at FAME. I introduce the breath of talks in this session but also the opportunity for questions and discussion at the end of each talk and especially at the end of the day. I hope this starts discussions of collaborations to strengthens the efforts of chemical educators.
Implementing a Gradual Release of Responsibility teaching model in a large enrollment chemistry course
Nicole Lapeyrouse and Cherie Yestrebsky
University of Central Florida
Collaborative learning has shown to increase students’ participation and attitude towards a given subject area. The following study was designed to increase students’ attitude, engagement, and responsibility in a large enrollment chemistry course by utilizing a modified Gradual Release of Responsibility (GRR) model. GRR progressively transfers responsibility from instructor to the student and allows students to be more independent and help them address atypical problems. This method was implemented by initially placing all of the responsibility on the instructor using focused learning and guided instruction. As the course progressed students gradually shifted from lecture based learning to group work and collaboration, then finally, independent tasks. Students were assessed by the use of clickers to monitor their understanding and engagement, as well as surveys to determine their perception and attitudes on this specific style of teaching. Undergraduate peer mentors were utilized to help guide students throughout the lecture and during group work. This experience also simulated a smaller classroom style by allowing the students to interact with undergraduate teaching assistants (UTAs) to help guide them and clarify any misunderstandings. The ACS cumulative exam was used as a metric to measure the effectiveness of the GRR model compared to previous semesters that utilized a traditional teaching method.
Investigating the use of a mixed-reality teaching simulator to analyze changes in GTA discourse decisions
Erin K. H. Saitta1, DangQuang Nguyen1, Constance M. Doty2, Jacquelyn J. Chini2
(we have two presenting authors and two authors who will not bet presenting)
1University of Central Florida, Department of Chemistry
2University of Central Florida, Department of Physics
National shifts in research-based STEM instruction has led to more departments incorporating active learning into introductory courses and laboratories thereby increasing the frequency with which graduate teaching assistants (GTAs) are expected to implement student-centered instruction. We have incorporated a mixed-reality teaching simulator into GTA professional development to create an immersive environment in which GTAs can practice the skills necessary to facilitate student-centered instruction. This presentation will discuss how the simulator, TeachLivETM, was used to investigate changes in graduate teaching assistant discourse choices while leading a class discussion. Descriptions of the types of data collected and the methodology driving the data analysis will be presented.