P793: Professional development coursework for training future faculty

Author: Michelle Richards-Babb, West Virginia University, USA

Co-Author: John H. Penn and Michelle Withers, West Virginia University, USA

Date: 8/6/14

Time: 9:55 AM10:15 AM

Room: HON 148

Related Symposium: S64

Chemistry graduate students spend their doctoral training years devoted to research; however, for those interested in a career in academia, how do they learn to teach? Are they aware of the rich body of science education literature that espouses evidence-based teaching methods to best promote student learning? At our institution, we developed a project-based teaching practicum course to prepare future faculty for post-secondary teaching within the chemistry discipline. This course addressed current issues and trends in chemistry education, familiarized students with chemistry lecture and laboratory resources, and allowed students to practice their teaching skills in a supervised and structured environment. Course projects were structured for inclusion in each student’s teaching portfolio. In the spring of 2013, eight advanced chemistry graduate students completed the teaching practicum course. Course assessment results, via a Likert-attitudinal survey, indicated that students most appreciated the experiential course components of preparing for and presenting chemistry review sessions for undergraduates and preparing their final lecture projects. In addition, the average graduate student perceived this course as useful to their long-term career goal of attaining a post-secondary teaching position. We present the format of the teaching practicum course so that attendees can adapt the course to meet the curricular and professional development needs of graduate students at their institutions.

P494: Active learning in organic chemistry: Cell phones as classroom response systems

Author: John H. Penn, West Virginia University, USA


Date: 8/5/14

Time: 10:15 AM10:35 AM

Room: MAK B1110

Related Symposium: S44

Active learning by large enrollment lecture courses remains an elusive goal. Recent advances in technology have enabled classroom response systems that utilize cell phone technology for the submission of data by students. Several semesters in the use of this new CRS system will be discussed via case study and best practices. Results indicate positive results in learning outcomes. The system, the experiments, and the results will be discussed in this presentation.

P145: Use and evaluation of computerized pre-laboratory experiments (CPLEX) for the organic chemistry laboratory

Author: John H. Penn, West Virginia University, USA

Co-Author: Abdulrahman Al-Shammari, Al-Imam Muhammad ibn Saud Islamic University, Saudi Arabia

Date: 8/4/14

Time: 10:15 AM10:35 AM

Room: MAN 123

Related Symposium: S8

This paper reports the development and evaluation of the use of computerized prelaboratory experiments for organic chemistry laboratory 1 &2 courses. These computerized prelabs are unique because they combine both “dry lab” actions with detailed animations of the actual chemistry occurring at the molecular level. The “dry lab” serves to simulate the actual physical manipulations of equipment and chemicals that occur in the laboratory experiment through the use of drag-and-drop computer technology. At the same time, these physical actions are accompanied on a separate part of the computer screen by animations showing the chemistry at the molecular level that is occurring in the experiment. These Computerized PreLab. Expts. (i.e., CPLEX) were made into Internet accessible modules. The students were allowed to access the CPLEX modules prior to performing the actual laboratory experiment. A detailed evaluation of student perception of the modules was accomplished via survey methodology during the entire implementation process over the course of three semesters. Results of the survey data indicate that students thought that they better understood the chemical principles and procedures of the laboratory experiment. Interestingly, students prefer the CPLEX prelab. materials, compared to the traditional textbooks, by a wide margin.