Improving Preparation and Persistence in Undergraduate STEM: Why an Online Summer Preparatory Chemistry Course Makes Sense

Dockter, Derek; Uvarov, Catherine A.; Guzman-Alvarez, Alberto; Molinaro, Marco

doi:10.1021/bk-2017-1261.ch002

“…As mentioned in the introduction, Botch and coworkers reported that a 20-hour self-paced series of online modules improved student success rates and course grades in the subsequent general chemistry course, 1 and the report from Dockter and coworkers suggested a self-paced prep chem experience based on the ALEKS online learning system also led to greater student performance in the subsequent general chemistry course relative to the traditional in-person prep chem course. 3 The question that arises then, is how are students able to make significant performance gains in these asynchronous online learning environments? The findings reported herein are particularly noteworthy in this regard, given the fact students in the online prep chem appeared to outperform students from the previous in-person course that had associated with it an additional 120-minute weekly discussion group section (which was not included in the online course.)…”

Section: Impact Of Asynchronous Online Prep Chemmentioning

confidence: 99%

“…1 Because the year-long general chemistry sequence is a common barrier for student success in STEM fields, 2 preparatory courses or summer bridge programs designed to teach the fundamental skills required for general chemistry are common in undergraduate chemistry programs. 3 At the University of California-Riverside (UCR), all students in the College of Natural and Agricultural Sciences (CNAS) are required to take general chemistry, and the use of general chemistry as a prerequisite for other science courses is also common across the University of California (UC) system. The increasing need to ensure incoming first-year students are adequately prepared for this course is partly evidenced by the fact that within the UC system, six out of the nine undergraduate campuses offer an in-person preparatory chemistry course.…”

Section: Introductionmentioning

confidence: 99%

Efficacy of an Asynchronous Online Preparatory Chemistry Course: A Post-hoc Analysis

Eichler

¹

,

Henbest²,

Mortezaei³

et al. 2020

Preprint

0

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In an ongoing effort to increase student retention and success in the undergraduate general chemistry course sequence, a fully online preparatory chemistry course was developed and implemented at a large public research university. To gain insight about the efficacy of the online course, post-hoc analyses were carried out in which student performance on final exams, and performance in the subsequent general chemistry course were compared between the online cohort and a previous student cohort who completed the preparatory chemistry course in a traditional lecture format. Because the retention of less academically prepared students in STEM majors is a historical problem at the institution in which the online preparatory chemistry course was implemented, post-hoc analyses were also carried out to determine if this at-risk group demonstrated similar achievement relative to the population at large. Multiple linear regression analyses were used to compare final exam scores and general chemistry course grades between the online and in-person student cohorts, while statistically controlling for incoming student academic achievement. Results from these analyses suggest the fully online course led to increased final exam scores in the preparatory course (unstandardized B = 8.648, p < 0.001) and higher grades in the subsequent general chemistry course (unstandardized B = 0.269, p < 0.001). Notably, students from the lowest quartile of incoming academic preparation appear to have been more positively impacted by the online course experience (preparatory chemistry final exam scores: unstandardized B = 11.103, p < 0.001; general chemistry course grades: unstandardized B = 0.323, p = 0.002). These results suggest a fully online course can help improve student preparation for large populations of students, without resulting in a negative achievement gap for less academically prepared students. The structure and implementation of the online course, and the results from the post-hoc analyses will be described herein.

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“…and coworkers reported that a 20-hour self-paced series of online modules improved student success rates and course grades in the subsequent general chemistry course, 1 and the report from Dockter and coworkers suggested a self-paced prep chem experience based on the ALEKS online learning system also led to greater student performance in the subsequent general chemistry course relative to the traditional in-person prep chem course. 3 The question that arises then, is how are students able to make significant performance gains in these asynchronous online learning environments? The findings reported herein are particularly noteworthy in this regard, given the fact students in the online prep chem appeared to outperform students from the previous in-person course that had associated with it an additional 120-minute weekly discussion group section (which was not included in the online course.)…”

Section: Impact Of Asynchronous Online Prep Chemmentioning

confidence: 99%

“…Upon reviewing the prep chem implementations of Botch, et al and Dockter, et al, it seems these previous interventions also focused on skill-based learning objectives such as math skills, algorithmic problem-solving, measurement and dimensional analysis, stoichiometric calculations, basic atomic theory, and naming chemical compounds. 1,3 If two-or three-dimensional learning objectives were to be included in an online prep chem course, it is possible designing an online learning environment that leads to positive outcomes might be more challenging for instructors. For instance, one could imagine the difficulty in fostering generative processing in an asynchronous online learning environment for learning objectives that involve cross-cutting concepts and/or deeper conceptual understanding of core content knowledge.…”

Section: Impact Of Asynchronous Online Prep Chemmentioning

confidence: 99%

Efficacy of an Asynchronous Online Preparatory Chemistry Course: A Post-hoc Analysis

Eichler¹,

Henbest²,

Mortezaei³

et al. 2020

Preprint

0

View full text Add to dashboard Cite

In an ongoing effort to increase student retention and success in the undergraduate general chemistry course sequence, a fully online preparatory chemistry course was developed and implemented at a large public research university. To gain insight about the efficacy of the online course, post-hoc analyses were carried out in which student performance on final exams, and performance in the subsequent general chemistry course were compared between the online cohort and a previous student cohort who completed the preparatory chemistry course in a traditional lecture format. Because the retention of less academically prepared students in STEM majors is a historical problem at the institution in which the online preparatory chemistry course was implemented, post-hoc analyses were also carried out to determine if this at-risk group demonstrated similar achievement relative to the population at large. Multiple linear regression analyses were used to compare final exam scores and general chemistry course grades between the online and in-person student cohorts, while statistically controlling for incoming student academic achievement. Results from these analyses suggest the fully online course led to increased final exam scores in the preparatory course (unstandardized B = 8.648, p < 0.001) and higher grades in the subsequent general chemistry course (unstandardized B = 0.269, p < 0.001). Notably, students from the lowest quartile of incoming academic preparation appear to have been more positively impacted by the online course experience (preparatory chemistry final exam scores: unstandardized B = 11.103, p < 0.001; general chemistry course grades: unstandardized B = 0.323, p = 0.002). These results suggest a fully online course can help improve student preparation for large populations of students, without resulting in a negative achievement gap for less academically prepared students. The structure and implementation of the online course, and the results from the post-hoc analyses will be described herein.

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“…Currently, only a few studies exist that systematically examine short-and long-term effects of chemistry-specific bridging courses. The knowledge gained so far regarding the efficacy of preparatory courses for chemistry students can be traced back to studies that differ greatly in conception, duration, content and participants (Mitchell and de Jong, 1994;Chittleborough, 1998;Jones and Gellene, 2005;Botch et al, 2007;Gadbury-Amyot et al, 2009;Busker et al, 2011;Schmid et al, 2012;Dockter et al, 2017). Although the results of these studies, which are discussed in more detail in the literature review section, have provided important insights into the effectiveness of subject-related bridging courses, a difficulty in the evaluation of such courses is also shown here, since a large number of variables can be considered, which makes it difficult to compare the findings of the studies among each other.…”

Section: Introductionmentioning

confidence: 99%

Enhancing the transition? – effects of a tertiary bridging course in chemistry

Eitemüller

¹

,

Habig

²

2020

Chem. Educ. Res. Pract.

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Preparatory or bridging courses are widespread and have a long tradition at universities. They are designed to increase students’ academic success – in particular of students with low prior knowledge – and to reduce dropout rates. However, critics of these short and compact bridging courses complain that preparatory courses are not able to fill in content gaps sufficiently in a few weeks. Despite the high prevalence of university bridging courses, little is currently known about the sustainable learning efficacy of these courses. The aim of this study was to examine the short- and long-term effects of a traditional chemistry bridging course on students’ success in the end of the semester examination of first-year chemistry students. For this purpose, students’ learning outcomes were analyzed at the end of the two-week bridging course of students with different prior knowledge. Furthermore, it was investigated in an intervention-reference-group design whether students’ exam results at the end of the first semester differ from participants of the bridging course and students who did not participate in the course. The results of the study reveal that students with low prior knowledge manage to close their content gaps in just a few weeks and to adjust differences in prior knowledge before starting their studies. At the end of the first semester, bridging course participants achieve significantly better exam results than their fellow students who did not enroll in the bridging course. However, mainly students with high prior knowledge seem to benefit from participating in the longer term. In the case of students with low prior knowledge, participation do not lead to better exam results compared to students without participation. Findings of the study can provide a basis for university teachers as well as university development experts to establish university bridging courses as well as to optimize existing offers.

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Improving Preparation and Persistence in Undergraduate STEM: Why an Online Summer Preparatory Chemistry Course Makes Sense

Cited by 10 publications

References 32 publications

Efficacy of an Asynchronous Online Preparatory Chemistry Course: A Post-hoc Analysis

Efficacy of an Asynchronous Online Preparatory Chemistry Course: A Post-hoc Analysis

Efficacy of an Asynchronous Online Preparatory Chemistry Course: A Post-hoc Analysis

Enhancing the transition? – effects of a tertiary bridging course in chemistry

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