Introductory chemistry is a foundational course that serves as a gateway to many STEM degrees. A high level of preparedness and motivation to succeed in STEM coursework correlates with success in introductory courses, thus success in introductory chemistry is vital to persistence of students in STEM. Studies have indicated that an increasing number of students, especially underrepresented minority populations, placed into remedial chemistry courses (due to poor chemistry backgrounds) do not advance to introductory chemistry. This lack of advancement is an indicator that a one-size-fits-all remedial course does not sufficiently target student needs. In order to better support, prepare, and motivate students in STEM at UC Davis, an adaptive-responsive, summer chemistry preparation course (SP-Chem using ALEKS) was piloted as an alternative to placement exams and a fall remedial chemistry course currently in use. Student performance in introductory chemistry was comparatively evaluated for all the three placement paths (SP-Chem, remedial chemistry, and placement exam). Additionally, indicators of STEM persistence were surveyed and comparatively evaluated. Our findings of the effectiveness of an online, adaptive-responsive chemistry course will be presented.

Rethinking remedial chemistry: Preparing and motivating incoming undergraduate students for success in introductory chemistry using an adaptive-responsive online chemistry preparation course

251st National Meeting (2016)

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