Learning Catalytics Increases Engagement and Improves Learning in General Chemistry
Join Dr. Jill Robinson of Indiana University to discuss active learning techniques in STEM programs.
Educational research shows that active learning increases student comprehension and retention in STEM fields when compared with traditional lecturing. Active learning can be broadly defined as engaging students in the process of learning through activities and/or discussion in class, as opposed to passive listening to an expert. Research on how students learn and the benefits of collaborative problem solving will be summarized. Different ways to engage students with Learning Catalytics questions such as assigning discussion groups and team-based quizzing will be described. The interactive nature of a typical class will be shown using video recordings and data collected with the Classroom Observation Protocol for Undergraduate STEM (COPUS). Student performance in sections using active learning will be compared with sections using more traditional lecture-based instruction.
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Dr. Jill Robinson, Indiana University
Jill Robinson is a Senior Lecturer in the Chemistry Department at Indiana University and teaches courses in general, analytical, environmental chemistry. She has a BS in Chemistry from Truman State University and a PhD in Analytical and Atmospheric chemistry from the University of Colorado in Boulder. For the past five years, she has been a participant in a National Science Foundation Transforming Undergraduate Education grant to develop and disseminate collaborative learning materials for analytical chemistry. She is a fellow for the Mosaic Initiative at Indiana University, which explores best practices for the design and use of active learning classrooms. She is a coauthor of Chemistry 7th Ed., by McMurry, Fay, and Robinson, published by Pearson.
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