(Total Enrollment in Fall 2014 = 26771) are predominantly: • Female (56.3%) • Older (average age is 27.2 years) • Almost ½ are 1st generation (47%) & 9.5% do not speak English as 1st language 47.57% 6.90% 2.87% 2.11% 2.28% 31.04% 7.24% CNM Student Ethnicity Hispanic Native American Black (non hispanic) Asian Two or More Races
Hybrid Students (DL Total Enrollment = 10,617 (that’s 39.66% of our students)) are: • Female (48.2%) • Older (average age is 28.5 years) • Many are dual enrollment students, particularly in hybrids 44.05% 8.66% 2.96% 2.78% 3.48% 33.27% 4.80% CNM Student Ethnicity for Hybrid Students Hispanic Native American Black (non hispanic) Asian Two or More Races White, non-Hispanic Other (Pacific Islanders, Ethnic Origin Unspecified)
SI generally sits in the class, but as “another student”. Supplemental Instruction • Students attend a peer led supplemental instruction session weekly. Retention and Success Traditional F2F with Supplemental Instruction (SI) Students are more likely to complete the course as well as perform better than their peers who did not attend any SI sessions.
lectures watched • Reading Quiz (on online HW) due the day before each lecture In class • concept assignments • application assignments • Learning Catalytics questions BRIEF lecture and note-taking After class • Experience Survey + Muddy Point immediately after each class • Online Homework assignment for review and synthesis
SI Sessions Course with Integrated Social Media • Everything included in the Active Learning Model was used in the Integrated Model as well • Answer student questions posted via social media • Fits students’ schedules better • Can also use Glass here • Greater collaboration amongst students • Answer each other’s questions • Organize study sessions, etc. • Photos, videos, current articles, etc. shared through social media • Student questions answered on a rolling basis throughout the week (with answers view-able to all students in class) • Free Apps Integrated Model (with Social Media)
observations, the biggest adds are: –Community: building relationships using a method students understand –Increased academic self-efficacy: teaching students how to approach higher ed courses (true if the social media goes particularly well) • It REALLY helps, though, to have an assistant (supplemental instructor, teaching assistant, or trusted peer learning facilitator) run the social media aspect of the class. 12
grades for the course Numerical: Continuous 0-100 FinalExam Final Exam Grade Grades on comprehensive, entirely multiple choice final Numerical: Continuous 0-100 Exams Average Exam Grade Average of 4 midterm exams Numerical: Continuous 0-100 LC Learning Catalytics Average from in-class exercises (80% given for participation) Numerical: Continuous 0-100 MC Mastering Chemistry Average for online homework Numerical: Continuous 0-100 MP Muddy Points Experience sampling survey combined with metacognitive reflections on student’s progress through the class (Muddy Point) Binary 0, 100 SM Social Media Involvement H (or 3) reflects high use of social media (>20 postings) M (or 2) reflects medium use of social media (10-20 postings) L (or 1) reflects minimal or non-use of social media (<10 postings) Can be either: categorical or continuous H, M, L 1, 2, 3 Gender Gender/Sex Binary gender (M = Male; F = female) was taken from survey results. No third category (trans or other) was checked & therefore not used. Categorical M, F 15
90.0 Gen Chem I Hybrid Spring 2015 Gen Chem I Hybrid Fall 2015 Gen Chem I Hybrid Spring 2016 Gen Chem II Blended Spring 2016 Persistence and Retention Data for Non-Social Media vs. Social Media Integrated Classes Pass Rate Retention n = 31 n = 32 n = 31 n = 25 Pairwise t-tests revealed no significant differences between any of the General Chemistry I classes; no significant difference (at alpha = 0.10) for GCISp15 and GCIISp16 either (p-value = 0.12) Active Learning Model Reference Course Integrated Model Courses (Same course and format as reference) Integrated Model Next Level Course
social media usage and active learning. • Women use social media at higher rates. • While the pass rate and retention rate for the semesters in which the integrated model was used (Gen Chem I: Fall 2015 and Spring 2016) did not change at all from the reference (Gen Chem I: Spring 2015), there is evidence that the next course pass rate and retention rate (Gen Chem II: Spring 2016) might improve dramatically and in a statistically significant way (especially as we increase our n value). 21
not work the same for every class, especially when not required, but when it works, it really, really works. – Next Level Course (Gen Chem II Blended Spring 2016) set up their own GoogleDrive and GroupMe accounts. That class also had a 76% pass rate & 85% retention (including 4 audits). • Public (i.e. Fb closed groups, Twitter) vs. Private (i.e. Slack) is an option the class should really vote on in advance of setup. • TO REITERATE: It REALLY helps to have an assistant run the social media aspect of the class. 22
not just quantity. Also, comparison of different types of classes (F2F, hybrid, blended) and levels (intro, gen chem I and II, or organic I and II) needed. • More overall surveys on how students feel about the social media integration need to be collected. • Publish as a chapter in Communicating Chemistry through Social Media (2017). 23
with this project: – Emily Alden, my supplemental instructor extraordinaire, without whom much of this would not have been possible. – CNM Community College and its IRB*. – ACS Publications, for their inclusion of our book in the symposium series. – My students, who allowed me to teach them (and thus gather data on them). – My statistics professors, who have taught me so much in so relatively little time. *Accepted CNM IRB Proposals include: Distance Learning vs. Traditional Lecture (An Analysis of Introductory, General, and Organic Chemistry in Traditional, Hybrid and Blended Formats) [2012-2016] Using NSF CAT Apps and experience sampling to measure undergraduate STEM student engagement and critical thinking skills [2015-2017].
or Twitter account knows, social media permeates our culture and our lives. This talk focuses on one instructor’s integration of social media into her classroom and her teaching life as both a communication tool and a professional development outlet. Several strategies for social media use will be discussed as well as a delineation of which outlet best serves specific goals. Time will be available for discussion and questions from the audience.
− 0.14 + 0.44 MC + 0.16 MP + 3.52(SM) • From the qq plot, we can see the normality of this model looks good. The histogram (not included) as well as the Shapiro-Wilk test (p-value = 0.7261) confirm normality. • From the residuals vs. fitted, we can see the assumption of constant variance is confirmed. The Breusch-Pagan test (p-value = 0.6984) confirms constant variance as well. • No significant x or y outliers and no real influential points (Cook’s Distance vs. Leverage) are shown, so no data points were excluded. • From the residuals vs. order (not shown), we can see the independence of model is confirmed as well. • The full model was reduced, and the equivalence of the reduced model was analyzed (via ANOVA Type 3 test). The reduced model was significantly different than the full model, and thus not equivalent, so the full model was kept. 28
+ 0.14 + 0.33 MC − 0.073 MP − 0.28(RQ) • From the qq plot, we can see the normality of this model looks good. The histogram (not included) as well as the Shapiro-Wilk test (p-value = 0.8735) confirm normality. • From the residuals vs. fitted, we can see the assumption of constant variance is mostly confirmed as the red line is mostly linear but has a slightly polynomial look to it. The Breusch-Pagan test (p-value = 0.8835) confirms constant variance though. • Possible outliers exist at points 1 and 24 but since no real influential points (Cook’s Distance vs. Leverage) are shown, so no data points were excluded. • From the residuals vs. order (not shown), we can see the independence of model is confirmed as well. • The full model was reduced, and the significance of the reduced model was checked (via ANOVA Type 3 test). The reduced model was not significant, and thus, the full model was kept. 32
ealden2
japanstrokeassociation
ange
totodo713
ponponmikankan
matleenalaakso
ndevaul
masakamayama
jdbedics
haraduka
nnydtmg
lara
geoffreycrofte
ddemaree
bluesmoon
pauljervisheath
aleyda
lemiorhan
swwweet
marktimemedia
rasmusluckow
soudai
mojombo
