Research ArticleSOCIAL SCIENCE

Evaluating the extent of a large-scale transformation in gateway science courses

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Science Advances  24 Oct 2018:
Vol. 4, no. 10, eaau0554
DOI: 10.1126/sciadv.aau0554
  • Fig. 1 3D assessment items over time.

    Fraction of exam points that reflect the three dimensions over time in (A) Chem I and II, (B) Phy-A and Phy-C I and II, (C) Bio I, and (D) Bio II. Each data point (bubble) represents either a final exam or, when the final exam was unavailable, two or more midterm exams. Each data point is scaled by the number of students who took each exam; the largest points represent common exams. The scale is consistent across all four panels.

  • Fig. 2 Final course grade and DFW rate over time.

    Mean final course grade ± SD on a 4.0 scale (circles) and DFW rate (triangles) over time in (A) Chem I and II (average annual enrollment = 4650 students), (B) Phy-A and Phy-C I and II (4390), (C) Bio I (2160), and (D) Bio II (930).

  • Fig. 3 Final course grade and DFW rate versus fraction of 3D exam points.

    Mean final course grade on a 4.0 scale (circles) and DFW rate (triangles) versus fraction of exam points that reflect the three dimensions in (A) Chem I and II, (B) Phy-A and Phy-C I and II, (C) Bio I, and (D) Bio II.

  • Fig. 4 3D assessment items by time spent lecturing.

    Fraction of exam points that reflect the three dimensions as a function of time spent lecturing averaged over three videos in year 1 (light circles) and year 3 (dark triangles) course sections of (A) Chem I and II, (B) Phy-A and Phy-C I and II, (C) Bio I, and (D) Bio II. Open symbols denote course sections where fewer than three video recordings were collected in year 1 (open circles) and year 3 (open triangles). No trendline is provided for (B) because of the bimodal nature of the data.

  • Fig. 5 Comparison of student enrollments and time spent lecturing.

    Number of students enrolled as a function of time spent lecturing averaged over three videos in year 1 (light circles) and year 3 (dark triangles) course sections of (A) Chem I and II, (B) Phy-A and Phy-C I and II, (C) Bio I, and (D) Bio II. Open symbols denote course sections where fewer than three video recordings were collected in year 1 (open circles) and year 3 (open triangles). No trendline is provided for (B) because of the bimodal nature of the data.

  • Table 1 Summary of exam data collected in years 0 to 3 from introductory chemistry, physics, and biology courses.

    A detailed summary by course is provided in table S2.

    DisciplineCourse sections
    offered
    Unique instructorsUnique exams
    coded
    Questions coded*
    Individual
    questions
    ClustersTotal
    Chem I and II49213271893811
    Phy-A and Phy-C I and II783534479230709
    Bio I34204017051841899
    Bio II2492852883611
    Total1858713434305904020

    *When the same question was used on different exams (by the same or a different instructor), it was coded every time.

    • Table 2 Summary of video data collected in years 1 and 3 from introductory chemistry, physics, and biology courses.

      A detailed summary by course is provided in table S3.

      DisciplineUnique course
      sections
      offered*
      Unique course
      sections
      recorded
      Videos
      recorded/
      videos
      attempted (%)
      Chem I and II201854/54 (100%)
      Phy-A and Phy-C
      I and II
      312774/81 (91%)
      Bio I181130/33 (91%)
      Bio II12926/27 (96%)
      Total8165184/195 (94%)

      *When the same instructor(s) taught multiple sections of the same course during the same term, we assumed that the sections were taught similarly and recorded only one unique section.

      • Table 3 Correlations (rs) between the fraction of exam points that are 3D, and mean final course grade and DFW rate (%).
        Correlate with 3D exam pointsChem I and IIPhy-A and Phy-C I and IIBio IBio II
        Mean final course grade0.74*0.44*0.100.71*
        DFW rate−0.78*−0.47*−0.07−0.83*

        *P < 0.01 (two tailed).

        Supplementary Materials

        • Supplementary material for this article is available at http://advances.sciencemag.org/cgi/content/full/4/10/eaau0554/DC1

          Protocol for coding video data for teaching activities

          Table S1. Summary of unique attendees at 3DL activities.

          Table S2. Complete tabulation of exam data.

          Table S3. Complete tabulation of video data.

          Raw exam, grade, and video data

        • Supplementary Materials

          The PDF file includes:

          • Protocol for coding video data for teaching activities
          • Table S1. Summary of unique attendees at 3DL activities.
          • Table S2. Complete tabulation of exam data.
          • Table S3. Complete tabulation of video data.

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          Other Supplementary Material for this manuscript includes the following:

          Files in this Data Supplement:

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