I. Instructional Context and Pedagogical Approach Insert a description of your course and how it is taught. Include number of times you’ve taught it, typical enrollment, and other characteristics of the learning context (online, hybrid, clinical, one of many sections, etc.). PHR2367 is a 2nd year writing GE undergraduate course on drug use in American culture that has a continuous demand for more offerings. Our instructional team has evolved from a single instructor teaching an in-person section at its creation to ten teaching faculty with 5-6 sections of in-person and online asynchronous formats each semester. Despite the extensive number of offerings for the course, PHR2367 section are always filled to 40 students each along with extensive waitlisting each semester; the PHR2367 teaching team is constantly hiring new faculty to meet the demand for more sections. This development in the course offering has prompted the need to design a master course that can be standardized and ease the transition for new teaching faculty starting the course. What area(s) of improvement have you targeted for instructional redesign? This is often referred to as a “teaching problem.” What brought this “problem” to your attention? What motivated you to address this “problem”? Have you tried to address this “problem” in the past? While working to develop a standard course that can be easily picked up by newly hired teaching faculty, the instructional redesign team identified three primary areas for course improvement:

1. We observed that most argumentative final research papers were superficial in their arguments and rarely ever provided counterarguments to common objections against their thesis. We sought to develop an assessment that would better engage students in counterargument writing.

2. As the topic of drug use in America has evolved from the start of Colorado’s marijuana legalization to Ohio’s opioid crisis, Oregon’s all-drug legalization, and a federal marijuana legalization bill passing Congress, we recognized students are less interested in marijuana than previously and demanding more content on the opioid crisis and psychedelics.

3. The hectic schedules of pre-professional/working students have increased demand for online courses with 6-week offerings. The COVID-19 pandemic had furthered the demand for a 6-week alternative for students that contracted COVID-19 early on during the semester.

Identify student learning outcomes connected with this “problem” or enhancement. How do you typically evaluate student achievement of these learning outcomes? (Note that enhancing student experience of the course is an appropriate rationale for redesigning instruction.) The first area for improvement relating to superficial argumentative writing directly contracted the 2nd year writing GE outcomes for expressing ideas effectively and applying communication skills to challenges of the discipline. These are typically evaluated in a short writing assignment or graded discussion board in addition to the final research paper. Student satisfaction in the course content and variety of offerings broadly contribute to student engagement in the course and are evaluated through the SEIs or an additional exit survey. II. Development and Planning In this section, describe the pathway you have identified to assist you with this instructional redesign. Several are designated, including endorsements, CDI’s, etc. It is valid to work with a team of colleagues

or on your own through exploration of the literature, examining the instructional strategies of mentors or through a disciplinary pedagogical resources/events/experiences. The pathway is designed to deepen your knowledge of instructional strategies that address your identified problem or enhancement. In addition, students can serve as partners, librarians can be resources, and instructional designers and technologists are good partners. This course redesign development and planning pathway was a collaborative effort from senior teaching faculty that have previously taught the course, starting with discussions to identify teaching and learning challenges that can be addressed prior to releasing this master course to new faculty. These discussions included Chris Manion from WAC to identify student bottlenecks in learning writing concepts and designing comprehensive writing assessments with transparent expectations. After the AU19 and SP20 PHR2367 offerings the teaching faculty also met to share observations from the section they just completed, including exit survey and SEI feedback from students. The pedagogical solutions we developed for our course redesign were influenced by multiple professional development opportunities at OSU. During the online course design during Kickoff week ODEE education technologist Ross Tamburo introduced us to branch chain activities as a potential solution to engaging students in writing counterarguments, which received feedback from mentors/mentees during FIT and SoTL Community group meetings. Writing as Inquiry sessions with Amanda Folk from WAC helped develop the branch chain activity, improve the transparency in our writing assessments, and provided additional assessment tools for student information literacy. The Information Literacy workshops with University Libraries further polished our assessments by pointing out students’ common misconceptions toward academic writing. For updating the course content, the teaching team each focused on various aspects of drug use in American culture to research and condense the most relevant information into a six-week format. This included establishing a PHR2367 Microsoft Team to share the latest news in drug use in American culture and pedagogical research, along with our redesigned assessments. We have also sent representatives to the “Growing Hemp in Ohio” workshop hosted by OSU-Wooster in AU19 to learn the latest trends in hemp cultivation, product manufacturing, and law in Ohio. Tip: The Teaching Support Program is a foundational experience. The pathway is a way of deepening that introduction. Tip: If a team of faculty is working together, only one portfolio needs to be submitted for the team. All team members should fill out an interest form and record their intent and team, as well as contribute to the IT implementation, data collection, and composition. III. Implementation Describe in detail the IR implementation process. What did you do? When did you do it? How was it received by students or how did they respond/react in the learning context? Did the strategy change what was required in terms of preparation before instructional sessions? What, if any, educational technology was required? What, if any, teaching assistance did you need?

During the 2019-2020 school year we began developing the branch chain “choose your own adventure” debate simulation on a workshop Carmen Canvas course. We started with an assignment page that defined the purpose of the activity for students to understand the importance of writing compelling

counterarguments, the task to complete the branch chain debate simulation and submit a three paragraph short writing assignment that gives a counterargument to an objection against their stance on recreational marijuana legalization, and the grading criteria for the assignment.

The bottom of the assignment page included a link to the first page of the branch chain with the question “What is your stance on recreational marijuana legalization?” followed by “yes” or “no” links to their respective page (see branch chain map below). The second tier to this branch chain then listed the common reasons in support or against marijuana legalization, depending on what choice students made in the first tier. Students choose the reason that best describes their own view on legalization, which leads them to the final tier that presents the students with an objection to their argument on legalization (ex. You say that marijuana is safe because it’s a natural product, but so is hemlock. Just because something is natural does not mean it is safe.). The objection page includes an article supporting the objection and reminds the students that they are tasked to state their argument for/against legalization, describe the objection to that argument, then write a counterargument against the objection with support from an outside resource. The bottom of this objection page includes a button-link that will return them to the assignment page to submit their writing.

Once imported into a Carmen Canvas courses for the SU20 offerings, the branch chain activity required no further maintenance. The students were able to complete the assignment asynchronously without further assistance from the instructor. The only set up required was to update the final tier page links to the assignment page if an instructor wanted to change the name of the assessment.

Next, the instructional team utilized MindMeister mind mapping program to demonstrate backwards design of the new 6-week course offering of PHR2367.02 by critically evaluating which assessments and activities were most critical to achieving the second-year writing course GE expected learning outcomes (see below diagram). This included removing the midterm exam, which was superfluous to the weekly quizzes to assess student knowledge on drug use in America (red assessments were removed, while green were kept). We also replaced previous argumentative writing assessments with the branch chain short writing assignment and consolidated marijuana-related quizzes and lectures to allow more discussion on the opioid crisis and psychedelic drugs (green arrows for consolidated assessments). We also looked into student SEIs and exit survey data to determine a few activities that students felt were unhelpful in preparing for the final research paper. This resulted in a 6-week curriculum that we designed to achieve the same learning objectives through comparable assessments as the full semester course offerings.

The carmen course is designed to be run asynchronously with prerecorded lectures by the senior instructors in the course so that new teaching faculty can easily start instructing students with very little additional preparation or maintenance to the Carmen Canvas course. This allows more time for one-on-one student-instructor interaction and allocated time for meaningful feedback from instructors and peers on writing assignments. IV. Assessment Describe the direct and indirect methods of assessment you selected for determining the effect of this instructional strategy or strategies on student learning outcomes and/or experience? This could involve pre- and post-surveys, qualitative coding of student feedback on the instructional strategy, assignment

performance (compared to previous levels of performance or performance on a revised assignment), assessment question performance, etc.

To assess the effect the branch chain activity had on students’ counterargument writing ability we compared student final research paper performance scores, the incidence of counterargument writing in final research papers, and performance on other argumentative short writing and discussion assessments to historic controls pre-course redesign. To determine student perspective and the course redesign as well as assess impact of the branch chain activity on student views on complex American drug use issues, we administered a midcourse temperature reading survey and an anonymous course exit survey for extra credit.

Tip: SEI scores are not an indication of student learning but may indicate engagement or experience. SEI comments that are coded may provide additional information. Student perception of learning outcome achievement may be surveyed specifically.

Summarize the data you collected. How has this data changed from before you implemented your intervention? What student feedback did you review?

During the midcourse temperature reading survey, it was clear that students were struggling in the SU20 and AU20 semester despite the course being previously optimized for distance learning. For both SU20 and AU20 median students surveyed slight agreement that the COVID-19 pandemic impacted their ability to participate in the course (Likert scores 3.4 SU20 and 3.1 AU20). Students also reported participation was between slightly impaired to neither agree/disagree on impairment due to the current racial tensions (2.7 SU20 and 2.3 AU20) and other factors not directly related to the pandemics (2.8 SU20 and 2.9 AU20). (See Table 1 in appendices)

Therefore, when we compared the final research paper performance scores (excluding late penalties and only averaging rubric scores) we observed comparable performance scores between pre/post-implementation of the branch chain activity when most other writing courses observed a significant decrease in research paper performance (89.4% vs 88.6%, p=0.321). (See Table 2 in appendices)

It was also interesting to note that implementing the branch chain activity during the 6-week offering of PHR2367.02 produced student research paper of comparable quality to other 15-week offerings of PHR2367 that implemented the branch chain, including another online offering that same SU20 semester the 6-week course was offered in (90.5% 6-week vs 87.0% 15-week, p=0.06). Likewise, research paper quality was comparable between 15-week online or in-person course offerings (86.3% distance learning vs 89.1% in-person, p=0.10)

However, when we compared the post-implementation research papers we observed a dramatic increase in students presenting counterarguments in their final research papers than we’ve seen previously (36.63% vs 13.87%). Interestingly, this increased incidence in counterarguments was not just seen in the argumentative research papers, but there was a >4-fold increase in the number of analytical final research papers that included counterarguments (21.2% vs 4.9%). (See Table 3 in appendices).

A comparison of the exit survey also observed a higher impression of the complexity of drug regulation/legalization and of the importance of literary research in students that completed the branch chain activity. In response to the question “what will you remember about this course 5 years from now?” students that completed the branch activity were >40-fold more likely to mention how the complexity of drug legalization and regulation was impressed on them (29.0% vs 0.7%, p<0.005). There is also a similar trend with increased impression on the literacy research process in students that completed the branch-chain activity (12.8% vs 7.6%, p=0.08). (See Table 4 in appendices).

Exit survey results also demonstrated that the 6-week course redesign appealed to pre-health students and students appreciated the discussion boards and the transparency in the assignments. When surveyed “why did you take PHR2367.02?” 16.3% of students replied because they were interested in pharmacy and another 16.3% stated they were pre-med. Previous reports on struggling with remembering to reply to discussion boards dropped from 11.9% to 1.4%, while student reports of appreciation for discussion board socialization increased from 9.1% to 23.4% since implementing the course redesign in SU20. Previous student complaints toward the lack of other drugs covered (2.1%), lack of instructor interaction (6.4%) and vague instructions for citation (3.5%) and peer review (4.3%) have been completely absent during the two semesters the course redesign has been implemented.

Tip: Several early portfolios did not provide enough detail in this area. Please feel free to use appendices.

Offer your conclusions regarding the effectiveness of this instructional strategy. Did it work, and how do you know it worked? Did it change student learning or experience? If there was no change, why not? How would you refine this approach if you choose to implement it again?

The PHR2367 course redesign has achieved the three primary objectives of improving student argumentative writing, matching content to the latest interests in drug use in America, and providing an effective 6-week course offering. Students were much more likely to acknowledge the complex healthcare issues involved in drug regulation/legalization in both their research papers and long term

impressions after completing the branch chain simulated debate. The lack of measurable improvement in the research paper performance scores is likely due to the additional struggles to student academic performance caused by the two pandemics of COVID-19 and racial tension; therefore students’ ability to produce comparable research papers under these conditions in both 6-week and 15-week course durations and both distance learning and in-person course deliveries is an achievement of the instructional redesign. The 6-week offering has proved appealing, comprehensive, and engaging to working pre-professional students that want to pursue the latest interests in drug use in American culture. New faculty have likewise reported an easy transition into teaching the course due to the master course design. The PHR2367 instructional team plans to continue implementing the branch chain activity and offering the 6-week course offering to enhance the accessibility and engagement of undergraduate students in our second year writing course.

V: Reflection - In this space you respond to the following questions: In light of your IR work, how has your view of the teaching question/issue you chose to address

changed?

Upon further literature review on the subject of argumentative writing, the instructional team gained an appreciation for how academic writing is another subject with intense racial/socioeconomic disparities. Students’ initial proficiency in writing is highly dependent on whether they were previously introduced to concepts such as academic language, data analysis, information literacy, and objective reasoning. Unfortunately, minority students and those from lower socioeconomic households are less likely to have been introduced to these concepts in their K-12 education, creating an unmet need for equitable teaching methods for writing courses.

What did you learn about yourself as a teacher from going through this process?

The collaborative nature of the instructional redesign team has highlighting our ability to make significant contributions to the scholarship of teaching and learning when instructors have the time and resources to share best practices. We look forward to further investigations on equitable teaching and education innovation together.

What aspects of the IR process will help you approach future teaching questions?

In addition to the previously mentioned collaboration support, we also plan to utilize the IR process workflow into recognizing new areas of education research in other courses. Recognizing actionable steps to solving a problem in teaching and learning and working backwards from desired learning outcomes to implementing and a assessing a new teaching practice is now more readily applied.

What aspects of the IR process were most useful and least useful to your development as a teacher and why?

Having training sessions with time dedicated to guided progress through instructional redesign has been most helpful in overcoming the initial struggles in starting a course redesign project. Once direction was established, it became much easier to progress through the necessary pedagogical review and develop possible solutions that will carry on to our other teaching courses. The stage I TSP self-assessment survey may have been less helpful as would have been a group session to help recognize areas of improvement in achieving course expected learning outcomes.

What teaching support services are you most likely to make use of in the future and why?

ODEE and WAC mentioned above in the development and planning section were incredibly helpful in introducing the instructional team to pedagogically supported solutions to our observed teaching problems. We will very likely remain in contact with them as new challenges are discovered in our courses.

How confident do you feel in continuing to use instructional redesign in future courses or curricula?

The instructional redesign team is very comfortable in continued instructional redesign in future courses. We are already considering further enhancements in teaching grammar concepts and assessing equitable teaching methods within the course.

Appendices

Table 1: Mid-Course Temperature Reading Linkert Data Table

Table 2: Final Research Paper Performance Scores

Final Paper Score w/o Branch Chain% Adjust for lateness/absence % ID Semester Final Paper Score w/Branch Chain % Adjust for lateness/absence % ID Semester92 92 89 89 500104640 AU19 72 72 82 82 500282013 SU2097 97 94 94 500085353 AU19 94.5 94.5 94.5 500271493 SU20

101 101 98 98 500172329 AU19 86 86 86 500293113 SU2096 96 93 93 500106118 AU19 94.25 94.25 94.25 500263559 SU20

88.5 88.5 88.5 500308296 AU19 83.5 83.5 83.5 500281150 SU200 0 500265628 AU19 92 92 92 500375980 SU20

88 88 85 85 500202874 AU19 87.25 87.25 87.25 500285020 SU2083 83 80 80 500289618 AU19 77.5 77.5 77.5 500276796 SU20

86.5 86.5 83.5 83.5 500159851 AU19 0 500278027 SU20103 103 100 100 500085384 AU19 80.5 80.5 80.5 200326747 SU20

94 94 91 91 500110938 AU19 77.5 77.5 77.5 500373415 SU20101 101 98 98 500309137 AU19 93.5 93.5 93.5 500131644 SU20

86 86 94.5 94.5 500208329 AU19 96 96 96 500375379 SU2098.5 98.5 95.5 95.5 500300811 AU19 84.5 84.5 84.5 500285148 SU20101 101 98 98 500120260 AU19 94.5 94.5 94.5 500218252 SU20

93 93 90 90 500163190 AU19 99.5 99.5 99.5 500280405 SU2098 98 95 95 500115162 AU19 91 91 91 500204981 SU2090 90 87 87 500100122 AU19 95.75 95.75 95.75 500264270 SU20

90.5 90.5 87.5 87.5 500211366 AU19 93.5 93.5 93.5 500367476 SU2072 72 69 69 500083970 AU19 93.5 93.5 93.5 500382708 SU20

92.5 92.5 89.5 89.5 500272543 AU19 100 100 100 500387125 SU2088 88 85 85 500288046 AU19 99 99 99 500381199 SU20

81.5 81.5 78.5 78.5 500199248 AU19 68.5 68.5 68.5 500293483 SU2094.5 94.5 91.5 91.5 500028066 AU19 84 84 84 500283851 SU2093.5 93.5 90.5 90.5 500301426 AU19 91 91 91 500300813 SU20

93 93 93 93 300011346 AU19 98 98 98 500302692 SU20100 100 97 97 500300709 AU19 100 100 100 500374623 SU20

79.5 79.5 76.5 76.5 500280166 AU19 100 100 100 500201680 SU2094.5 94.5 91.5 91.5 500197539 AU19 98 98 98 500416704 SU20

96 96 96 96 500200207 AU19 95 95 95 500302795 SU2096 96 93 93 500198378 AU19 100 100 100 500292205 SU20

57.5 57.5 54.5 54.5 500290377 AU19 98 98 98 500308298 SU2094.5 94.5 91.5 91.5 500285254 AU19 91 91 91 500293797 SU2094.5 94.5 91.5 91.5 500283027 AU19 98 98 98 500363573 SU20

92 92 89 89 500187630 AU19 97 97 97 500200627 SU2091 91 88 88 500334959 AU19 90 90 90 500293635 SU2091 91 91 91 500018566 AU19 94 94 94 500217834 SU20

90.5 90.5 90.5 90.5 500121304 AU19 94 94 94 500397921 SU2092.75 92.75 89.75 89.75 100564933 AU19 89 89 89 500347701 SU20

95.5 95.5 92.5 92.5 500084058 AU19 80 80 80 500282175 SU2096.5 96.5 96.5 500219595 SP20 88 88 88 500125738 SU2088.5 88.5 88.5 500399533 SP20 96 96 96 500385522 SU2092.5 92.5 92.5 500189077 SP20 91 91 91 500312239 SU20

96 96 96 500291015 SP20 98 98 98 500239346 SU2094 94 500311163 SP20 95 95 95 95 257406 AU2089 89 89 500192694 SP20 87 87 87 87 256944 AU2094 94 94 500289823 SP20 91.5 91.5 91.5 91.5 554758 AU20

74.5 74.5 500112864 SP20 81.5 81.5 81.5 81.5 268530 AU200 0 500213656 SP20 92 92 92 92 273803 AU20

79.25 79.25 79.25 500291220 SP20 88 88 88 88 190168 AU2088.5 88.5 88.5 500351390 SP20 91.5 91.5 91.5 91.5 534013 AU2092.5 92.5 92.5 500284325 SP20 70.5 70.5 70.5 70.5 135560 AU20

86 86 86 500280721 SP20 0 0 525988 AU2096 96 96 500261974 SP20 96 96 96 96 282723 AU20

94.5 94.5 94.5 500302259 SP20 87.5 87.5 87.5 87.5 265165 AU2095 95 95 500304628 SP20 76 76 76 76 565162 AU20

0 0 500125239 SP20 69.5 69.5 69.5 69.5 614426 AU2087.5 87.5 87.5 500214698 SP20 93.75 93.75 93.75 93.75 261243 AU2085.5 85.5 85.5 500427789 SP20 84 84 84 84 241936 AU2095.5 95.5 95.5 500185551 SP20 85 85 85 85 182812 AU2096.5 96.5 96.5 500191542 SP20 83.5 83.5 83.5 83.5 252001 AU20

95 95 95 500259729 SP20 86.5 86.5 86.5 86.5 282193 AU2092 92 92 500191896 SP20 0 0 178531 AU2085 85 85 500434389 SP20 100 100 100 100 179803 AU20

97.5 97.5 97.5 500381543 SP20 66 66 66 66 750202 AU2097.25 97.25 97.25 500103095 SP20 96.5 96.5 96.5 96.5 211287 AU20

88 88 88 500284339 SP20 89.5 89.5 89.5 89.5 261367 AU2095.5 95.5 95.5 500167836 SP20 90.5 90.5 90.5 90.5 190233 AU2089.5 89.5 89.5 500194726 SP20 89 89 89 89 185814 AU20

93.75 93.75 93.75 500290641 SP20 94.25 94.25 94.25 94.25 257402 AU2087.5 87.5 87.5 500199498 SP20 87.5 87.5 87.5 87.5 179114 AU20

88 88 88 500276029 SP20 75 75 75 75 562437 AU2089 89 89 500302531 SP20 85.5 85.5 85.5 85.5 545492 AU20

98.5 98.5 98.5 500291723 SP20 92.5 92.5 92.5 92.5 259381 AU2097.5 97.5 97.5 500205779 SP20 71.5 71.5 548672 AU20

89 89 89 500278569 SP20 97.5 97.5 97.5 97.5 248217 AU2086.5 86.5 86.5 500274803 SP20 80 80 80 80 41944 AU20

97 97 97 500211871 SP20 93.25 93.25 93.25 93.25 146696 AU2097 97 97 500397484 SP20 93.75 93.75 93.75 93.75 567985 AU2082 82 82 500185578 SP20 73.5 73.5 73.5 73.5 207488 AU2090 90 90 500188335 SP20 89 89 89 89 272998 AU20

90.75 90.75 90.75 500194566 SP20 67 67 67 67 481040 AU2089.25 89.25 89.25 500167523 SP20 81.5 81.5 81.5 81.5 183423 AU20

93.5 93.5 93.5 500291780 SP20 85 85 202232 AU2093.5 93.5 93.5 500293154 SP20 90 90 90 90 500391654 LNSU20

90 90 90 500305182 SP20 98 98 98 98 500273086 LNSU2090.25 90.25 90.25 500282548 SP20 94 94 94 94 500160303 LNSU20

92.5 92.5 92.5 500209073 SP20 84 84 84 84 500284175 LNSU2090 90 90 500283122 SP20 100 100 100 100 500290969 LNSU2070 70 500188702 SP20 96 96 96 96 500279461 LNSU2072 72 500209634 SP20 99 99 99 99 500284469 LNSU20

95.5 95.5 95.5 500283220 SP20 72 72 72 72 500298632 LNSU2088.75 88.75 88.75 500292289 SP20 90 90 90 90 500374499 LNSU20

94 94 500122166 SP20 89 89 89 89 500195710 LNSU2073.75 73.75 73.75 500191346 SP20 99 99 99 99 500263428 LNSU2084.25 84.25 84.25 500196886 SP20 77 77 77 77 500269318 LNSU20

96 96 96 500284051 SP20 99 99 99 99 500033501 LNSU2081 81 81 500310911 SP20 81 81 81 81 500291749 LNSU2096 96 96 500304018 SP20 100 100 100 100 500191454 LNSU20

95.5 95.5 95.5 500198445 SP20 76 76 76 76 500218405 LNSU2093.5 93.5 93.5 500398800 SP20 90 90 90 90 500368932 LNSU20

93.75 93.75 93.75 500304528 SP20 98 98 98 98 500112759 LNSU2089.5 89.5 89.5 500212230 SP20 100 100 100 100 500353339 LNSU2088.5 88.5 88.5 500291880 SP20 82 82 82 82 500216079 LNSU20

86 86 500106964 SP20 86 86 86 86 500338159 LNSU2091 91 91 500171491 SP20 95 95 95 95 500322319 LNSU20

87.5 87.5 87.5 500173495 SP20 96 96 96 96 500204778 LNSU2090 90 90 500194341 SP20 83 83 83 83 500366866 LNSU20

83.5 83.5 500213148 SP20 87 87 87 87 500435770 LNSU2091 91 91 500286379 SP20 100 100 100 100 500393214 LNSU20

0 0 500115912 SP20 90 90 90 90 500312324 LNSU2088 88 88 500255662 SP20 100 100 100 100 500263403 LNSU2077 77 500218559 SP20 89 89 89 89 500190420 LNSU20

97.5 97.5 97.5 500297866 SP20 69 69 69 69 500435804 LNSU2097.5 97.5 97.5 500284163 SP20 99 99 99 99 500114032 LNSU20

80 80 80 500381583 SP20 100 100 100 100 500397538 LNSU2080 80 80 500191029 SP20 98 98 98 98 500439999 LNSU2098 98 98 500098937 SP20 95 95 95 95 500399148 LNSU2096 96 96 300015106 SP20 74 74 74 74 500220529 LNSU2088 88 88 200310583 SP20 92 92 92 92 500368926 LNSU2075 75 75 500123624 LNSU19 97 97 97 97 500398140 LNSU20

100 100 100 500121305 LNSU19 99 99 99 99 500331006 LNSU2092 92 92 500293261 LNSU19 84 84 84 84 500352828 LNSU2099 99 99 500205590 LNSU19 71 71 71 71 500272849 LNSU2097 97 97 500084287 LNSU19 90 90 90 90 500250167 LNSU20

100 100 100 500210701 LNSU19 84 84 84 84 500300117 LNSU2085 85 85 500152442 LNSU19 85 85 85 85 500321463 LNSU2098 98 98 500218698 LNSU19 80 80 80 80 500266236 LNSU2082 82 82 500211890 LNSU19 71 71 71 71 500277223 LNSU2074 74 74 500110128 LNSU19 94 94 94 94 500309084 LNSU20

100 100 100 200104103 LNSU19 103 89 56522 89 56521739 89 56522 MMSU20

100 100 100 200104103 LNSU19 103 89.56522 89.56521739 89.56522 MMSU2091 91 91 500341047 LNSU19 107 93.04348 93.04347826 93.04348 MMSU2089 89 89 500212446 LNSU19 102 88.69565 88.69565217 88.69565 MMSU2099 99 99 500217716 LNSU19 109 94.78261 94.7826087 94.78261 MMSU2069 69 69 500214315 LNSU19 111 96.52174 96.52173913 96.52174 MMSU2099 99 99 500250549 LNSU19 111 96.52174 96.52173913 96.52174 MMSU2092 92 92 500274290 LNSU19 95.5 83.04348 83.04347826 83.04348 MMSU2089 89 89 500128220 LNSU19 111 96.52174 96.52173913 96.52174 MMSU2094 94 94 500109261 LNSU19 108 93.91304 93.91304348 93.91304 MMSU2074 74 74 500285776 LNSU19 104 90.43478 90.43478261 90.43478 MMSU2095 95 95 500297932 LNSU19 108 93.91304 93.91304348 93.91304 MMSU2080 80 80 500189537 LNSU19 115 100 100 100 MMSU2079 79 79 500284140 LNSU19 85.5 74.34783 74.34782609 74.34783 MMSU2079 79 79 500112898 LNSU19 75 65.21739 65.2173913 65.21739 MMSU2094 94 94 500210396 LNSU19 115 100 100 100 MMSU2097 97 97 500126040 LNSU19 113 98.26087 98.26086957 98.26087 MMSU20

100 100 100 500206454 LNSU19 81.5 70.86957 70.86956522 70.86957 MMSU2091 91 91 500311945 LNSU19 104 90.43478 90.43478261 90.43478 MMSU2084 84 84 500219418 LNSU19 105 91.30435 91.30434783 91.30435 MMSU2096 96 96 500294712 LNSU19 101 87.82609 87.82608696 87.82609 MMSU2075 75 75 500264654 LNSU19 90 78.26087 78.26086957 78.26087 MMSU2099 99 99 500050512 LNSU19 115 100 100 100 MMSU2070 70 70 500004922 LNSU19 NA MMSU2075 75 75 500110502 LNSU19 112 97.3913 97.39130435 97.3913 MMSU2095 95 95 500308213 LNSU19 63 54.78261 54.7826087 54.78261 MMSU2093 93 93 500285049 LNSU19 93 80.86957 80.86956522 80.86957 MMSU2097 97 97 500099662 LNSU19 108 93.91304 93.91304348 93.91304 MMSU2098 98 98 500188191 LNSU19 94 81.73913 81.73913043 81.73913 MMSU2077 77 77 500190123 LNSU19 97.5 84.78261 84.7826087 84.78261 MMSU2099 99 99 500216626 LNSU19 104 90.43478 90.43478261 90.43478 MMSU2090 90 90 500038489 LNSU19 78 67.82609 67.82608696 67.82609 MMSU2071 71 71 500256740 LNSU19 101 87.82609 87.82608696 87.82609 MMSU2087 87 87 500342658 LNSU19 112 97.3913 97.39130435 97.3913 MMSU2092 92 92 500283156 LNSU19 103 89.56522 89.56521739 89.56522 MMSU2095 95 95 500302387 LNSU19 99 86.08696 86.08695652 86.08696 MMSU2098 98 98 500294680 LNSU19 58.5 50.86957 50.86956522 50.86957 MMSU2091 91 91 500261840 LNSU19 109 94.78261 94.7826087 94.78261 MMSU2050 50 50 500182395 LNSU19 99 86.08696 86.08695652 86.08696 MMAU2084 84 84 500031229 LNSU19 58 50.43478 50.43478261 MMAU2095 95 95 500201947 LNSU19 109 94.78261 94.7826087 94.78261 MMAU2075 75 75 500211485 LNSU19 89 77.3913 77.39130435 77.3913 MMAU2090 90 90 500144051 LNSU19 NA MMAU2095 95 95 500297002 LNSU19 106 92.17391 92.17391304 92.17391 MMAU2089 89 89 500281768 LNSU19 90 78.26087 78.26086957 MMAU20

100 100 100 500289132 LNSU19 75.5 65.65217 65.65217391 65.65217 MMAU2089 89 89 500353693 LNSU19 98 85.21739 85.2173913 85.21739 MMAU2048 48 48 500289862 LNSU19 93 80.86957 80.86956522 80.86957 MMAU2085 85 85 500235139 LNSU19 91 79.13043 79.13043478 79.13043 MMAU2094 94 94 500213880 LNSU19 88 76.52174 76.52173913 76.52174 MMAU2099 99 99 500284213 LNSU19 108 93.91304 93.91304348 93.91304 MMAU2076 76 76 500273460 LNSU19 93 80.86957 80.86956522 80.86957 MMAU2097 97 97 500130698 LNSU19 109 94.78261 94.7826087 94.78261 MMAU2099 99 99 200112539 LNSU19 108 93.91304 93.91304348 93.91304 MMAU2078 78 78 500284929 LNSU19 113 98.26087 98.26086957 98.26087 MMAU2099 99 99 500310636 LNSU19 111 96.52174 96.52173913 96.52174 MMAU2089 89 89 500189494 LNSU19 71.5 62.17391 62.17391304 62.17391 MMAU2073 73 73 500149475 LNSU19 91 79.13043 79.13043478 79.13043 MMAU2094 94 94 500208969 LNSU19 110 95.65217 95.65217391 95.65217 MMAU2076 76 76 500348455 LNSU19 99 86.08696 86.08695652 86.08696 MMAU2095 95 95 500288785 LNSU19 93 93 93 93 MMAU20IP70 70 70 500121228 LNSU19 90 90 90 MMAU20IP98 98 98 500298018 LNSU19 70 70 MMAU20IP67 67 67 500181833 LNSU19 80 80 MMAU20IP98 98 98 500287067 LNSU19 100 100 100 MMAU20IP99 99 99 500280395 LNSU19 95 95 95 MMAU20IP73 73 73 500309237 LNSU19 93 93 93 MMAU20IP

98.5 85.65217 85.65217 MMSP20 100 100 100 MMAU20IP86.5 75.21739 75.21739 MMSP20 91 91 91 MMAU20IP85 73.91304 73.91304 MMSP20 100 100 100 MMAU20IP

102 88.69565 88.69565 MMSP20 87 87 87 MMAU20IP111 96.52174 96.52174 MMSP20 96 96 96 MMAU20IP112 97.3913 97.3913 MMSP20 MMAU20IP110 95.65217 95.65217 MMSP20 87 87 87 MMAU20IP108 93.91304 93.91304 MMSP20 92 92 92 MMAU20IP115 100 100 MMSP20 91 91 91 MMAU20IP115 100 100 MMSP20 86 86 MMAU20IP103 89.56522 89.56522 MMSP20 73 73 73 MMAU20IP115 100 100 MMSP20 89 89 89 MMAU20IP108 93.91304 93.91304 MMSP20 89 89 89 MMAU20IP107 93.04348 93.04348 MMSP20 82 82 MMAU20IP87 87 87 MMSP20IP 90 90 90 MMAU20IP78 78 78 MMSP20IP 95 95 95 MMAU20IPNA MMSP20IP 95 95 95 MMAU20IP87 87 87 MMSP20IP 90 90 90 MMAU20IP62 62 MMSP20IP 95 95 95 MMAU20IP98 98 MMSP20IP 100 100 100 MMAU20IP75 75 MMSP20IP 77 77 77 MMAU20IP92 92 92 MMSP20IP 95 95 MMAU20IP60 60 MMSP20IP 76 76 76 MMAU20IP72 72 72 MMSP20IP MMAU20IP95 95 95 MMSP20IP 73 73 73 MMAU20IP98 98 98 MMSP20IP 100 100 100 MMAU20IP95 95 95 MMSP20IP 92 92 92 MMAU20IP

100 100 100 MMSP20IP 98 98 98 MMAU20IP83 83 MMSP20IP 100 100 100 MMAU20IP47 47 47 MMSP20IP 78 78 78 MMAU20IP46 46 46 MMSP20IP 74 74 74 MMAU20IP

100 100 100 MMSP20IP 88 88 88 MMAU20IP94 94 94 MMSP20IP 83 83 83 MMAU20IP84 84 84 MMSP20IP 84 84 84 MMAU20IP87 87 87 MMSP20IP 85 85 MMAU20IP86 86 MMSP20IP 100 100 100 MMAU20IP93 93 93 MMSP20IP 100 100 100 MMAU20IP94 94 94 MMSP20IP 78 78 78 MMAU20IP94 94 94 MMSP20IP 97 97 97 MMAU20IP94 94 94 MMSP20IP 85 85 85 MMAU20IP90 90 90 MMSP20IP 100 100 100 MMAU20IP67 67 MMSP20IP 100 100 100 MMAU20IP85 85 85 MMSP20IP 100 100 100 MMAU20IP63 63 63 MMSP20IP 97 97 97 MMAU20IP75 75 75 MMSP20IP 94 94 94 MMAU20IP77 77 77 MMSP20IP 91 91 91 MMAU20IP89 89 89 MMSP20IP 93 93 93 MMAU20IPNA MMSP20IP 94 94 94 MMAU20IP98 98 98 MMSP20IP 91 91 91 MMAU20IP78 78 78 MMSP20IP 100 100 100 MMAU20IP90 90 90 MMSP20IP 83 83 83 MMAU20IP84 84 84 MMSP20IP 81 81 81 MMAU20IP86 86 86 MMSP20IP 94 94 94 MMAU20IP95 95 95 MMSP20IP 73 73 73 MMAU20IP84 84 84 MMSP20IP 55 55 55 MMAU20IP95 95 95 MMSP20IP 77 77 MMAU20IP95 95 95 MMSP20IP 98 98 98 MMAU20IP96 96 96 MMSP20IP 65 65 65 MMAU20IP

100 100 100 MMSP20IP MMAU20IP93 93 93 MMSP20IP 78 78 78 MMAU20IP96 96 96 MMSP20IP 72 72 72 MMAU20IP

100 100 100 MMSP20IP 65 65 MMAU20IP90 90 90 MMSP20IP 68 68 68 MMAU20IP95 95 95 MMSP20IP 90 90 90 MMAU20IP98 98 98 MMSP20IP 95 95 95 MMAU20IP95 95 95 MMSP20IP 86 86 86 MMAU20IP

100 100 100 MMSP20IP 98 98 98 MMAU20IP94 94 94 MMSP20IP 82 82 82 MMAU20IP95 95 95 MMSP20IP 100 100 100 MMAU20IP

100 100 100 MMSP20IP96 96 96 MMSP20IP96 96 96 MMSP20IP

100 100 100 MMSP20IP78 78 78 MMSP20IP95 95 95 MMSP20IP68 68 68 MMSP20IP74 74 74 MMSP20IP95 95 95 MMSP20IP92 92 92 MMSP20IP93 93 93 MMSP20IP91 91 MMSP20IP

100 100 100 MMSP20IP95 95 95 MMSP20IP95 95 95 MMSP20IP

100 100 100 MMSP20IP91 91 91 MMSP20IP91 91 91 MMSP20IP89 89 89 MMSP20IP84 84 84 MMSP20IP98 98 98 MMSP20IP94 94 94 MMSP20IP83 83 83 MMSP20IP

Table 2: Final Research Paper Performance Scores (continued)

Table 3: Incidence of Counterarguments in Final Research Papers

Table 4: Exit Survey Data

Counter arguments in Analytic Final Papers Counter arguments in Final PapersMean SD t-test to branch Mean SD t-test to bra

Pre-Branch 5.263 4.545 4.904 0.507702669 0.050859 Pre-Branch 2.5 7.5 31.58 13.86 15.54827 0.095047Post-branch 17.391 25 21.1955 5.380375498 Post-Branch 28.25 35 45.65 36.3 8.772542

AU19 SP20 SU20 AU20 Response AU19 SP20 SU20 AU20 Response AU19 SP20 SU20 AU20 Response52.77778 37.14286 34.88372 36.11111111 33.33333 18.57143 16.27907 27.77778 Online format (self-pace, consistent, builds up) 16.66667 14.28571 11.62791 11.11111 Writing (no witing lectures, synthesis)

13.88889 20 16.27907 25 Pharmacy-related (major/minor) 11.11111 17.14286 0 5.555556 Documentaries (user perspective) 5.555556 12.85714 13.95349 13.88889 Final Paper (getting feedback, repetitive checkpoints)

13.88889 18.57143 16.27907 27.77777778 Recommended by friend 2.777778 11.42857 9.302326 0 Marijuana (history, medicine) 5.555556 12.85714 11.62791 16.66667

16.66667 7.142857 0 2.777777778 Online (easier schedule) 11.11111 10 16.27907 22.22222 Prerecorded lectures (interesting) 22.22222 11.42857 13.95349 11.11111 SWAs (expectations/examples)8.333333 5.714286 16.27907 16.66666667 Medicine-related 5.555556 10 6.976744 0 Webinar (interactive, fun) 13.88889 10 0 2.777778 Discussion boards (replies during week)2.777778 4.285714 6.976744 5.555555556 Opiod-related (personal impact) 11.11111 10 9.302326 11.11111 Freedom to write about own interests 0 8.571429 0 0 Vague peer review intructions/tools

2.777778 2.857143 0 0 Biology-related 11.11111 7.142857 27.90698 19.44444 Discussion board (creative/fun, social) 5.555556 7.142857 0 0 Lack of detailed in-person instruction

0 2.857143 2.325581 0 Neuro-related 8.333333 4.285714 9.302326 2.777778 SWAs (helped writing skills, synthesis) 8.333333 4.285714 4.651163 8.333333 Time management (more checkpoints/reminders)

0 2.857143 2.325581 0 GE… 2.777778 4.285714 0 2.777778 Final paper 2.777778 4.285714 0 0 Vague citation instructions0 1.428571 0 0 Sounded easy 2.777778 2.857143 0 0 Science format 5.555556 4.285714 16.27907 22.22222 Nothing

6.976744 0 Different topic from major 0 1.428571 0 0 Opioid Crisis 2.777778 2.857143 2.325581 8.333333 Lectures (low priority, hard to retain)4.651163 0 Fit my schedule 0 1.428571 0 0 Consistent feedback 2.777778 2.857143 0 0 Midterm

4.651163 5.555556 Checkpoints (peer examples) 8.333333 1.428571 13.95349 0 Webinar (anxiety, vague, synthesis)2.325581 0 Everything 0 1.428571 4.651163 0 Motivation to start2.325581 0 Reading articles on drug use 0 1.428571 4.651163 0 Lack of peer interaction2.325581 5.555556 Elevator pitch (concise) 4.651163 2.777778 Finding sources (discussions helped)

2.325581 0 Understanding local marijuana law2.777778 No option to make up assignments

Drug-related (unique perspectives,

Amount of writing per week (discussions very involved, length requirements)

1. Why did you take PHR2367.02? (While "it's a GE credit I need to graduate" is an acceptable answer, tell us why then you chose PHR2367.02 out of all the other available 2nd year writing courses?)

2. What was one aspect of the course you enjoyed the most? (This could be a topic, an assignment, the

format, etc.)3. What was one aspect of the course you struggled

with the most? How could we make it better?

AU19 SP20 SU20 AU20 Response AU19 SP20 SU20 AU20 Response AU19 SP20 SU20 AU20 Response30.55556 27.14286 25.5814 27.77778 30.55556 30 39.53488 27.77778 55.55556 38.57143 20.93023 8.333333 Marijuana (impact on society, medical benefits)

19.44444 25.71429 18.60465 2.777778 22.22222 25.71429 23.25581 36.11111 13.88889 15.71429 23.25581 19.44444 Final research paper (enthusiasm)

19.44444 21.42857 11.62791 13.88889 Lectures (law, government) 13.88889 18.57143 23.25581 27.77778 2.777778 10 0 0 Drug mechanisms/addiction

16.66667 11.42857 23.25581 33.33333 Everything helped 8.333333 5.714286 2.325581 0 Be sure to write formally and it'll help for the final paper 2.777778 7.142857 11.62791 13.88889 Literary research process (finding and assessing sources)0 10 2.325581 0 Webinar (organize thoughts for final paper) 8.333333 4.285714 2.325581 8.333333 Great instructor (knowledgeable and acessible) 0 7.142857 0 0 Stories of drug regulation (thalidomide, sulfanimide)0 4.285714 16.27907 25 Discussions (literature research, advocacy) 5.555556 4.285714 11.62791 2.777778 8.333333 5.714286 4.651163 2.777778 Writing skills

2.777778 1.428571 0 0 Nothing helped 5.555556 4.285714 2.325581 5.555556 5.555556 4.285714 2.325581 2.777778 Charlotte Figi's story

2.777778 1.428571 0 0 Early modules in particular 0 2.857143 0 0 0 2.857143 2.325581 2.777778 Great instructor (invested in student development)

2.777778 1.428571 2.325581 0 Later modules in particular (opioid) 0 1.428571 0 0 Videos are the best resource 2.777778 2.857143 0 0 Writing about drugs, social taboo2.777778 0 1.428571 0 0 Take notes during lectures 0 1.428571 2.325581 0 Sparked an interest in pharmacy (research, PharmSci minor)

2.777778 4.651163 0 I recommend 0 1.428571 2.325581 5.555556 How fun the course is (memes)2.777778 Recording your presentations is not as scary as you think 0 1.428571 0 2.777778 Best online course accessiblity/organization

2.777778 1.428571 0 0 Lack of involvement in other drugs0 1.428571 4.651163 13.88889 Opioid Crisis (impact on society)0 1.428571 30.23256 27.77778 Drug legality/regulation (War on Drugs, advocacy, recent legalizatio0 2.325581 0 Impact of COVID-19 pandemic on drug use0 2.325581 0 Large amount of writing

2.777778 5.555556 Learning people's different opinions8.333333 psychedelic drugs (medical)

Keep an open mind when engaging peers; you may gain Best structured online course (assignments all build up

to final paper)Course is cannabis focused, but you have freedom to

write whatever drug you want

Checkpoint assignments (outline, rough Schedule time in the begnning of the week

Short writing assignments (synthesis)The course is fun! (real world problems, freedom to research what interests you)

Get started on the final paper and research interesting topics early

6. Five years from now, what will you remember about this course?

4. Which lectures/assignments best prepared you for the final research paper (and it's checkpoints)? Were there any that left you feeling unprepared or were a

waste of time? 5. What is one thing you would tell students about to

take this course next semester?