Introductory STEM Courses Rebecca Forrest, Shuo Chen, Donna Stokes - - PowerPoint PPT Presentation

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Introductory STEM Courses Rebecca Forrest, Shuo Chen, Donna Stokes - - PowerPoint PPT Presentation

Feb 10, 2024 412 likes •643 views

Active Learning and Recitation Sessions Promote Student Success in Introductory STEM Courses Rebecca Forrest, Shuo Chen, Donna Stokes Department of Physics, University of Houston Ann Cheek, Donna Pattison Department of Biology and

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Active Learning and Recitation Sessions Promote Student Success in Introductory STEM Courses

Rebecca Forrest, Shuo Chen, Donna Stokes Department of Physics, University of Houston Ann Cheek, Donna Pattison Department of Biology and Biochemistry, University of Houston

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HHMI Program Goals at UH

  • Improve Successful Course Completion Rates (SCCR)

in introductory biology, organic chemistry, physics and math courses.

  • Before: SCCR in introductory NSM courses had been

40 – 70%

  • Enrollments: 170-530 students / section
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Why Try Active & Cooperative Learning?

Interactive Engagement: How Much Is Enough?, Louis E. Keiner and Teresa E. Burns, Coastal Carolina University, Conway, SC, The Physics Teacher 48, 108 (2010)

Gain = 18% Gain = 24% Gain = 36%

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Program Summary

Training and Development

  • Faculty Development

Workshops

  • Peer Mentor

Pedagogy Workshop & Weekly Curriculum Meetings For All Students

  • Early Diagnostic

Exams

  • Active Learning

Curriculum Recitation Sessions For Targeted Students

  • Peer Led
  • Cooperative learning
  • Student

Communities

Student Success

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Active Learning in the Classroom

  • Think-Pair-Share using Clickers
  • Interactive Lecture Demonstrations
  • Interactive Lecture Videos
  • Poppers
  • Guided Inquiry sections
  • Skits or props illustrating concepts
  • Case Studies
  • Videos & animations of biological

processes Cooperative Learning in Recitations

  • Led by 2 undergrad peer facilitators
  • Group worksheets
  • Case Studies
  • Model building
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Think About…

  • Think about a question or concern you have

about an active-learning strategy you want to,

  • r are implementing in class or recitation.
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Let’s Try It! Interactive Lecture Video

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Where is the ball? End 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

2:00 1:59 1:58 1:57 1:56 1:55 1:54 1:53 1:52 1:51 1:50 1:49 1:48 1:47 1:46 1:45 1:44 1:43 1:42 1:41 1:40 1:39 1:38 1:37 1:36 1:35 1:34 1:33 1:32 1:31 1:30 1:29 1:28 1:27 1:26 1:25 1:24 1:23 1:22 1:21 1:20 1:19 1:18 1:17 1:16 1:15 1:14 1:13 1:12 1:11 1:10 1:09 1:08 1:07 1:06 1:05 1:04 1:03 1:02 1:01 1:00 0:59 0:58 0:57 0:56 0:55 0:54 0:53 0:52 0:51 0:50 0:49 0:48 0:47 0:46 0:45 0:44 0:43 0:42 0:41 0:40 0:39 0:38 0:37 0:36 0:35 0:34 0:33 0:32 0:31 0:30 0:29 0:28 0:27 0:26 0:25 0:24 0:23 0:22 0:21 0:20 0:19 0:18 0:17 0:16 0:15 0:14 0:13 0:12 0:11 0:10 0:09 0:08 0:07 0:06 0:05 0:04 0:03 0:02 0:01 End 2:00

A: Ahead; B: Behind; C: On top

The Video Encyclopedia of Physics Demonstrations, The Education Group, Inc.

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What is the shape of the path?

A: Straight line; B: Parabola; C: Semicircle

The Video Encyclopedia of Physics Demonstrations, The Education Group, Inc.

End 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

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The shape of the path

The Video Encyclopedia of Physics Demonstrations, The Education Group, Inc.

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Let’s Try It! Case Study

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Case Study for Recitation: Membrane Transport

Med student gives a patient a distilled water drip.

  • 1. Predict the effect of

the infusion

Parameter Prediction

plasma solute concentration AFTER the distilled water infusion red blood cell volume AFTER the distilled water infusion equilibrates with blood

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  • 1. Predict infusion effect

Normal conditions: RBC membrane is permeable to water, but not to solutes

Parameter Prediction

plasma solute concentration AFTER the distilled water infusion red blood cell volume AFTER the distilled water infusion equilibrates with blood

300 300

H2O

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  • 1. Effect of infusion

Parameter Prediction

plasma solute concentration AFTER the distilled water infusion decrease red blood cell volume AFTER the distilled water infusion equilibrates with blood

300 < 300

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Case Study for Lecture: How will RBC volume change after the distilled water infusion equilibrates with blood?

  • A. Cell volume will not change.
  • B. Cells will shrink.
  • C. Cells will swell.
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65% 62% 77% 72% 77% 77% 72% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016

Percentage of Students

Results: Intro Biology I Pass Rates

~12% increase in Pass Rate

THECB Pilot HHMI

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64% 78% 76% 79% 81% 78% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Spring 2012 Spring 2013 Spring 2014 Spring 2015 Spring 2016 Spring 2017

Percentage of Students

Results: Intro Biology II Pass Rates

~14% increase in Pass Rate

HHMI THECB Pilot

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41% 59% 70% 45% 70% 70% 64% 64% 77% 74% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015 Fall 2015 Spring 2016 Fall 2016 Spring 2017 Percentage of Studnets

Results: Intro General Physics I Pass Rates

HHMI

~16% increase in Pass Rate

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20 40 60 80 100

2 4 6 8 10 12 Semester Grade Number of Recitations Attended

n = 256 required

mean = 55 mean = 76

Recitation Attendance and Intro Biology I Grade

Fall 2017

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Speed Date Discussion

  • You’ll have 2 minutes to talk to your neighbor.
  • You each get to ask a question and give an answer.
  • Then you’ll have 2 minutes to talk to another

neighbor.

  • In 30 seconds: Formulate a question or concern you

have about an active-learning strategy you want to,

  • r are implementing in class or recitation.

End 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

2:00 1:59 1:58 1:57 1:56 1:55 1:54 1:53 1:52 1:51 1:50 1:49 1:48 1:47 1:46 1:45 1:44 1:43 1:42 1:41 1:40 1:39 1:38 1:37 1:36 1:35 1:34 1:33 1:32 1:31 1:30 1:29 1:28 1:27 1:26 1:25 1:24 1:23 1:22 1:21 1:20 1:19 1:18 1:17 1:16 1:15 1:14 1:13 1:12 1:11 1:10 1:09 1:08 1:07 1:06 1:05 1:04 1:03 1:02 1:01 1:00 0:59 0:58 0:57 0:56 0:55 0:54 0:53 0:52 0:51 0:50 0:49 0:48 0:47 0:46 0:45 0:44 0:43 0:42 0:41 0:40 0:39 0:38 0:37 0:36 0:35 0:34 0:33 0:32 0:31 0:30 0:29 0:28 0:27 0:26 0:25 0:24 0:23 0:22 0:21 0:20 0:19 0:18 0:17 0:16 0:15 0:14 0:13 0:12 0:11 0:10 0:09 0:08 0:07 0:06 0:05 0:04 0:03 0:02 0:01 End 2:00 2:00 1:59 1:58 1:57 1:56 1:55 1:54 1:53 1:52 1:51 1:50 1:49 1:48 1:47 1:46 1:45 1:44 1:43 1:42 1:41 1:40 1:39 1:38 1:37 1:36 1:35 1:34 1:33 1:32 1:31 1:30 1:29 1:28 1:27 1:26 1:25 1:24 1:23 1:22 1:21 1:20 1:19 1:18 1:17 1:16 1:15 1:14 1:13 1:12 1:11 1:10 1:09 1:08 1:07 1:06 1:05 1:04 1:03 1:02 1:01 1:00 0:59 0:58 0:57 0:56 0:55 0:54 0:53 0:52 0:51 0:50 0:49 0:48 0:47 0:46 0:45 0:44 0:43 0:42 0:41 0:40 0:39 0:38 0:37 0:36 0:35 0:34 0:33 0:32 0:31 0:30 0:29 0:28 0:27 0:26 0:25 0:24 0:23 0:22 0:21 0:20 0:19 0:18 0:17 0:16 0:15 0:14 0:13 0:12 0:11 0:10 0:09 0:08 0:07 0:06 0:05 0:04 0:03 0:02 0:01 End 2:00

Toolkit Website: http://cssphhmi.nsm.uh.edu/

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Cellular Respiration; Photosynthesis; Osmoregulation; Hormones; Neurons Digestion; Membrane Transport; Cell Structure; Interpreting Graphs; Glucose Homeostasis mitosis

Biology Recitation Curriculum