P795: Effectiveness of role playing in professional safety development among chemistry graduate teaching assistants

Author: Dominick Casadonte, Texas Tech University, USA


Date: 8/6/14

Time: 10:35 AM10:55 AM

Room: HON 148

Related Symposium: S64

This study examines the efficacy of instituting a series of role playing exercises in the chemical safety training of chemistry teaching assistants (TAs). We are concerned especially with the effectiveness of the training with regard to reinforcement of new patterns of behavior concerning chemical safety and, as such, the continued development of a “culture of safety” in the Department of Chemistry and Biochemistry at Texas Tech University, particularly in academic laboratories. In conjunction with the Texas Tech University Department of Theater and Dance, a day long training course including a series of modules or sessions has been designed (1) to improve lab teaching skills and (2) to role play chemical safety scenarios in order to provide graduate TAs who teach in general chemistry and sophomore organic labs with confidence and with knowledge of what to do during authentic emergencies. The results of several metrics assessing the efficacy of the process will be discussed.

P324: Non-Newtonian Fluids: Math and chemistry meet

Author: Laci Singer, Texas Tech University, USA

Co-Author: Erin Oliver, Matt Ryan, Nancy Schunke, and Dominick Casadonte Jr., Texas Tech University, USA

Date: 8/4/14

Time: 3:40 PM4:00 PM

Room: MAK A1165

Related Symposium: S26

Developing a platform to introduce more integrated STEM learning processes/methods in the classroom can prove to be fun and educational for students at a secondary level. The module was implemented through a National Science Foundation grant, GK-12, at Texas Tech University. The topic of Non-Newtonian Fluids is one which is traditionally covered solely within a science class/curriculum; however, we can show high school students that other STEM subjects like math and physics are just as necessary when studying Non-Newtonian substances. The module was launched at a local Lubbock, Texas high school and topics covered with the students included water tension, vectors, shearing, and polymers. The calculations and equations used to make the project a success were also demonstrated. This project has been effective in chemistry and mathematics classrooms, and it has clearly shown that building bridges between these two courses can be fun and informative.

P195: Advantages and disadvantages of flipping the general chemistry classroom: A three year study

Author: Dominick Casadonte, Texas Tech University, USA


Date: 8/4/14

Time: 11:50 AM12:10 PM

Room: LTT 101

Related Symposium: S21

We have been involved in flipping classes in both on-line and face-to-face formats since 2008. In this study, have time-shifted” or “flipped” the Honors General Chemistry course sequence at Texas Tech University during the 2011-12 and 2012-2013 academic years. All of the lectures were pre-recorded using the Mediasite platform and placed on Blackboard for students to watch in advance of class time. Online web learning homework assignments were used to determine if students had watched the lecture. Class time was used to summarize lectures, clear up muddy conceptual points, and work advanced problems, using a variety of modalities. The efficacy of the method was determined by giving exams that had been given to other honors classes (> 5 years previously) and comparing exam results, as well as through standardized ACS content exams. A 40-question Likert assessment and a 40-question free-response assessment were also given to the students in a pre-post format. Results of the various assessments, as well as the effectiveness of the method for different student cohorts will be discussed.