Jackson Bolek University of Evansville, Saurav Gupta University of Evansville
Faculty Sponsor(s): Sarah Wilson University of EvansvilleCalibrated Peer-Review (CPR) has been used as a tool to assist students with developing their writing skills by providing them with a structure to evaluate one another’s essays anonymously and, subsequently, the opportunity to modify their own essay after learning to critique writing samples. Here we have adapted CPR to function with symbolic problem solving, rather than applying CPR to honing students’ writing skills. Specifically, CPR was adapted to help students develop their ability to produce and critique electron-pushing mechanisms in Organic Chemistry II. In order to quantify a students’ progress with respect to electron-pushing formalism, exit passes are given as benchmark throughout the semester. Subsequently, students calibrated by evaluating mechanism samples then answering a related question in reflections. Students’ mechanisms on the exit passes and reflections were compared to identify the impact of calibration on students’ arrow-pushing skills. Furthermore, the evaluation rubrics in the reflections provide a framework for students to systematically evaluate how mechanisms are drawn and see how other students approach the same problem. In all, CPR is being used to measure the students’ understanding of curved arrow formalism in organic chemistry one and two. The students participated in anonymous online surveys to provide feedback about their experiences in the CPR exercises. A purposive sample of the students from the intervention section and the control group section of the organic chemistry II course were interviewed, using a talk-aloud protocol, to be able to evaluate and characterize any differences in students’ approach to solve problems using electron-pushing mechanisms.
When & Where
Irwin Library 1st Floor