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- Murphy, Jeffrey R. Journal of Chemical Education , 95 5 , Marek, Jeffery R. Holme, and Kristen L. Journal of Chemical Education , 95 2 , Holme, Jessica J. Raker, and Kristen L. Reed David G. Schreurs Jeffrey R. Raker Kristen L. Journal of Chemical...
- This course has traditionally been challenging and can discourage many students from continuing in STEM degrees. Given the significant withdrawal and failure rates for this course, it is imperative that we find curriculum innovations that will...
- Our baseline data also indicate that women and underrepresented students earn disproportionally lower grades in these courses Figure 1 in Appendix. For instance, the average grade for female students in the first-semester Organic Chemistry course is 2. Also, the average grade in the course for Black or African American students is 2. This exam can be used to compare our students to a national sample. Our goal is to raise this average to at least the 50th percentile.
Transfer Students: Organic Chemistry Courses Taken At A Community College
Chemistry faculty at GSU have been investigating the use of high impact, evidence-based practices with the goals of increasing student success and retention in our high enrollment undergraduate courses. To this end, Drs. PLTL is a nationally recognized practice that provides an environment in which students can engage in problem solving and discussion among themselves D. PLTL utilizes undergraduate students who have successfully completed the course to facilitate group problem-solving sessions. The problems used in the PLTL workshops are designed to be sufficiently challenging to encourage group discussion and build conceptual understanding of topics.- Addressing the Need. The preliminary results of our PLTL implementation were encouraging. That is, the section had a raw score of In addition, the percentage of students earning a grade of C or better for students in the reform course was significantly higher Although our initial results showed some improvements in student outcomes, further improvements are still needed. Our continuing plans are to use the lessons learned from our pilot implementation of PLTL to further improve these outcomes. We propose to combine PLTL with a flipped classroom model to improve the outcomes for all students, particularly for women, underrepresented minorities, and first-generation students.
- We are combining these two pedagogies because they both support elements of active-learning in a social context. Active learning refers to pedagogies that are student-centered and includes activities that engage students in the learning process. These strategies have been shown to increase student engagement, motivation, and learning Freeman et al. A recent meta-analysis that included studies investigated the effect of active learning strategies and traditional lecture on student learning and performance Freeman et al. The study revealed that, on average, student performance on examination and concept inventories were higher 0. According to Bergman, one of the pioneers of the flipping method, the flipped classroom is designed to allow students to take responsibility for their learning, encourage student-centered learning, and to continually engage students in the learning process Bergmann, For a flipped course, the online materials are typically video lectures or readings that students do outside of class, while active problem solving activities are implemented in the classroom setting.
- We will use the video lectures outside of class and activities such as group problem-solving and peer-instruction polling and discussion with fellow students in class. We hypothesize that the use of this reform model that combines PLTL with a flipped classroom will lead to further improvement in the performance of all students in Organic Chemistry and especially so for women, underrepresented minorities and first-generation students. We also hypothesize that students will also have a more positive attitude towards Organic Chemistry. As a result, more of these students will be encouraged to stay as STEM majors and graduate in a timely fashion. Lesson Learned and Impact. The proposed study involves undergraduate students from a large, research institution in the University System of Georgia USG that has a significant number of underrepresented minorities, first-generation students and women. As a result, this study provides an opportunity to disaggregate our findings by these variables and will therefore provide additional information about how this reform will affect these populations.
- We will also add to the best practices for integrating active-learning efforts for large undergraduate STEM courses. We will disseminate this work among other STEM faculty at our STEM lunch and learns or workshops, thereby providing opportunities for faculty development. We believe that the components of this reform and the results that the assessment will be transferable to other USG institutions. Project Plan This goal of this proposal is to implement and assess the impact of flipped classroom-PLTL reform course on student performance in Organic Chemistry courses.
- The implementation of this objective will lead to the development of new curriculum materials and pedagogical model for Organic Chemistry courses at GSU. The two sections will either be the same Organic Chemistry course or a combination of the first and second-semester course. In the reform courses, students will meet with their course instructors twice per week for 70 minutes. Students will view the video lecture material before coming to class. After watching the lecture videos, students will be asked to answer quiz questions online or in-class relating to the videos. The post-video quizzes will also give instructors feedback on what concepts may need further discussion Figure 1. Students will then be involved in problem-solving activities that include peer instruction and group discussion. Peer Assistants will sometimes be utilized in the classroom to assist students with facilitating group learning activities. Peer Assistant recruitment, training and compensation.
- We will select undergraduate students who possess leadership potential, have good communication skills, and have received at grade of B or better in Organic Chemistry. Each semester, we will recruit up to 24 Peer Assistants for Organic Chemistry. Mooring has been responsible for Peer Assistant training at GSU since Spring and has designed a course for this training. The course covers topics such as group facilitation, problem-solving strategies and questioning techniques. In addition, all Peer Assistants meet once per week with course instructors to review the weekly PLTL workshop problems.
- Production of Video Lectures. Comar and Mooring have already had success producing videos for their current Organic Chemistry courses and will be making more videos this summer to completely implement a flipped classroom model. In addition, free-hand drawing and writing could be done using a stylus. The video can then be directly uploaded from the app as a YouTube video. Students have access to the YouTube video as a link embedded into our course management system, BrightSpace. Mooring received a technology grant from the GSU Center for Instructional Innovation in to purchase 20 iPad tablets to support chemistry learning.
- Therefore, the iPads will be readily available to adequately support this work. Objective 2: Investigate the impact of the reform model on student success in Organic Chemistry courses. This objective will generate data to assess the efficacy of the reform course on student success. We will compare the results of these variables on the reform course compared to courses before the reform. Objective 3: Assess the impact of the reform model on student attitude and perceptions towards Organic Chemistry.
- This survey will include Likert scaled and open-ended questions regarding PLTL, their Peer Assistants, active learning materials, and the video materials they watch before class. The video lectures, active-learning problems, and PLTL worksheets will already be in place beyond the grant period and can continue to be used by other instructors. Mooring and Mutanyatta-Comar will be responsible for all project activities in the following timeline, including teaching the organic chemistry courses: Period.
- Integrate multi-modality cardiac imaging e. You may have previous or later editions of these or other references available that also present acceptable coverage of the subject matter. Any general text in cardiovascular techniques and evaluation, and cardiac patient care and management may be used. It is not necessary to use all of the texts identified.
Average Scores On Graduate Record Examination (GRE) General And Subject Tests: Through
They are provided as suggestions only. CCI does not endorse or recommend any third-party review course or material. All new ASE Guidelines published on www. Oh, Jae K. Seward, and A. Jamil Tajik. The Echo Manual. Otto, Catherine. Practice of Clinical Echocardiography. Elsevier Health Sciences, Anderson, Bonita. MGA Graphics, Gillam, Linda, and Otto, Catherine. Advance Approaches in Echocardiograpy. Armstrong, William F. Weyman, Arthur. Principles and Practice of Echocardiography, 2nd ed. Klein, Allan, Asher, Craig. Popham, W. Modern educational measurement: Practical guidelines for educational leaders 3rd ed. Boston: Allyn and Bacon. Morrison, G. Designing effective instruction 6th ed. Somerset, NJ: John Wiley. Shea, Gordon F. Jacobsen, Kathryn H. Introduction to Health Research Methods. Jones and Bartlett Learning, Self-Assessment Practice Examination Click here to order Self-Assessment Practice Exams CCI has prepared the online self-assessment exams to help exam candidates gauge their knowledge of the content areas on the exam and determine in which areas they may have strengths and weaknesses.- The self-assessment exam contains sample items covering the approximate proportion of subject matter to match the CCI exam matrix. These items serve as a sample representation of the type of questions you can expect to see on the actual exam. Once a candidate completes the self-assessment, they receive a performance profile, which displays the percentage of correct responses in the content areas that make up the examination content. It is important to note that the results of the self-assessment exam do not guarantee or indicate individual success on the CCI exam, nor should the self-assessment serve as the only means for preparing for the CCI examination.
- Notes about the marks obtained: Percentages of marks of an applicant who is yet to complete the bachelor's degree will be computed based on their available marks. For computing the AR score of an applicant, scores in all subjects that appear in their marks-sheet of 10th and 12th Std. The original equivalence certificate needs to be submitted at the time of interview, if shortlisted for the same. Criteria: C1-C2: C1. It is therefore, important for the candidates to read them carefully. Candidates should note that it is important to perform well in each section of the test. Hence it is possible to observe variations in the lists of the candidates shortlisted by different IIMs. Details of the candidates shortlisted will be made available on the IIMA website www. Disclosure of information about the admission process is driven by concerns which at times conflict with each other.
- IIMA would like the admission process to be transparent. At the same time, IIMA would wish to protect the privacy of the individual candidates and confidentiality of the process to prevent abuse. Based on these considerations, the details of the performance of an individual are not made available to any other person. IIMA exercises its own discretion in disclosing weights assigned to diverse sets of attributes mentioned under paragraph 4 above.
- To ensure that the perceived lack of transparency does not in any way affect the candidates negatively, adequate care is taken in formation of the interview panels, development of objective criteria for assessment, random allocation of candidates to interview panels and other such measures. Admission offer letter would be sent to all successful candidates.
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