Findings from student data about impacts of the CASPiE model

CHED 1443

Gabriela C. Weaver, gweaver@purdue.edu, Department of Chemistry, Purdue University, 560 Oval Drive, West Lafayette, IN 47907-2084, Donald J. Wink, dwink@uic.edu, Department of Chemistry, University of Illinois at Chicago, Chicago, IL 60607, Kathryn Scantlebury, kscantle@udel.edu, Department of Chemistry & Biochemistry, University of Delaware, Newark, DE 19716, and William L. Fornes, wfornes@purdue.edu, Department of Physics, Purdue University, 525 Northwestern Ave., West Lafayette, IN 47907.
The CASPiE program has resulted in a model that involves first and second year college students in research through their regular laboratory courses. Research indicates that students are more likely to remain in the STEM majors if they have research experiences. For three years, CASPiE has provided that experience to over 1100 students at 11 different institutions, including two and four year colleges. The project has collected both quantitative and qualitative data to ascertain the program's impact and effectiveness on students' attitudes and career aspirations, and to revise program materials and pedagogical strategies. The statistical data have been evaluated by grouping similar Likert-scale items into topical categories, using a factor analysis method to verify grouping. Rasch analysis has been used to compare responses from students in CASPiE and similar non-CASPiE courses. The presentation will focus on the impact of CASPiE-based instruction on students' attitudes towards undergraduate chemistry laboratory courses.
 

Chemistry Education Research
8:30 AM-11:55 AM, Tuesday, April 8, 2008 Hilton New Orleans Riverside -- HEC A, Oral

Division of Chemical Education

The 235th ACS National Meeting, New Orleans, LA, April 6-10, 2008