First-semester Course Research Articles

Vision and change in introductory physics for the life sciences

Since 2010, our physics department has offered a re-imagined calculus-based introductory physics sequence for the life sciences. These courses include a selection of biologically and medically relevant topics that we believe are more meaningful to undergraduate premedical and biological science students than those found in a traditional course. In this paper, we highlight new aspects of the first-semester course, and present a comparison of student evaluations of this course versus a more traditional one. We also present the effect on student perception of the relevance of physics to biology and medicine after having taken this course.

Assessing Online Homework in First-Semester Calculus

This paper describes and assesses the implementation of online homework in a first-semester calculus course. Comparing sections of the course before implementation to those after, we find statistically significant improvements in retention rates, measures of student engagement, and participation on homework. We do not, however, find statistically significant changes in the proportions of students passing the common final exam or earning a C grade or better for the course. We conclude with a discussion of qualitative aspects and implications of our implementation of online homework.

Understanding and Creating 3D Forms Using Familiar Objects

A fundamental for first-year design students is to express ideas by drawing and creating volumetric models. Traditionally, this education includes spatial geometry and generation of forms whereby students learn to appreciate intersections of volumes and projections to describe three-dimensional (3D) forms in two dimensions. However, given the aptitude of today’s students to operate 3D-modelling software and the general accessibility of current technology, spatial geometry as a core subject may seem less relevant. Our goal is to re-engage students in learning required basic knowledge and skills through a complex multifaceted design process. We have designed a first-semester course of four project-based learning activities that apply learning-by-doing methodology. For each of the past three years, 65 to 75 students have participated in our 3D Expression studio course, in which they develop understanding of design process, vocabulary, and skills to create 3D models with precision, refinements, and high-level visual impact. This paper reports on the successful results of activities conducted during the 14 full days of this studio course.

Medstudentvurdering i matematikk og fysikk

In the fall of 2014, we made some changes in the first-semester courses in mathematics and physics in one of the bachelor engineering programs at Oslo and Akershus University College of Applied Sciences. All the compulsory assignments were removed, and student-based formative assessment was introduced. The aim was to give prompt feedback on the students’ work and to stimulate them to steady and continuous work effort during the academic year. So far, we have seen that the students put in work hours in accordance with the expected time. However, the students report that the usefulness of the studentbased feedback varies. This article presents the background for the changes introduced, and a description of the different forms of student-based formative assessment we have designed and tried. We discuss our experiences with student-based formative assessment so far.

Active Learning Classroom Effectiveness Compared to Traditional Lecture

Beginning with the fall 2013 semester, George Mason University began teaching first-semester (PHYS 160) and second-semester (PHYS 260) calculus-based physics courses in an ALT (active learning with technology) environment simultaneously with traditional lectures. Previous results of students' performance comparisons consistently showed that ALT courses were more effective means for students' learning than traditional lecturing. Average final grades as well as the average exam grades in ALT courses regularly surpassed grades in traditional courses by 10-15%. We also cross-compared performance of our students in the PHYS 260 course in all four combinations of students coming from traditional PHYS 160 and cross-compared the ALT course to either style of the PHYS 260 courses. We did our analysis for all available pairs of consecutive semesterss starting from fall 2013 and ending with spring 2015. Results from this analysis clearly indicate that students' performance is greatly improved through the ALT experience.

Separation of Caffeine from Beverages and Analysis Using Thin-Layer Chromatography and Gas Chromatography–Mass Spectrometry

The Characterization and Analysis of a Product (CAP) project is used to introduce first-semester general chemistry students to chemical instrumentation through the analysis of caffeine-containing beverage products. Some examples of these products have included coffee, tea, and energy drinks. Students perform at least three instrumental experiments as a part of this five-part project to analyze different components of the beverage and its packaging. In this discussion, the first of these experiments is presented. Caffeine and other components, such as flavorings, are extracted from the product using dichloromethane. The extract is analyzed using thin-layer chromatography (TLC) and gas chromatography–mass spectrometry (GC–MS) to identify caffeine and other trace components. Students also calculate the percent abundance of the 35Cl and 37Cl isotopes from the dichloromethane mass spectrum. These exercises demonstrate several basic concepts introduced in the first-semester course, and are easily adaptable to using in several courses in the undergraduate curriculum.

Effect of peer-led team learning (PLTL) on student achievement, attitude, and self-concept in college general chemistry in randomized and quasi experimental designs

This study investigated exam achievement and affective characteristics of students in general chemistry in a fully-randomized experimental design, contrasting Peer-Led Team Learning (PLTL) participation with a control group balanced for time-on-task and study activity. This study population included two independent first-semester courses with enrollments of about 600. Achievement was measured by scores on exams written by an instructor blind to student participation. Established instruments were used to assess changes in attitude to chemistry and self-concept as a chemistry learner. No differences were found in achievement, attitude, or self-concept for students who participated in PLTL vs. those who participated in documented alternative study activities. Overall, certain aspects of attitude and self-concept showed a slight but significant decline from beginning to end of semester, consistent with previous studies. Males have higher positive attitude and self-concept than females, and first-year students have higher positive attitude, self-concept, and achievement than non first-year students. In a quasi-experimental comparison of 10 other course sections over seven years, students who self-selected into PLTL showed stronger exam achievement than those who did not choose to participate. These findings suggest that past reports of improved student performance with PLTL may in part be a consequence of attracting students who are already motivated to take advantage of its value. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 319–346, 2015

Improving Student Learning of Calculus Topics via Modified Just-in-Time Teaching Methods

Although the use of traditional just-in-time teaching techniques has long been viewed positively by students and instructors in undergraduate calculus courses, past studies in this area have not addressed gains in student achievement with respect to specific calculus topics. This paper investigates the latter by administering modified just-in-time review modules over college algebra topics in a first-semester calculus course at Kansas State University during Spring 2012. Analysis of student performance revealed significant gains in learning on the topics of limits and the chain rule for derivatives. Issues pertaining to the timing of the reviews, along with descriptions of the review assignments, analysis of student performance, and implications for classroom instruction are discussed.

Interprofessional Education

The past decade witnessed momentum toward redesigning the U.S. health care system with the intent to improve quality of care. To achieve and sustain this change, health professions education must likewise reform to prepare future practitioners to optimize their ability to participate in the new paradigm of health care delivery. Recognizing that interprofessional education (IPE) is gaining momentum as a crucial aspect of health care professions training, this article provides an introduction to IPE programs from three different academic health centers, which were developed and implemented to train health care practitioners who provide patient-centered, collaborative care. The three participating programs are briefly described, as well as the processes and some lessons learned that were critical in the process of adopting IPE programs in their respective institutions. Critical aspects of each program are described to allow comparison of the critical building blocks for developing an IPE program. Among those building blocks, the authors present information on the planning processes of the different institutions, the competencies that each program aims to instill in the graduates, the snapshot of the three curricular models, and the assessment strategies used by each institution. The authors conclude by providing details that may provide insight for academic institutions considering implementation of IPE programs.

The Use and Evaluation of Scaffolding, Student Centered-Learning, Behaviorism, and Constructivism To Teach Nuclear Magnetic Resonance and IR Spectroscopy in a Two-Semester Organic Chemistry Course

Since 2002, infrared spectroscopy (IR) and nuclear magnetic resonance (NMR) spectrometry have been introduced at the beginning of the first-semester organic chemistry lab course at this university. Starting in 2008, each individual student was given 20 unique homework problems that consisted of multiple-choice 1H NMR and IR problems during the first-semester course and a combination of 1H NMR, 13C NMR, and IR during the second-semester course. Using the four instructional techniques of scaffolding, student centered-learning, behaviorism, and constructivism, students were assisted in solving these homework problems by the instructor and a small group of upper-level students. A comparison was made of exam data from years in which students shared a small variety of homework assignments versus years in which each student had his or her own unique set of homework problems. The data indicate that solving the unique problems with assistance from tutors provides an effective way for the students to learn the difficult topics of NMR and IR spectroscopy.

Blended Learning: Perspectives on Mixing Online and Offline Communities of Enquiry

Blended learning is increasingly introduced in classrooms worldwide. Nonetheless, studies are not unanimous as to its impact on student performance and its benefits to enhancing the learning experience. In this article, it is argued that a focused approach, taking into account the particular requirements of the course and the students' qualifications, is necessary to evaluate the effectiveness of blended learning. The article presents a case study of a first-semester university course which examines the effects of ‘blending’, such as mixing oral and written discourse, and its significance for the community of enquiry. In the final section of the article, three particular blend strategies are tested and evaluated. It is concluded that some types of exercises are usefully ‘blended’, while others may conveniently qualify for online work only.

Prospective Teachers’ Understanding of Decimals with Single Repeating Digits

This article investigates prospective elementary teachers’ conceptions of the repeating decimal .999.... Five students from a first-semester undergraduate course “Mathematics for Elementary School Teachers” were interviewed to ascertain their conceptions about the mathematical statement .999… = 1. All of the students indicated they do not believe .999… and 1 are equivalent. When faced with a proof that demonstrates the equivalence, several responded by rejecting some aspect of prior-held knowledge about mathematics. This article presents evidence that these students formed their misconceptions about repeating decimals in early grades rather than in higher-level courses that cover limit notions and that higher-level courses can lead students to reason incorrectly about infinitely repeating decimals.

Assessment of Student Learning of Design Skills from a First-Semester Design Project

Students are known to be motivated by course activities that are relevant to their careers. Design projects offer this type of real-life experience and have the potential to provide a rich environment for learning engineering design skills. The objective of this study was to assess student learning of the design process resulting from a first-semester course organized around a team design project. Biological and agricultural engineering (BAE) and agricultural technology management (ATM) students prepared a functional layout design for one of eight BAE/ATM student spaces within Seaton Hall. The development of the layout design followed a design process, culminating in a presentation to the client (department head) and other constituents. Students were assessed using multiple instruments: self-assessment, assessment of the presentation, and a short-answer exam. Results were classified according to seven elements of the design process: (1) teamwork, (2) information gathering, (3) problem definition, (4) idea generation, (5) evaluation and decision making, (6) implementation, and (7) communication. Students appeared to learn in proportion to their perceived level of class emphasis in the problem-definition element and the teamwork element. Students both learned the problem-definition element and recognized this progress, which was considered a critical advance for first-semester engineers. Higher levels of understanding were demonstrated in the communication element and the information-gathering element despite a perceived lesser class emphasis. Further work is needed to control for student prior knowledge of the design process elements and to train students in self-assessment.

Six Games for the German Language Classroom: Maximizing Student Communication through Simultaneous Play

The six games described in this article can be used with students from the first year of high school or first semester of college German through the fourth year of high school or fourth semester of col lege German and beyond. Unlike other games in which students must wait their turn to practice their language skills, these games engage the entire class simultaneously in speaking and listening activities. Because the whole class interacts in simultaneous activities, the instructor may not be able to control grammar and vocabulary accuracy during the game. However, the instructor can easily address gram mar and vocabulary issues before and after the game. Before playing, the instructor should intro duce students to the grammar structures and vo cabulary that they will use during the game. The in structor should also have students practice these structures orally in a controlled 'teacher-centered' environment and provide several opportunities to practice them in written and/or oral homework as signments. When the instructor is confident that students can use the grammar and vocabulary with accuracy, a game can serve as a fun wrap-up activ ity in which they practice language skills with each other. After the game has ended, the instructor can address any problems with accuracy at this point by employing a control phase to ask individual stu dents game related questions. All six games have been classroom tested. I de veloped game #2 Hast du meinen Hut? in 1989, and have used it nearly every semester in every German course from the first year through the fourth. I have yet to experience a class that did not enjoy this game. I developed the other five games roughly between the years 1994 and 2000. I have used game #1 near the end of the first-semester course, in secondand third-semester courses, and in the third-year conversation course. Each time students play this game, it is apparent from the lively classroom atmosphere that they are enjoying it. Even very shy students eagerly participate in this game. Game #3 is the only game I have not used on a regular basis, mainly because it involves a fairly high level of loud and rambunctious play. Students with competitive, aggressive and/or out going personalities play this game with great enthu siasm. Those with shy, quiet, and/or less competi tive personalities may find the game intimidating. I have used game #4 nearly every semester in the secondand third-semester course. I have also used it in the third-year conversation course and during German Club events. Most students enjoy this game, especially if they like to play cards. A few students, especially those who dislike card games, may not be particularly enthusiastic about playing, however, they do participate. Although the game may not be universally appealing, I still use it on a regular basis because most students like it and find it very useful for practicing dative pronouns. I have yet to teach a class that did not enjoy game #5. The level of intent, involvement, and cooperation stu dents exercise as they play this game is very satisfy ing for the instructor to observe. I have used game #5 regularly in the third-semester course and in the third-year conversation course. All of my students have played game #6 enthusiastically. I have used it occasionally in the third-semester course and reg ularly in the third-year conversation course.

Predicting performance in first-semester college basic writers: Revisiting the role of self-beliefs

This study of 118 students who placed into basic skills sections of College English suggests that students’ self-beliefs may be a particularly important predictor of success in weak writers in first-semester courses. Two types of writing self-efficacy scales—a writing tasks/skills scale and an approach-to-writing scale—were developed to follow current composition practice more closely. Locus of control was the single most powerful predictor of success. This finding is congruent with theory about the importance of locus of control in new and ambiguous situations. High school performance, writing proficiency, and negative academic behaviors were also significant factors in regression analyses for both course grade and writing proficiency test. Various ways that writing instructors can help improve students’ self-beliefs are discussed.

Anxiety and the True Beginner-False Beginner Dynamic in Beginning French and Spanish Classes

Abstract: This study considered true and in first-semester French and Spanish classes to: (a) determine whether true and differ in anxiety, grades, and plans to continue language study; and (b) identify classroom factors foster anxiety or comfort. Students completed a questionnaire included the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), MaIntyre and Gardner Anxiety Subscales (1989, 1994), demographic information, grade expectations, and open-ended questions. Randomly selected students were interviewed about their experiences in the courses. Statistical analyses revealed (a) although neither group was terribly anxious, true were significantly more anxious overall and during processing and output stages than beginners; (b) true expected and received lower grades than beginners; and (c) significantly more true than planned to continue studying the language. Comments on one written open-ended question and in the interviews pointed to the key role of the instructor in reducing anxiety. Key words: classroom environment, beginners, foreign language anxiety, foreign language placement, importance of teacher Languages: French, Spanish Introduction When college advisors suggest to students they enroll in first-semester French or Spanish, they often hear: But I haven't had French [Spanish] yet. Doesn't 101 have students who took it in high school? I'm not sure I'd be comfortable with that. This response may well be justified. Halff and Frisbie (1977) reported in a study of firstsemester language classes at the University of Illinois in the 1960s, 74% of the students had at least 2 years and 30% had 3 years of high school study. In these classes, the true received lower test scores early in the semester and had higher attrition rates than the beginners. This problematic articulation continues to exist. Lange, Prior, and Sims (1992) noted 42% of college students in beginning foreign language classes were starting over despite their 2, 3, or even 4 years of high school study. Other studies report even higher numbers of students returning to beginning language study: 44% in Spanish and 50% in French at Arizona State University (Guntermann, Hendrickson, & de Urioste, 1996); 82% in French at Emory University (Herron, Morris, secules, & Curtis, 1995). Given these figures, it is not surprising Klee and Rogers's (1989) survey of college Spanish programs found the most critical problem to be false beginners (p. 766), a finding echoed by Oukada (2001). Responses to an inquiry on the FLASC listserv about beginner enrollments in first-semester courses (July-Aug 2003) indicated most coordinators recognized the problem at their institutions. Two Spanish coordinators even estimated in the 85% to 90% range. Klee (2002) suggested college students mistakenly assume that high school instruction does not count and they begin language instruction when they arrive at the university (p. 248). This situation with large numbers of taking beginning foreign language classes has the potential to become more acute. As more and more foreign languages are offered in high schools and more colleges require them for entrance, the potential for bringing to college classes grows. In Spanish the situation is aggravated by its rising popularity. Heritage learners, who might be considered a special case of beginners, provide a new dimension in Spanish and in other languages as well. This study investigates the effects of the true beginner/false beginner dynamic in French and Spanish courses at the University of Wisconsin-Madison, which requires 2 years of high school study for entrance, has a language requirement in the largest college [Letters and Science] and, for logistical reasons, has no control beyond advising efforts based on placement tests to regulate who enters first-semester language courses. …

"Government of da Peeps, for da Peeps, and by da Peeps": Revisiting the Contact Zone,

In this article, I review contact zone pedagogy from a perspective of discursive positioning and with attention to two assignments that ask basic writers to play with the conventions of academic language. The first requires them to translate a passage of academic prose into a slang of their choice; the second, to compose a parody of academic style. Their responses afford these basic writers new, unusually powerful subjectivities: as deflating formality and pretension, as mocking those in power, and as de-naturalizing everyday texts and discourses to render them newly problematic. And they serve as counterpoint to studies that present the contact zone as opening up the classroom to the appeals of all parties, sexist, racist, or homophobic as they may be. Ultimately, I challenge an unspoken assumption of much writing pedagogy—that teaching on current social issues will eventually bring students around to their instructor's point of view—instead holding out the promise that in the contact zone, a teacher is just as likely to be moved and changed as a student. The above was produced by a student in a first-year writing class at a medium-sized state university. The class is a basic skills/first-year hybrid, a 4-credit course with the same completion requirements as the existing 3- credit first-semester course. The hybrid has all but replaced the not-for-credit basic skills course on campus, and accounts for more than one-fourth of all sections of first-semester writing there. Students are placed in the course

The Power of Perspectives: Building a Cross-cultural Community of Learners

This paper describes a collaborative action-research project initiated by two professors of multilingual = multicultural education at a large US university, whose goal was to update a required first-semester graduate course in a bilingual/second language teacher-education programme and to adapt it to the needs of students and schools faced with a range of bilingual learner needs. Through a dialogic approach, the researchers successfully tapped into their students' own multilingual language acquisition and multicultural experiences for use as a springboard for learning. The study examines the multidimensional second language learning pathway between and among teachers and students from diverse backgrounds that can be applied in the PK-12 classroom.

An experience in integrating automated unit testing practices in an introductory programming course

Unit testing is one of the core practices in the Extreme Programming lightweight software development method, and it is usually carried out with the help of software frameworks that ease the construction of test cases as an integral part of programming tasks. This work describes our first results in studying the integration of automated unit testing practices in conventional 'introduction to programming' laboratories. Since the work used a classical procedural language in the course's assignments, we had to design a specific testing framework called tpUnit. The results of the experiment points out that a straightforward approach for the integration of unit testing in first-semester courses do not result in the expected outcomes in terms of student's engagement in the practice.

A Web-Based, Calculator-Skills Tutorial and Self-Test for General Chemistry Students

We describe the creation and utilization of a collection of Internet-based materials as supplemental instruction for students enrolled in the first-semester course of a general chemistry sequence. These tutorial and self-assessment materials are intended for asynchronous use as a review of mathematical concepts and skills including functional performance with calculators.