Linking First-Year Chemistry and English Composition to Promote - - PowerPoint PPT Presentation

Linking First-Year Chemistry and English Composition to Promote Student Success

• Dr. Anita Gandolfo,

Director, Center for Teaching Excellence

• COL Buddy Blackman,

Department of Chemistry and Life Science UNITED STATES MILITARY ACADEMY, WEST POINT, NY

OUTLINE

• Introduction

– Basics of what we did – Why – Goals – USMA Classes

• Details of the linkage and our operations
• Results
• Future Plans

INTRO - Basics

• Class composed of same cadets in both

General Chemistry and English Composition

• Write about chemistry topics in English
• English corrected by English “P”
• Chemistry content comments provided by

chemistry “P”

• Provide additional feedback and help as

requested

INTRO – Why?

• Your thoughts:

INTRO – Why?

• Previous experience with in-class writing

in chemistry

• Break down barriers between student

“learning compartments”

• Break down barriers between academic

departments

• Improve student learning of CHEMISTRY

CONCEPTS

INTRO - Goals

• Improve - DEEPEN - student learning of

concepts

• Stimulate discussion of concepts
• Improve feedback to students and provide

more time for student reflection

• No impairment of performance in English

Comp

INTRO – USMA Classes

• Classes consist of small, <19, students
• Arranged to have English class

immediately following chemistry

• Both classes required of all cadets, usually

in their first year – “Core Course”

EXERCISE TIME!!

• Break up into small groups
• What two courses would you like

to link?

• Why?
• Goals?

(Take 3-4 minutes…)

DETAILS - Class

• Class composed of volunteers from “at risk”

group

• From Prep School and knew each other
• English “P” attended chemistry training
• Chemistry meets for 80 minutes, but

“blocked” for 2 hours (Lab)

• English class, 55 minutes, was immediately

after chemistry

• Meet every other day

DETAILS - Ops

• “Daily Write”

– Single paragraph in 3-5 minutes at start of class – Usually based on student experiences to allow natural writing

Ex: What do you find most challenging about college work?

DETAIL - Ops

• “Daily Write” (contd.)

– At times used to develop student metacognition about writing

Ex: So far, what is the most difficult part of the writing process for you?

– Developed “Daily Writes” based on their chemistry lesson

“Daily Write” Examples:

Explain to your eight-year-old brother what density

• is. Be sure to use examples to illustrate this

concept for him. Your mother is coming to visit you (and see the football game) this weekend and wants to hear about what you’ve been learning. Explain to her what a mole is and why it is important in chemistry. Which part of this lesson (chemistry) was most difficult or confusing for you? Why?

EXERCISE TIME!!

• Back into your groups
• Your thoughts on our “Daily Write”

scenario

• Develop at least one “Daily Write,” or other

exercise, for your linked courses (Take 3-4 minutes…)

DETAILS – Ops

• Cadets write paragraphs, proofread, and

submit to English P

• Paragraphs corrected and feedback given

to cadets after class

• Cadets correct and resubmit
• Paragraphs sent to Chemistry P for

content comments – Anonymous

• Returned to English P and then cadets

(Usually on the same day.)

EXAMPLE – Eng P Feedback

…For example, carbon’s atomic number is written in the top right hand corner [see below]…The atomic mass indicates nucleus’ mass and[G1] it is measured in atomic mass unit, amu…

• There are two separate things going on in

those green words. The first thing for you to keep in mind is that when you have multiple modifiers, they are separated with commas. So this should be

• top, right hand corner.
• [G1]You need a comma before the conjunction

because you are separating two complete sentences here.

EXAMPLE – Eng P Feedback

• …Atomic Mass [G1]is measured in AMU…

To find an elements[G2] atomic number … top of the elements [G3]periodic box.

• [G1]Why the capital letter here? The word

was not capitalized in the question —“attention to detail.”

• [G2]Of course, you can now see that this

should be “element’s”?

• [G3]Once more, you need the apostrophe

here—watch out for these possessives!

EXAMPLE – Chem P Feedback

1. Mom, a mole is the amount of substance that contains the atoms and particles of an

• element. (Huh?) It is important in chemistry

because the mole makes it possible for chemists to convert real world problems into a chemical equation. (Meaning, I guess, that chemical equations aren’t real world?) This process allows the chemist to create an equation for the product of a chemical reaction. (What process? This collection of pretty well written sentences is meaningless.)

EXAMPLE – Chem P Feedback

• 1. Mom, the mole is the standard value

used to measure the number of atoms, particles, or molecules in an element just as a dozen is the value sometimes used to count the number of eggs. A mole of anything has 6.022X10E23 things. For example, a mole of eggs equals 6.022X10E23 eggs. (Good. But why is it important?)

TECHNOLOGY!!

• Paragraphs written on laptops and

submitted via wireless web

• Feedback given using MS Word and email
• P’s in different building and most

communication via email NOT terribly high tech.

RESULTS - Performance

• Numbers indicate SUCCESS:

– One of 16 failed chemistry – None failed English – Usually one-half of the failures come from this “at-risk” group

• BUT, never moved beyond level-one

learner level

RESULTS - Survey

“EH101 helped me perform better in my CH101 class”

• 8 agree or strongly agree
• 3 neutral
• 3 disagree

RESULTS - Survey

“I would have done better in CH101, achieved a higher grade, if I had been in standard CH101 and EN101 sections”

• 1 agree
• 4 neutral
• 9 disagree or strongly disagree

RESULTS - Survey

“EH101 helped me perform better in my EN101 class”

• 5 agree or strongly agree
• 3 neutral
• 6 disagree

RESULTS - Survey

“I would have done better in EN101, achieved a higher grade, if I had been in standard CH101 and EN101 sections”

• 5 agree or strongly agree
• 4 neutral
• 5 disagree

English P Thoughts

• Students did NOT use discussion

time prior to writing

• Focus on content lessened

effectiveness of daily write exercise

– Since students seems to simply try to regurgitate what they remembered as the “correct” chemistry response, the daily writing did not elicit their natural style, and thus there was less improvement in their overall writing than with previous classes

Chem P Thoughts

• Students NEVER sought help or

explanations concerning daily writes or my comments

• Few ever viewed the “best” paragraph on

English P’s web page

• A few never even looked at the comments
• Students thought it valuable because it

helped them ID what they didn’t know, but could ignore it because no immediate consequences! (Level one again.)

EXERCISE TIME!!

• Back in your groups
• Discuss what you would do different and

develop 2-3 suggestions

• Take 3-5 minutes

FUTURE PLANS

• Provide questions prior to homework

assignment (Risk limiting their study.)

• Use a truly random group of students
• Focus on student study and performance

behaviors that impede learning

– One ignored process in both classes – One overestimated ability in both classes

• Use of Blackboard to have a single page

for linked courses