Session Chair: Paula Turner, Kenyon College

1. Combating Imposter Syndrome and Fostering a Sense of Belonging in the Classroom

Meredith Erb

Miami University

Has a student ever come to you and said, “I’m not good at this material” or have they started a question with “This might be a stupid question”? These students may be struggling with imposter syndrome or the feeling that they do not belong. As teachers, how can we counter the negative beliefs that students come to our classroom with? This session will focus on strategies to enhance students’ growth mindset and to provide them with a sense of belonging in both small and large classrooms. 

2. Rethinking Gateway Math Courses - Our PACE Experience

Hoai Tran, Justin Young

The Ohio State University Newark

The Ohio State University at Newark is a satellite campus of OSU, and offers the opportunity to take prerequisite courses such as our math gateway courses: Math 1050 and Math 1075. These courses cover basic arithmetic and beginning to intermediate algebra, in order to prepare students for a terminal math course, or less often, more advanced courses in math. Data was gathered to indicate that DFWI (D, F, Withdraw, Incomplete) rates for these courses are significantly higher than other math courses, and are not evenly distributed among demographic groups. We were tasked to reconsider these courses as a part of the PACE project - a Gardner Institute initiative that stands for Pedagogy, Advising, and Curriculum Excellence. We systematically considered known factors that can contribute to high DFWI rates, many of which we have no knowledge or control over, but we were able to make some changes. We crafted learning goals and objectives for the two courses to provide a framework for any instructor teaching the courses. We were able to reduce the maximum class size for Math 1075. We have incorporated embedded tutors to make it more practical to answer student questions, and to put the students a bit more at ease asking questions. We met with instructors and began using open textbooks and a flipped classroom approach to decrease the financial burden on the students, and to encourage student engagement. Further recommendations are improved tracking on usage of our tutoring center, a summer bridge program to prepare students for Math 1050, and a complete reevaluation of the curriculum for Math 1075.

3. Use of the 5E Instructional Model to Promote Active Learning in the General Chemistry Sequence

Julius Nagy

Siena Heights University

The 5E Instructional Model first appeared in 2014, and since then has seen growth as a foundational piece in the training of science education teachers.  It provides a process for building compelling lessons which utilize active learning and motivate students to more fully engage in classroom and lab activities.  While its use has been mostly in elementary and secondary teaching, the author has found it effective in designing lessons for general chemistry students.  In the post-COVID era, first- and second-year students are struggling to become engaged in lecture & lab sessions.  The 5E model, with engagement as its first step, provides a path to active learning activities that promote student learning.