Notre Dame National Carnegie Scholars

• Harvey Bender (2000-2001)
• Todd Whitmore (2000-2001)
• Dennis Jacobs (1999-2000)

2000-2001

• Scientific Literacy among Non-majors in a Human Genetics Course: Connecting the Pedagogy of Engagement (Science as a way of “doing”) with the Philosophy of Learning (Science as a way of “knowing”)
  
  Principal Investigator:
  • Harvey Bender, Professor
    Biological Sciences
    University of Notre Dame
    Harvey.A.Bender.1@nd.edu
    219-631-7075
    
• Teaching and Learning Practical Reasoning at Catholic Colleges and Universities
  
  Principal Investigator:
  • Todd Whitmore
    Associate Professor, Theology
    University of Notre Dame
    Todd.D.Whitmore.1@nd.edu
    219-631-640

1999-2000

• Cooperative Learning in a Large Introductory Chemistry Course
  
  Principal Investigator:
  • Dennis Jacobs
    Professor, Chemistry & Biochemistry
    University of Notre Dame
    Dennis.C.Jacobs.2@nd.edu
    219-631-8023
    
• My project as a Carnegie Scholar has been to examine the impact of incorporating cooperative learning strategies in a large section (> 200 students) of General Chemistry. My investigation of this course centers on the following questions:
  • What impact do cooperative learning activities have on the conceptual understanding, problem-solving ability, and self-confidence developed by students?
  • What factors place students at greatest risk for doing poorly in General Chemistry?
  • What design elements of cooperative learning activities are most successful in stimulating meaningful group discussion, promoting deeper conceptual understanding, and developing problem-solving skills?
  • Are students more successful in their later college years if they have experienced cooperative learning approaches in their first year?
    
• To address these questions, I am gathering and analyzing many types of evidence:
  • Exam performance for students enrolled in traditional vs. cooperative-learning sections of General Chemistry
  • Attitudinal surveys measure student perceptions about the subject of chemistry and how students believe they learn best.
  • Focus Groups attended by students enrolled in traditional and cooperative learning sections
  • Videotapes of students involved in cooperative learning activities.
  • Longitudinal study of grades earned in advanced Science courses and choices of academic majors for students who completed General Chemistry.