Browsing by Author "Carpenter, Tara"
Now showing 1 - 2 of 2
Results Per Page
ItemBanking on adaptive questions to nudge student responsibility for learning in general chemistry(Taylor & Francis, 2023) Carpenter, Tara; Fritz, John; Penniston, ThomasIn this case study from the University of Maryland, Baltimore County (UMBC), we explore if and how students can be nudged to take responsibility for their learning through one of the university’s largest courses, CHEM 102 “Principles of Chemistry II.” To do so, Dr. Tara Carpenter leveraged the campus’ Blackboard learning management system (LMS) in Spring 2021, and then added the RealizeIt adaptive learning platform in Fall 2021 and Spring 2022 to implement a pedagogy of “spaced practice,” in which students have time to study, forget, reacquire, and reorganize new knowledge or content. Specifically, Carpenter leveraged large pools or “banks” of questions to guide students in their “time on task” practice and application of key concepts needed to perform well on high-stakes, summative exams. Overall, in comparing CHEM 102 final grade data between Fall 2020 and Fall 2021, we see there is not a statistically significant relationship between the treatment (i.e., course design) and reduced DFW (drop, fail, or withdraw) rates. However, if we disaggregate final grade data, we see there is an overall statistically significant increase in As (p<.01) and decrease in Cs (p <.05) and Ds (p<.05). Notably, all of this gain from increasing As appears to be from students of color (SOC), who demonstrate a nearly 4x advantage over their non-redesigned course peers in attaining this grade (p<.001), while White students demonstrated no statistically significant gain in this area. Based solely on whether students used the spaced practice environment Carpenter designed, we also see that a model predicting final grades after only 14 days into the semester is 83% accurate. ItemStudent Responses to Spaced Practice in Two Large Gateway Chemistry Courses(ACS, 2024-01-11) Carpenter, Tara; Hodges, LindaSpaced practice is a recognized effective study approach that fosters mastery of learning and retention of information. In this paper, we share one instructor’s experience in introducing a spaced practice intervention in a large general chemistry course and in encouraging students to continue the strategy in the next semester organic chemistry course. The curricular implementation spanned two years during the COVID pandemic and encompassed the instructors’ ongoing responsive efforts to enhance students’ success. Student perspectives of the perceived value and their use of spaced practice varied with the instructor’s conditions of the implementation. Offering spaced practice midway in a semester as an optional approach to homework garnered a positive student response and outcomes. However, moving to a required format for spaced practice in a subsequent semester resulted in much more mixed student feedback and outcomes. The instructor also encouraged and guided students in utilizing the strategy in the following organic chemistry course, and although over 70% of students planned to use it, only about a third actually persisted in the practice. When offering students effective study approaches through course design, instructors also have the challenge and opportunity to cultivate students’ intrinsic motivation and self-regulation, skills that enhance their success more broadly. Instructors need to consider investing time in promoting and demonstrating the impact of the method on students’ learning, nudging and encouraging students to persevere, and demonstrating metacognitive approaches to learning throughout the course to help students realize its rewards.