P428: Chemical Education Xchange, ChemEd X
: Jon Holmes, University of Wisconsin-Madison, USA
Co-Author: Deanna Cullen, Journal of Chemical Education, USA; Gregory Rushton, Kennesaw State University, USA
Time: 10:15 AM – 10:35 AM
Room: LTT 102
Related Symposium: S17
Chemical Education Xchange, (ChemEd X, www.chemedx.org) aims to strengthen the chemical education community by providing web-based resources, discussion, and collaboration. ChemEd X is the partner publication with the Journal of Chemical Education and derives some of its resources from the legacy JCE Online site. ChemEd X strives to serve those constituents of our community that may be underserved by the Journal. Using tools such as blogs, videos, social media, and apps ideas and resources are shared on topics such as education reform initiatives (AP Chemistry and NGSS), inquiry-based learning methods, and flipped classrooms. Time honored topics such as safety, demonstrations, and inspiring students are also addressed by our growing cadre of contributors. Activities and learning resources for students are also available. ChemEd X provides a forum for sharing the problems faced and successes earned by those involved in the difficult, yet rewarding, field of chemistry education. ChemEd X is built upon a modern web delivery platform that displays its content responsively to those using computers or smaller mobile devices. Its integration with social media allows its contributors to easily and readily share their content with others in their social networks. Future plans include making ChemEd X content available as a web service to other sites and apps. In this presentation we will demonstrate some of the features of ChemEd X that are being enjoyed by its over 2000 members and hope to empower you to join in the conversation.
P894: Resources for incorporating context into your college course
: Nancy Bakowski, American Chemical Society, USA
Co-Author: Jodi Wesemann, American Chemical Society, ACS
Time: 2:05 PM – 2:25 PM
Room: MAK A1117
Related Symposium: S65
The American Chemical Society’s Education Division strives to create sound resources for use in classrooms across grade levels. This presentation will focus on ACS resources for use at the undergraduate, graduate, and postdoctoral levels. As students enter college coming from a world of ever increasing standards-driven curriculum, it is important that they develop skills they will need to succeed in the chemistry profession. We will share our resources for undergraduates such as inChemstry magazine, the student chapter program, and the newly created College to Career website. We will also share graduate and postdoctoral student resources including workshops.
P796: Resources for incorporating context into your K-12 chemistry/science course
: Kenetia Thompson, American Chemical Society, USA
Time: 9:35 AM – 9:55 AM
Room: MAK A1117
Related Symposium: S65
In an ever increasing world of standards, it is important that instruction is given in ways where both prescribed standards and relevancy to students can be met. The American Chemical Society’s Education Division strives to create sound resources to meet these standards for use in classrooms across all grade levels. This presentation will focus on ACS resources ranging from our print and online resources to our funding opportunities and community-building programs.
P696: Teaching a flipped chemistry course without internet access
: Donald A. Storer, Southern State Community College, USA
Time: 11:10 AM – 11:30 AM
Room: LTT 101
Related Symposium: S21
Southern State Community College, one of the smallest community colleges in Ohio, serves rural Appalachian communities. Because some students are unable to access the internet, delivery of a flipped course with an online component creates special challenges. This presentation describes the development and implementation of a flipped, introductory chemistry course using interactive lessons that utilize multiple delivery modes. Lessons are delivered (1) using USB flash drives with lessons which will run in a browser, but without the need for internet access, (2) with handouts of notes with QR codes linked to the video lectures which students access via a smart phone, and (3) online. During class time the students participate in the usual problem solving, laboratory activities, and are asked to use student response systems, “clickers,” to respond to questions tied to the course objectives. This formative assessment is compared with their responses to test questions related to the same course objectives.