P1037: Teaching food chemistry for a three-week intensive learning term

Author: Susanne Lewis, Olivet College, USA

Co-Author: Ami Johanson, Elmhurst College, USA; Robyn Hyde, Westminster Collge, USA

Date: 8/4/14

Time: 4:20pm4:40pm

Inspired after attending a week-long cCWCS workshop, a three-week course on food chemistry was created. Students learned the various components of food, watched online videos, and toured various food production facilities throughout the course. The final project was creation of a menu and presentation of one of the dishes in a “pot-luck” final exam. Accounts of successes, frustrations, and future modifications will be discussed.

P937: Chemistry seminar: A tool for integrating undergraduate research into the curriculum

Author: Kimberly A. Lawler-Sagarin, Elmhurst College, USA

Co-Author: Michelle S. Applebee, Ami D. Johanson, Eugene N. Losey and Colleen Munro-Leighton, Elmhurst College, USA

Date: 8/6/14

Time: 5:15 PM6:30 PM

Room: LIB

Related Symposium: S33

Our department recently added a research requirement to the chemistry major. To support this change, we replaced our four-semester seminar requirement with a developmental series of courses. Each of the new courses has distinct learning objectives and assignments. The developmental structure supports our research requirement by bracketing the research experience with preparatory assignments and culminating experiences. The new sequence also supports the structured development of professional skills such as oral communication, information literacy, scientific writing, and research ethics. These changes have had many positive benefits; students are more prepared for research when they enter the lab, they proactively seek out internships and other career development opportunities, and they pursue non-required research at a higher rate than before. All this has created a vibrant research culture among the students. Based on our experience, we believe our model may be a viable one for other small departments seeking to embed undergraduate research more firmly in the curriculum.

P380: Professional development of oral communication skills through the use of three-minute slides

Author: Michelle S. Applebee, Elmhurst College, USA

Co-Author: Kimberly A. Lawler-Sagarin and Ami Johanson, Elmhurst College, USA

Date: 8/4/14

Time: 6:00 PM7:15 PM

Room: KC

Related Symposium: S33

Strong oral communication skills are essential for chemists. Developing oral communication skills at the undergraduate level requires building confidence in a student’s ability to speak extemporaneously without relying on notecards or reading verbatim from slides. Repeatedly throughout a two-year seminar course, students present three-minute slides on a variety of chemical topics. The three-minute slides are graphical slides containing chemical structures, diagrams, charts, or tables with no significant text. The student must talk about this slide for a minimum of three minutes. Through the use of these exercises we have noticed vast improvements in our students’ ability to develop and deliver presentations. They speak more extemporaneously and their slides contain fewer words and more graphics. The students have also gained confidence in their ability to interpret graphs and explain chemical mechanisms using more technical terms, thus taking the first steps in their professional development.

P302: Incorporating food into a freshman seminar for chemistry majors and nonmajors

Author: Ami Johanson, Elmhurst College, USA


Date: 8/4/14

Time: 4:00 PM4:20 PM

Room: MAN 102

Related Symposium: S22

Freshman seminars are becoming a popular way to teach freshman the skills that will prepare them for college. Many of these seminars infuse these skills into the context of an academic topic. Developing these academic freshman seminars pose a special challenge for chemistry faculty whom must appeal to and teach at an appropriate level for both majors and nonmajors. In my freshman seminar, You are What You Eat: The Science of Food, I use food biochemistry as the platform to introduce freshman to the scientific, ethical, and social concepts around food. Students first learn about the various biomolecules that compose food and the chemistry associated with these biomolecules. Then with this information they are able to have informed discussions on food marketing, fad diets, school funding, and other current topics. With the knowledge gained from the cCWCS workshop on Food Chemistry I have been able to incorporate hands on activities and labs using food products and cooking techniques.