Getting Results through Technology: OSU Chemistry & Math Departments Share Their Experiences

We are proud to share that two Impact Grant projects resulted in articles in the winter 2011 edition of Academic Exchange Quarterly 15(4), an internationally recognized peer-reviewed journal. This is an amazing accomplishment given that the acceptance rate for the winter 2011 edition was only 19%. Having two projects published in the same issue attests to the impact of Learning Technology collaborations.

Benefits Outlined in Academic Exchange Quarterly

Ted Clark

E-Learning in Undergraduate General Chemistry, by Ted M. Clark and Robert P. Griffiths, explains the project results in Chemistry 161. The project introduced SMART technology, in-class group assignments using virtual experiments, an innovative classroom space where student pairs were at computers, and a combined lecture-recitation session that promoted online activities before, during, and after class that shifted the in-class experience to leverage instructor-student interaction. The project found for the reimagined 161 course:

  • Significantly higher post-test scores.
  • A significant improvement in reducing chemistry misconceptions (with virtually no improvement in the traditional course).
  • Greater preference for course experience (95% of students).
  • A 90% average attendance rate.
  • An 85% approval rating for computer simulations.

Elizabeth Miller

Technology-Enhanced Calculus Lectures, by Elizabeth A. Miller, shares the results of Math's Impact Grant project in Calculus 151 (and continued work in 152). The project introduced interactive figures, recorded lectures, SMART technology, and interactivity via classroom polling. Through this project, the department realized the following outcomes for the technology enhanced sections:

  • A significantly lower drop rate.
  • A higher GPA than average.
  • Improved lecture clarity (89% of students)
  • Greater preference for course experience (87% of students).
  • More favorable opinion of the department (83% of students).
  • Better calculus comprehension (76% of students).

Additional Impact Grant Work

  • Statistics and Anatomy: The OCIO Learning Technology team is currently working with the departments of Statistics and Anatomy (Histology) on their final project reports and subsequent journal articles from the 2011 grants. In the coming months, we will build upon the HyFlex (Hybrid-Flexible) model from Statistics allowing students flexibility for choosing on a daily basis whether to attend online or face-to-face, as well as the lessons we learned to build and integrate a course around an advanced, image-intensive website through Carmen as we did with Anatomy (Histology).
  • Spanish/Portuguese and Animal Sciences: We have begun the project planning stage for these recently awarded 2012 recipients.
  • Expanding the Program: Our next challenge will be to expand our grants program in ways to target more audiences and help drive innovation and best practices across this great university.

Want to Get Involved?

OCIO is incredibly proud of its collaboration with talented faculty and staff from around the university, and the Impact Grants have already made a profound difference in our students' lives. With its proven success, OCIO hopes that you'll consider joining them as partners to improve the faculty and student experience at Ohio State.

Impact Grant awardees receive financial and personnel support to focus on increasing student engagement, facilitating greater instructor efficiency, and enabling anyplace/anytime learning through purposeful technology use in a course. To learn more about the OCIO Learning Technology grants, visit

Want to talk more about the various Learning Technology grants? Contact Robert Griffiths at or 614-292-5901.