Browsing by Author "LaCourse, William R."
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Item Awareness, Analysis, and Action: Curricular Alignment for Student Success in General Chemistry(ACS Publications, 2018) Jewett, Sarah; Sutphin, Kathy; Gierasch, Tiffany; Hamilton, Pauline; Lilly, Kathleen; Miller, Kristine; Newlin, Donald; Pires, Richard; Sherer, Maureen; LaCourse, William R.This article examines the ways that a shared faculty experience across five partner institutions led to a deep awareness of the curriculum and pedagogy of general chemistry coursework, and ultimately, to a collaborative action plan for student success. The team identified key differences and similarities in course content and instructional experiences. The comparative analysis yielded many more similarities than differences, and therefore, the team shifted its focus from āgap analysisā to an exploration of common curricular challenges. To address these challenges, the team developed content for targeted instructional resources that promoted the success of all STEM students across institutions. This article contextualizes the interinstitutional collaboration and closely examines the interactive components (awareness, analysis, and action), critical tools, and productive attitudes that undergirded the curricular alignment process of the STEM Transfer Student Success Initiative (t-STEM).Item CAREER-RELEVANT MATHEMATICS PATHWAYS: ON THE ROAD TO STUDENT SUCCESS(University System of Maryland) Kowalewski, Caitlin; Stanwyck, Liz; LaCourse, William R.UMBC, a diverse public research university, has a reputation for producing highly capable undergraduate scholars. Unfortunately, many students place into mathematics courses at a lower level than those that offer degree credit or an āMā designation, which is a requirement of the General Education Program (GEP). This chapter provides an in-depth description of the institutional transformation process from a singular mathematics course pathway designed for science, technology, engineering, and mathematics (STEM) majors to one that includes an alternate pathway based on career-relevant mathematical skills for non-STEM majors. This new pathway development involved the creation of a course entitled Quantitative Literacy, which is intended for students who place into a developmental math course (based on the university math placement test) and are pursuing a major that does not require calculus or an algebraintensive course. Quantitative Literacy focuses on algebraic and numeric skills in the context of applications and problem-solving to prepare students for either Introduction to Statistics for the Social Sciences or Contemporary Mathematics, both of which carry GEP credit and an āMā designation. Data analytics are used to explore the impact of the new Quantitative Literacy course on the progression of non-STEM majors. Challenges and opportunities will be addressed as career-relevant pathways proceed to full institutionalization.Item Discovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistry(The Trustees of Indiana University, 2018-12-10) Ott, Laura E.; Carpenter, Tara; Hamilton, Diana S.; LaCourse, William R.It is well established that active learning results in greater gains in student conceptual knowledge and retention compared to traditional modes of learning. However, active learning can be very difficult to implement in a large-enrollment course due to various course and institutional barriers. Herein, we describe the development and implementation of Discovery Learning, a novel active learning discussion/recitation for a large enrollment general chemistry course. Drawing on the very successful cooperative learning pedagogies Process-Oriented Guided Inquiry Learning (POGIL) and Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE_UP), Discovery Learning involves students working in self-managed teams on inquiry problems in a unique learning environment, the Chemistry Discovery Center. In this case study, we will describe the design and implementation of Discovery Learning and report data on its successes, which include increased student performance and retention.Item Introduction to Research: A Scalable, Online Badge Implemented in Conjunction with a Classroom-Based Undergraduate Research Experience (CURE) that Promotes Students Matriculation into Mentored Undergraduate Research(Understanding Interventions, 2020-05-14) Ott, Laura E.; LaCourse, William R.; Maton, Kenneth I.; Kowalewski, Caitlin; Stolle-McAllister, Kathleen; Godsay, SurbiItem Supporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters(American Society for Microbiology, 2019-09-29) Ott, Laura E.; Hodges, Linda C.; LaCourse, William R.Deaf undergraduates are eager to engage in research but often feel marginalized due to lack of appropriate accommodations to allow for effective communication within heterogeneous research teams consisting of hearing peers and/or mentors. In this case study, we interviewed four American Sign Language (ASL) interpreters who provided full-time accommodations to teams consisting of one deaf student and two hearing peers during a six-week internship. We queried the interpreters on their role and experiences in supporting the research teams. Our findings indicate that the interpreters can be a valuable asset to heterogeneous teams by supporting both deaf and hearing individuals and advocating for the deaf student. That said, interpreters also had to overcome challenges unique to interpreting in the research environment, such as deciding when and how to interpret. The insights provided by the interpreters interviewed here are valuable as undergraduate research programs evaluate how to provide appropriate accommodations to deaf students engaged in research. In addition, they also highlight the need for research experience coordinators and mentors to consider supporting diverse teams in developing effective communication strategies and applying universal design for learning to the research environment.