Professor Cathrine E. Reck

Professor Cathrine E. Reck

Professor Reck's main focus has been to find ways in which IU's chemistry classes could be taught to better meet the needs of all our science undergraduates. She is also the Faculty Advisor for the Student Affiliates Chapter of the American Chemical Society (SAACS). A partnership that is intended to develop more camaraderie among our majors and to allow them to seek professional advice within their chosen fields.

For more on Professor Reck


Research we conducted in the fall of 1997 offers evidence of CALM’s impact in its present form, as well as a model of our assessments of an enhanced CALM (as proposed below). The focus of our initial analysis was the relationship between “SCORE”, the sum of hourly and final exam scores, and the degree to which students solved problems using CALM (“CALMPTS”) during the semester. Also studied were SATACT (math SAT or ACT scores scaled to SAT points) and Chemistry Placement exam scores representing the prior aptitudes and knowledge of each student.

Dep Var: SCORE N: 498 Multiple R: 0.726 Squared multiple R: 0.527

Adjusted squared multiple R: 0.525 Standard error of estimate: 15.250
Effect Coefficient Std Error Std Coef Tolerance t P(2 Tail)
CONSTANT -9.785 6.118 0.000 . -1.599 0.110
CALMPTS 3.787 0.246 0.495 0.925 15.398 0.000
SATACT 0.113 0.010 0.360 0.900 11.052 0.000
CHEMPLACE 1.349 0.272 0.156 0.967 4.963 0.000

From an OLS regression analysis of data collected, we see that CALM has the largest relative influence (as the standardized coefficients suggest) on exam scores and that both SATACT and the chemistry placement score are also significant. To convey the substantive impact of CALM here, one should note that the average difference in “A” vs “B” letter grades on SCORE was roughly 15 points (on a 150 point continuum). A difference between two students with 0 versus 5 or 5 vs 10 “CALMPTS (on a 10 point continuum)” corresponds on the average to (5*3.787) almost 19 exam points, more than a letter grade equivalent. Students who differed by 100 math SAT points would differ, on the average, by (.113*100) or 11.3 exam points. Put another way, it would take a difference of 168 SAT points (19/.113) to correspond to the 19 exam point differences calculated for 5 CALM points. The results form these initial studies on CALM effectiveness led us to extend CALM to other courses with financial support from the chemistry department and College of Arts and Sciences.

Take a look for yourself at how the student uses CALM.