Browsing by Author "Hill, JL"
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Item Open Access Cooperative Learning in Large Sections of Organic Chemistry: Transitioning to POGIL(ACS Symposium Series, 2019-01-01) Canelas, DA; Hill, JL; Carden, RGA brief review of recent literature describing cooperative learning in organic chemistry, and the use of POGIL in particular, is presented. A case study of the steps one instructor took to implement the POGIL pedagogy will be outlined along with instructor reflections on the overall experience. Examples of outcomes from experiments comparing cooperative learning sections to lecture sections will be reviewed and expanded. Differences in learning between the participants in the experimental (cooperative learning) and control (lecture format) groups have been found in three key areas: (1) psychological affect variables, (2) development of transferable skills, and (3) self-reported gains in key organic chemistry content areas. Comparison of the two groups in terms of their elucidation of molecular structures from spectroscopy data will be discussed. When compared to the lecture group, students in the cooperative learning group self-reported higher gains in skills, and this was confirmed using a direct measure: performance on free response spectroscopy problems on the final exam. Indeed, the cooperative learning group scored higher than the lecture group on these spectroscopy free response exam problems, and this difference between the scores of the two groups was statistically significant.Item Open Access Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills(Chem. Educ. Res. Pract., 2017) Canelas, DA; Hill, JL; Novicki, AItem Open Access Development and Assessment of the Effectiveness of an Undergraduate General Education Foreign Language Requirement(Foreign Language Annals, 2014-01-01) Thompson, RJ; Walther, I; Tufts, C; Lee, KC; Paredes, L; Fellin, L; Andrews, E; Serra, M; Hill, JL; Tate, EB; Schlosberg, L© 2014 by American Council on the Teaching of Foreign Languages. This article describes a faculty-led, multiyear process of formulating learning objectives and assessing the effectiveness of a foreign language requirement for all College of Arts and Sciences undergraduates at a research university. Three interrelated research questions were addressed: (1) What were the levels and patterns of language courses completed under the language requirement compared to those under the previous curriculum? (2) To what extent was the oral proficiency learning objective being attained? and (3) How did oral proficiency vary by course level and the patterns of courses completed to satisfy the language requirement? The oral proficiency of 614 students was assessed with the Simulated Oral Proficiency Interview and categorized in terms of ACTFL ratings. Study findings indicated that 76% of students met or exceeded the objective of the Intermediate Mid level of oral proficiency and that oral proficiency differed by course level and the pattern of courses completed to satisfy the language requirement. In particular, the impact of completing an advanced-level course was clear, which in turn had implications for curricular policies and academic advising. It is argued that faculty-led evaluation of program effectiveness, in which assessment approaches are both summative and formative and findings are routinely used to improve educational practices as well as document student learning, is the necessary context for developing an evidence-based approach to undergraduate language education.