Human Centered Design for Large Enrollment General Chemistry Courses

AUTHOR

Charity Lovitt, Physical Sciences Division, UW Bothell

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ABSTRACT

Student performance in large enrollment chemistry courses is often measured by high stakes timed assessments which focus on content knowledge and neglect critical process skills like problem solving, critical thinking, collaboration, and communication. These classes result in disproportionally low persistence for first-generation and minoritized students. (Harris, Sci Adv 2020) Learners are more likely to persist when the assessment focuses on growth. The disruption due to COVID pandemic provided an opportunity to re-design chemistry courses to grade for growth and process skills.

SUMMARY

RESEARCH QUESTION

How can I design a class with mastery grading principles without overloading the instructor?

RESEARCH METHODS / SCHOLARLY BASIS

Students learn best when given multiple attempts to succeed and flexibility in assessments.

RESULTS

I designed a class and students seemed to appreciate the flexibility.

APPLICATION

Canvas quizzes allows flexibility to design a wide variety of assessments with large flexibility.