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Chem 141: Physical Chemistry Lab

Inclusive, Detailed Rubrics, Writing Samples

Reflection on Instructional Change:

I implemented the practice: "provide tools for targeted improvement (rubrics, checklists, writing samples)", which is under the topic of "increase intrinsic motivation". I have composed detailed rubrics for most of the assignments and included a writing sample for the scientific writing assignment.

In the past, students asked many questions about the first scientific writing assignment, because they have never done, even though they were instructed to read many published papers. They felt uncertain about what to include and what not to include in the writing. By using rubrics, the grading was broken down into different parts: abstract, introduction, theory, experiment, results, discussion and references. The writing sample showed students how to group data, show the figures and arrange calculations. This helps to motivate students when they have better ideas what to proceed.

During the "observe and analyze" synchronous zoom session with my colleagues, I have learned that detailed rubrics are welcome by students in different majors and writing samples are great for students as a rope to climb on for the beginning of a class. After the first 1 or 2 writing samples, I may need to get rid of the ropes and let students climb by themselves. It would be more beneficial if I could add a "bad" writing sample so that students would now what to avoid.

3. Images: Add three images that illustrate your remote course design

Evidence of Instructional Change

This is a portion of the detailed rubric, which breaks down the writing into different sections.

Students are following the rubrics in their writing assignments.

Badge earned for my ACUE course.

Practice and Reflect on: LE6 Checking for Student Understanding

Criteria	Grading Guide	Your Reflection
What practice(s) did you implement?	Meets: Identify the practice(s) and either explain why you selected them or thoroughly describe the steps taken to implement them	Use prompts to expand student thinking
What practice(s) did you implement?	*Exceeds:* Add both an explanation of why you selected the practice(s) and* thoroughly describe the steps taken to implement the practice(s)*	Optional
How did your use of the practice(s) impact your students?	Meets: Share how your use of the practice(s) impacted your students	Students feel more comfortable in answering questions and giving feedbacks in class. They are not intimidated or embarrassed by not being able to answer a question completely.
How did your use of the practice(s) impact your students?	*Exceeds:* Share why this impact took place	Optional:
What other steps you will take to continue to refine your use of the practices shared in this module?	Meets: Specify how this or other practices from the module will be used or adjusted for the future	I will try to combine this practice with “cold call” on students. After this module, I realize that certain number of students do not like to answer questions or give feedbacks. I am hoping this can motivate more students in actively engaging in class discussions.
	*Exceeds:* Explain why these steps will be taken	Optional

Course Syllabus

Faculty Bio

I have a Ph.D. in chemistry from the University of Wisconsin, Madison. Prior to teaching in the chemistry department, I worked for the semi-conductor industry and later co-founded a civil engineering testing laboratory and a chemical additive company. Since fall 2019, I have been teaching general chemistry laboratory and now am the primary instructor for physical chemistry laboratory.

This work was supported by:

National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335

CSU Office of the Chancellor Academic Affairs grant for Faculty Professional Development

US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012

*Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.

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