Introductions and presentation of the Informed Consent form.

Briefly review points from the Informed Consent, focusing on how the evaluation and assessment process relies on learning about what and how well students are learning in this course. The evaluators are allies who can help students communicate things to the instructors that might be awkward for students to say directly. Check that the student is comfortable with the tape recorder. If not, just take notes.

Background

1. Please tell me a little about where you are from and what type of high school you attended.

2. Tell me about your preparation for college math and science courses. [Prompt: If someone says that they are either ahead or behind other people, ask, "How do you know?"]

3. Tell me a little about ideas you have for a major, or possible plans for your future professional life. Have your plans for a major changed since last semester?

4. Tell me a little about your experience in Chem 103. How did it go? Who was your professor?

Chem 103

5. Why did you register for [this section of]'s 104? [Probe for whether or not they knew about the teaching innovations.]

6. What were your first impressions of Chem 104? [Probe for whether or not they were surprised or distressed by the groupwork or other differences.]

7. If you had to specify one thing that is helping you learn chemistry the most this semester, what would it be? Why?

Lecture-related questions

8. Can you describe the lecture section of your class? What does the professor do, what do you do?

9. a) Do you think that your lecture section is an effective way for you to learn chemistry? Please explain.

b) Is there any aspect of the lecture section that you particularly like or think is particularly effective for you? Can you explain and give an example?

c) Is there any aspect of the lecture section that you particularly dislike or think is not effective for you? Can you explain and give an example?

10. Tell me what you think about the participation element of the lectures: when [Professor X] asks you to either raise your hand and answer a question or discuss the question with your neighbor.

a) How, if at all, do they help you learn chemistry? b) Are there any other benefits or detriments to engaging in this activity?

Laboratory

11. Can you describe the laboratory section of your class?

12. What, if anything, are you learning? [Probe for lab technique, concepts, etc.]

13. Do you think that the laboratory section is an effective way for you to learn chemistry? Please explain.

14. Is there any aspect of the lab that you particularly like or think is particularly effective for you? Can you explain and give an example?

15. Is there any aspect of the lab section that you particularly dislike or think is not effective for you? Can you explain and give an example?

16. Can you describe the labs? [Probe from cookbook vs. inquiry-based.]

17. Tell me about the integrated lab reports. How, if at all, do they help you learn chemistry?

18. How, if at all, does the physical environment in the lab affect your experience in lab either negatively or positively?

Discussion Section

19. Can you describe your discussion section? What typically happens during discussion?

20. Do you think that the discussion section is an effective way for you to learn chemistry? Please explain.

21. Is there any aspect of the discussion section that you particularly like or think is particularly effective for you? Can you explain and give an example?

22. Is there any aspect of the discussion section that you particularly dislike or think is not effective for you? Can you explain and give an example?

Topic-oriented Approach

23. The professor in this course is using what he calls a Atopic-oriented approach"
to teaching.

a) What do you think of this approach?

1. Are there positive effects for you?
2. Negative? [Prompt for effects on learning and on attitude.]

24. Do you notice other differences in this professor's approach that you would like to comment on?

25. What is your reaction to the nature of the quizzes, problem sets and exams? Integrated lab reports? [Probe for their reaction to the shift from doing calculation-based problems to writing out their answers in essay form and addressing concepts.]

Roles

26. a) How important is the TA to your learning of chemistry in this course? b) The professor? c) Other students?

Workshops

27. Have you attended any of the workshops?

a) If not, why not? [Prompt for what might make them to go.]

1. If so…Tell me what it was like.

What did you work on?

Did you go with a group of other students?

How did you interact with the other students in your group? With the TA?

Did you go to the workshop with your own TA or with another TA? [If another TA]: What was your reaction to working with a new TA?

c) What, if anything, did you get out of it?

d) Why did/do you go?

General Questions

28. Has taking this course changed the way you think about chemistry?

29. Is there anything else that you can tell us to help us understand your experience in this class?

30. Do you have any questions for me?