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Integration of Research-based Strategies and Instructional Design: Creating Significant Learning Experiences in a Chemistry Bridge Course

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

9

Permanent URL

https://peer.asee.org/37368

Download Count

19

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Paper Authors

biography

Adrian Villalta-Cerdas Sam Houston State University

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Adrian Villalta-Cerdas has a Ph.D. in Chemistry from the University of South Florida in Tampa, Florida. Currently, he is an assistant professor of chemistry at Sam Houston State University. His research focuses on learning strategies that foster skill development and the study of effective teaching practices in chemistry at the college level.

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David E. Thompson Ph.D. Sam Houston State University Orcid 16x16 orcid.org/0000-0002-2934-5729

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Dr. Thompson obtained his B.A. in chemistry from Carleton College in Northfield, MN; spent two years teaching science with the US Peace Corps in the country of Ghana; completed his Ph.D. in chemistry under the mentorship of Dr. John Wright at the University of Wisconsin, Madison; carried out post doctoral research at Stanford University under the mentorship of Dr. Michael Fayer; taught chemistry for several years at Lawrence University in Appleton WI; and then moved to Sam Houston State University where Dr. Thompson is currently an associate professor of chemistry.

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Steven L. Hegwood Sam Houston State University

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Steve Hegwood has a MS degree with a research focus in solid state inorganic chemistry from the University of Houston, and a MEd degree in Instructional Systems Design Technology from Sam Houston State University. He is currently the General Chemistry Laboratory Coordinator at Sam Houston State University and has an interest in online and hybrid instruction.

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Abstract

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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