Road to Success:

Taking Your Online Course to the Next Level!

Chem 1B: General Chemistry II Section 08

Reflection on Course Improvements:

The participation of the workshop is very helpful to me. First of all, I realized that many standards are already met in my online course. Secondly, the standards with the explanation and examples are very helpful. Thirdly, I realize that there are still room for improvement to create the best learning experience for students in the online course.

I planned several improvements to move my online course to the next level. One important improvement I will make is to organize Start Here Module better. Right now, I have the needed information available for students but not quite concise and organized. In the future, the essential information will be organized better for students to get to know the basics of canvas and how to get access to student resources.

I notice that many of the pdf files have low accessibility scores, which is a big concern for me and for my students. I realize that I have being creating pdf files using the wrong method. In fact, I should not use the File > Print to PDF option to convert source files into PDF. Instead, I should produce the pdf files using Adobe PDF Maker on Mac. I tried the method and many pdf files accessibility score changed from very low to perfect or high. I will continue to use this correct method to promote accessibility and equity of the course materials.

My Road to Success
Example 1	Example 2	Example 3
QM Specific Review Standard 1.1 Instructions make clear how to get started and where to find various course components. Everything can be found in Modules. The first Module in Canvas is titled "Start Here: Welcome and Getting Started!"	QM Specific Review Standard 2.5 The learning objectives or competencies are suited to the level of the course. The following is the list of learning objectives for a module: Define dynamic equilibrium and make predictions regarding relative concentrations and rates of change for a system at dynamic equilibrium (16.2) Relate a balanced chemical reaction to an equation for the equilibrium constant (K) (16.3&5) Describe conceptually the significance of very small or very large values for K (16.3) Indicate how modifying a chemical reaction (reversing, multiplying by a constant or combining reactions) impacts the value for K (16.3) Convert between K_c (expressed in units of molarity) to K_p (expressed in units of atm) (16.4) Given the equilibrium constant and initial concentrations in a reaction, predict the direction the reaction will proceed (16.7) Given the equilibrium constant and initial concentrations, solve for the concentrations at equilibrium (16.8) Use LeChatlier’s principle to predict the direction the reaction will proceed when disturbances are applied to a system at equilibrium (16.9) The learning objectives are suitable to the course level (introductory chemistry course). Most learning objectives used action verbs such as describe, define, relate, solve, predict, which means they are measurable lower Bloom’s Taxonomy.	QM Specific Review Standard 5.3 The instructor’s plan for interacting with learners during the course is clearly stated. In the syllabus, it states "While I try to respond to emails within 24 hours, sometimes it can take me up to 48 hours to respond to your email". In canvas, student online assignments are graded immediately after submission. The answer keys (with detailed explanation and solution) are set up to be posted in Canvas one day after the due date. The following showed an example.

Course Improvement Plan

Yujuan Liu_Course Improvement Plan-2.pdf

Faculty Biography

Yujuan Liu holds a Ph.D. in Chemistry Education and a Ph.D. in Inorganic Chemistry. She is an Assistant Professor in the Department of Chemistry. Dr. Liu teaches general chemistry lectures and general and organic chemistry laboratory courses. Her research interests include (1) developing and evaluating green chemistry experiments for undergraduate laboratory curriculum and (2) investigating student affect (e.g. motivation, self-efficacy, and goals) based on theory-based instruments for interventions to improve student achievement and retention. She is an active member of the Younger Chemistry Education Scholars Committee in Division of Chemical Education of American Chemical Society and has published many conference papers and journal articles on green chemistry laboratory, evidence-based instructional practices, student motivation, and social network analysis.

Acknowledgement: This project was supported by the CSU Chancellor's Office and Academic Affairs at Sacramento State.