P772: Monitoring student abilities and perceptions regarding information literacy in chemistry

Author: Bridget G. Trogden, Mercer University, USA

Co-Author: Geoffrey Timms, Julia E. Huskey and Amy E. Gratz, Mercer University, USA

Date: 8/6/14

Time: 9:35 AM9:55 AM

Room: MAK B1112

Related Symposium: S61

In this research project, we examined a population of 300-level chemistry students to analyze and improve their knowledge of information literacy in chemistry. Whereas many chemical literature resources have now moved to the web, it is difficult for professors and librarians to understand how students are conducting searches and analyzing evidence. To address this problem, students created screenshot videos to demonstrate and narrate as they searched for chemical information electronically. They provided these videos at the start of the semester and at the midterm. Students also completed survey questionnaires detailing how and why they chose their particular search strategies. We compared the students’ self-perceptions of information literacy skills with their demonstrated knowledge and monitored their semester-long progress toward acquiring improved literacy skills. The qualitative and quantitative data acquired from the study will be presented and some best practices in teaching information literacy will be discussed.

P289: Using flipped learning to engage students without sacrificing content

Author: Bridget G. Trogden, Mercer University, USA


Date: 8/4/14

Time: 2:05 PM2:25 PM

Room: LTT 101

Related Symposium: S21

All educators at some point like to grumble about “these kids these days.” In an idyllic world, every teacher would have ample time for covering course content, lab experiences, problem-solving, and instituting high-impact learning practices. Also in this world, all of our eager and well-rested students voluntarily attend office hours and help sessions to cement their already impressive knowledge and skill base. Although these scenarios are a far cry from reality, there are several pedagogical tools available to reach the students where they are and bring them along to where they need to be. Flipping the classroom is one such technique. In my own organic chemistry classroom, I found that moving one day per week of content into out-of-class time (via video lecture) made time for in-class problem solving. In technical disciplines such as chemistry, students need their instructors to correct their misconceptions and validate their correct interpretations as they are learning (crossing Vygotsky’s “zone of proximal development”) and not just after testing periods. The data from my flipped organic chemistry course suggest that these approaches really worked: student success rates were higher, exam scores did not drastically drop-off, and the students completed the two-semester sequence at a higher rate than both historical data and a non-flipped control group. In this presentation, data collected from student performance and surveys will be analyzed and discussed, and the audience will hear some best practices for using flipping in their own classrooms.