Tired of Failing Students? Improving Student Learning Using Detailed and Automated Individualized Feedback in a Large In
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Tired of Failing Students? Improving Student Learning Using Detailed and Automated Individualized Feedback in a Large Introductory Science Course Karen R. Young 1 & Henry E. Schaffer 2 Maria T. Gallardo-Williams 4
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& Jasmine B. James &
Accepted: 12 October 2020/ # Springer Nature B.V. 2020
Abstract
Providing students with timely, targeted, and useful feedback regarding their understanding of course topics is generally accepted as a good educational practice. However, when classes are very large there are challenges that prevent many instructors from accomplishing this goal. This study explores the perceived helpfulness to students and the instructor of implementing a relatively new method of automated scoring and feedback in a large section of an organic chemistry course. Prior research has shown this method to be helpful in other STEM classes. In the current study, students in two different offerings of a stand-alone organic chemistry course completed an anonymous survey in which they were asked to provide feedback about their Karen R. Young is the Assistant Dean for Academic Affairs and Director of Undergraduate Programs in the College of Humanities and Social Sciences at NC State University. She earned her B.A. degree in Psychology from Northern Arizona University and her M.S. and Ph.D. degrees in Psychology from NC State University. Her research interests focus broadly on student success, but she has a particular interest in the impact of student and faculty feedback on student success in higher education. Henry E. Schaffer is Professor Emeritus of Genetics & Biomathematics and the Coordinator of Special IT Projects & Faculty Collaboration at NC State University. He earned his B.S. degree in Poultry Husbandry from Cornell University and his M.S. and Ph.D. degrees from NC State University. His research interests focus on the ways in which computer analytics can be used to improve education, particularly STEM education, for students at all levels. Jasmine B. James is currently pursuing a Master of Science degree in Educational Research at Georgia State University. She earned her B.A. degree in Psychology from NC State University. Her research interests primarily focus on improving retention in STEM courses for underrepresented students and understanding social interactions. She aspires to become a professor and to devote her career to developing new research and creating opportunities to support the success of underrepresented students. Maria Gallardo-Williams is a Teaching Professor and Director of the Organic Chemistry Teaching Labs in the Department of Chemistry at NC State University. She earned her B.S. and M.S. degrees in Chemistry from the Universidad Simon Bolivar and her Ph.D. in Chemistry from the University of South Florida. She does research in chemical education, with an interest in student-generated teaching and learning materials, and the incorporation of technology to broaden access and performance of underrepresented minorities in science.
* Karen R. Young [email protected] Extended author
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