Date of Graduation

5-2024

Document Type

Thesis

Degree Name

Master of Science in Chemistry (MS)

Degree Level

Graduate

Department

Chemistry & Biochemistry

Advisor/Mentor

Stephen Burgin

Committee Member

Julie Stenken

Second Committee Member

Neil Allison

Third Committee Member

Margaret Hershberger

Keywords

Assessment; Conceptual learning; Critical pedagogy

Abstract

A grounded theory study was conducted to investigate possible methods for reducing the number of “D”, “F”, or “W” grades (DFW rate) in the 1st semester general chemistry course. Classroom observations conducted over the 2022-2023 school year resulted in a 17 questions survey that was distributed in both the fall 2023 and spring 2024 semesters with 157 total student responses. While these surveys were being collected, an interview protocol was developed for students and instructors, who have experience teaching or taking an introductory chemistry course. These interviews were conducted in the early spring 2024 semester. Ten undergraduate students, six graduate students, and six instructors were interviewed. The interviews were examined using inductive analysis. The result is three suggestions for how to change the UC1 course to achieve a lower DFW rate: 1. Teach concepts over procedure to promote critical thinking and better problem solving. 2. Use formative assessment more and rely less on summative assessment and grades. 3. Offer a fall and spring class where students meet to study chemistry every day, like what is offered in the summer.

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