July 26, 2021
July 26, 2021
July 19, 2022
NSF Grantees Poster Session
Bridge courses are often created to provide participants with remediation instruction on discipline-specific content knowledge, like chemistry and mathematics, before enrollment in regular (semester-long) courses. The bridge courses are then designed to impact student’s academic success in the short-term. Also, as a consequence of the bridge course experience, it is often expected that students’ dropout rates on those regular courses will decrease. However, the bridge courses are often short (ten or fewer days) and packed with content, thus creating challenges for helping students sustain their learning gains over time. With the support of the NSF funded (DUE - Division Of Undergraduate Education) STEM Center at Sam Houston State University, we are designing a course for entering chemistry students that consists of a one-week pre-semester intensive bridge component, which then flows into a one-month co-curricular support component at the beginning of the semester. The primary goals of the bridge component of the course are to strengthen student academic preparedness, calibrated-self-efficacy, and to foster networking leading to a strong learning community. The goal of the co-curricular extension is to help students sustain and build upon the learning gains of the initial bridge component. We plan to extend the co-curricular portion of the course in future years. A key measure of success will be improved participant course grades in the introductory chemistry courses for majors. Our design process has been centered on weekly meetings that alternate between literature review and course design. The design process was initiated with backward design principles and continues with ongoing revision. The goals, design strategy, and design process of this new course will be presented along with the achieved student outcomes during the implementation of the past summer 2020.
Villalta-Cerdas, A., & Thompson, D. E., & Hegwood, S. L. (2021, July), Integration of Research-based Strategies and Instructional Design: Creating Significant Learning Experiences in a Chemistry Bridge Course Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37368
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