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Strategies to Build a Community of Learning in a Chemistry Course

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Keywords:

Engagement, Community, Technology

Presented by:

Chetna Patel, Aurora University

Ami Johanson, Aurora University

Key Statement:

Students enroll with different levels of preparedness and study skills. Utilizing new strategies to create a culture of learning can build confidence in students and improve student retention.

Abstract:

Principles of Chemistry is a one-semester lecture and laboratory course at Aurora University and taken primarily by pre-nursing majors and athletic training. Students enroll in the course with different levels of math preparedness and study skills. Technology can be a powerful tool to peek into student thinking and build collaboration skills. Furthermore, it can be used in any class size as well as it can bring relevancy by connecting to real world events. Significant changes were made to the laboratory component of the course to allow for student reflection and learning. This presentation will discuss strategies implemented over several semesters and provide data on student retention.

Learning Outcomes:

1. Identify the challenges and opportunities of teaching chemistry to pre-health majors.
2. Describe how technology can be used to enhance student thinking and collaboration in chemistry courses.
3. Evaluate the impact of changes on student retention and learning outcomes.

Hear it from the author:

Strategies to Build a Community of Learning in a Chemistry CourseChetna Patel, Aurora University
00:00 / 01:32

TRANSCRIPT:

Hello everyone,

I’m excited to share our innovative approaches to building a community of learning in our chemistry courses at Aurora University. Our students come with varying levels of preparedness and study skills, which can be challenging. To address this, we’ve implemented new strategies to foster a culture of learning, boost student confidence, and improve retention.

We’ve identified key challenges such as weak math literacy, poor study habits, and a lack of collaboration. To tackle these, we use technology like Prowise and Slido to enhance student thinking and collaboration. We also redesign assignments to include concept maps and group projects that connect to real-world issues.
Our approach includes sharing problem-solving work, using low-stakes assessments, and incorporating personal stories and case studies. We’ve also embedded peer tutors to support students. These strategies have shown positive outcomes, with students reflecting that group projects help build study relationships and real-world problems aid in retaining information.

By focusing on these methods, we’re not only improving learning outcomes but also creating a supportive and engaging learning environment. Thank you for your time.

References

Rahman, T., & Lewis, S. E. (2019). Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis. Journal of Research in Science Teaching 


Henderson, C., Finkelstein, N., & Beach, A. (2010). Beyond dissemination in college science teaching: An introduction to four core change strategies. Journal of College Science Teaching, 39(5), 18-25. 


Benabentos, R., Hazari, Z., Stanford, J. S., Potvin, G., Marsteller, P., Thompson, K. V., ... & Kramer, L. (2021). Measuring the implementation of student-centered teaching strategies in lower-and upper-division STEM courses. Journal of Geoscience Education, 69(4), 342-356. 


Henderson, C., Finkelstein, N., & Beach, A. (2010). Beyond dissemination in college science teaching: An introduction to four core change strategies. Journal of College Science Teaching, 39(5), 18-25.

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