Chemistry and Biochemistry
Learning Community
Department of Chemistry
Sonoma State University
Carmen Works and Jon Fukuto
Specific Aims:
•
Immerse all first year Chemistry and Biochemistry students in the
culture of the Chemistry Department at SSU by creating a learning
community through linked courses, faculty collaboration and peer
mentors
•
Teach students to think critically using the scientific method and
teaching that scientific related issues impact society
•
Retain a diverse group of first year students at SSU by providing all
of them with the tools they need to be successful scholars
•
Assess and track a cohort of students that start as Chemistry and
Biochemistry majors and determine the factors that impact student
retention in Chemistry, STEM, SSU and/or college
Curriculum
Fall
Units Spring
Units
General Analytical Chemistry
with lab A – AREA B1
5
General Analytical Chemistry with
lab B – AREA B3
5
Thinking Like a Scientist A
2
Thinking Like a Scientist B –AREA
A3
2
Math – pre calculus or
calculus I – AREA B4
4-6
Math – Calculus I or calculus II
4-6
Interest Course or Chemistry
Seminar
1-4
Interest Course
1-4
Faculty
• Team taught by two tenure-tenure track
faculty
• Switch between sections
• Each faculty member teaches a lab
• Each faculty member receives 5.5 WTU
Peer Mentors
• Attend lab component of the course
• Leadership training
• One attends the General Chemistry lecture and coordinates
SI
• One on one sessions
• Both attend the critical thinking class
• Email and text students
Learning Objectives for Area A3 for Sonoma State
University
• Engage critically with ideas and analyze and evaluate modes of
reasoning, such as, scientific, rhetorical, inductive and deductive.
• Identify and evaluate unstated assumptions in a variety of media.
• Produce coherent, original and persuasive arguments that provide
evidence in support of a thesis.
• Develop verbal and non-verbal skills for making persuasive oral
arguments and presentations.
• Develop active listening skills.
Examples of Assignments
Vit C and E serums
reduce signs of aging
How Students Complete Assignments
• Students work in small groups on topics that
are related to science and challenged to think
critically and connect these topics to the
foundation they are learning in General
Analytical Chemistry.
• Students work in small groups to research
claims and present findings to the class
Assignments used to Assess of Critical Thinking
• Case Studies with small writing assignments
• Presentations
• Debates
• Claims
• Participation
• Reading of the primary literature and data analysis
Pre-Survey Analysis
Very
poor
Analytical and critical
thinking skills
Ability to write clearly
Poor
Fair
Good
3%
1
16%
5
16%
5
25%
3%
1
Ability to read and
comprehend academic
material
Understanding of a
specific field of study
Quantitative skills
3%
1
Leadership skills
Ability to collaborate
well with others
Computer skills
Library research skills
3%
1
3%
1
Ability to prepare and
make a presentation
Interpersonal skills
Ability to appreciate the
fine arts
Understanding the
importance of personal
responsibility
Ability to rebound from
adversity
Ability to seek out and
use resources both
personal and academic
6%
2
3%
1
6%
2
Excellent
41%
13
25%
8
25%
Very
good
34%
11
43%
14
31%
8
47%
15
47%
15
25%
8
19%
6
9% 34%
3
11
9% 53%
3
17
16%
5
6% 34%
2
11
13% 28%
4
9
3% 3%
10
31%
10
31%
10
38%
12
38%
12
19%
6
16%
5
50%
16
34%
11
28%
9
44%
5
13%
4
13%
4
22%
7
43%
14
34%
11
19%
6
28%
9
25%
8
22%
7
50%
1
6%
2
1
25%
8
28%
14
43%
14
38%
16
25%
8
34%
9
12
11
8
9%
3
19%
6
16%
5
6%
2
13%
4
16%
Post Survey Analysis
percent out of 31 students
Conclusions
• Students are still evolving as scholars
– Change their attitude toward education
• Student attitude is a strong determinate of student success
– Started with 35 ended with 26 or 74%
• Success is self realization and thinking beyond the correct
answer. Students are attracted to science because they
think there are only right or wrong answers
• Peer mentors and SI leaders make a huge difference in
student learning and attitude
• Students need to transition
– Understanding the expectations of the University and of
professors
Faculty Assessment of Student Learning in terms of
these objectives
• Engage critically with ideas and analyze and evaluate modes of
reasoning, such as, scientific, rhetorical, inductive and deductive.
• Identify and evaluate unstated assumptions in a variety of media.
• Produce coherent, original and persuasive arguments that provide
evidence in support of a thesis.
• Develop verbal and non-verbal skills for making persuasive oral
arguments and presentations.
• Develop active listening skills.