Chemistry Study Hacks? Exploring Student Experience with an Innovative Chemistry Support Course
Mentor 1
Anja Blecking
Start Date
28-4-2023 12:00 AM
Description
This research project investigates the student perspective on strategies and assignments in the Chemistry Reading Group, Currins 112. Reading comprehension has been shown to affect success in introductory chemistry and the 1-credit course has been specifically developed to support the development of study and reading skills in students in Introductory Chemistry courses at UW-Milwaukee. The course curriculum has been co-designed by experts in the areas of chemistry and reading purposefully addressing aspects students often struggle with. The objective of the research is to obtain feedback from students in the Chemistry Reading Group on critical strategies and course activities. The goal is to learn about the ways students apply strategies from the support course in their study of introductory chemistry. Why is this important? Introductory chemistry is a gatekeeper course that often determines students' retention in STEM. Therefore, strategies that support student success in the course increase retention rates at the same time. The main data source in this project are student interviews. For my research, I developed an interview protocol, practiced interview skills, and conducted and transcribed student interviews. The interviews ask students to compare scientific and non-scientific texts, to evaluate their experience of three different assignments from the linked course, and to comment on their overall experience in the course. The study is still in progress and findings will be shared at the time of the poster presentation.
Chemistry Study Hacks? Exploring Student Experience with an Innovative Chemistry Support Course
This research project investigates the student perspective on strategies and assignments in the Chemistry Reading Group, Currins 112. Reading comprehension has been shown to affect success in introductory chemistry and the 1-credit course has been specifically developed to support the development of study and reading skills in students in Introductory Chemistry courses at UW-Milwaukee. The course curriculum has been co-designed by experts in the areas of chemistry and reading purposefully addressing aspects students often struggle with. The objective of the research is to obtain feedback from students in the Chemistry Reading Group on critical strategies and course activities. The goal is to learn about the ways students apply strategies from the support course in their study of introductory chemistry. Why is this important? Introductory chemistry is a gatekeeper course that often determines students' retention in STEM. Therefore, strategies that support student success in the course increase retention rates at the same time. The main data source in this project are student interviews. For my research, I developed an interview protocol, practiced interview skills, and conducted and transcribed student interviews. The interviews ask students to compare scientific and non-scientific texts, to evaluate their experience of three different assignments from the linked course, and to comment on their overall experience in the course. The study is still in progress and findings will be shared at the time of the poster presentation.
