P781: Introducing inquiry based laboratory modules into an Introductory Chemistry discussion section
: Levi H. Mielke, University of Indianapolis, USA
Co-Author: Jonathan Stack and Katherine W. Stickney, University of Indianapolis, USA
Time: 10:15 AM – 10:35 AM
Room: MAN 102
Related Symposium: S62
Introductory chemistry courses focused on non-science majors that include a discussion/recitation section often lack a laboratory learning component. Traditionally, the discussion section has focused on problem solving skills by having students work through various problem sets while giving individualized attention. To provide a deeper learning environment however, several inquiry based laboratory activities have been utilized in the two hour discussion/recitation section of the Introduction to Chemistry course at the University of Indianapolis. The lab activities were designed within the framework of doing all activities in the lecture classroom. The activities were therefore designed to use everyday objects familiar to students: household chemicals, hardware-store balances, and existing laboratory glassware. Focus is placed on learning concepts in chemistry through hands on activities. The nature of the five in-class laboratory modules and their implementation will be discussed, along with the results of student surveys concerning this new approach. Key questions were asked to determine if inquiry based labs in the discussion section of the course offer a more engaging experience, and deeper learning outcome when compared to the traditional discussion format.
P305: Teaching chemistry content & pedagogy with an innovative approach: The University of Indianapolis Woodrow Wilson Indiana Teaching Fellowship Program
: Katherine W. Stickney, University of Indianapolis, USA
Co-Author: Jean Lee and Deb Sachs, University of Indianapolis, USA
Time: 2:45 PM – 3:05 PM
Room: ASH 2302
Related Symposium: S23
Recent educational reforms have called for educators to rethink their methods for teaching to develop 21st Century Skills, such as collaboration, communication, and technological literacy (Partnership for 21st Century Skills, 2007). The University of Indianapolis Woodrow Wilson Indiana Teaching Fellowship Program welcomed its first cohort in 2009 with a specific goal of preparing candidates holding bachelor degrees in STEM areas for teaching careers in high needs urban settings. Now in its fifth year, these candidates include both career changers with many years of industrial experience and traditional students with recent bachelor degrees. This presentation will provide an overview of the innovative University of Indianapolis Woodrow Wilson Teaching Fellowship Program, which utilizes a project-based learning approach and clinical immersion to prepare STEM teachers for high-needs schools. The program revolves around a strong and ongoing collaboration between College of Arts and Sciences (CAS) and School of Education (SOE) faculty. Challenges and benefits of this collaboration will be discussed. Details on the integration of chemistry, inquiry-based methods, and pedagogy in our Content and Pedagogy course will also be provided. Partnership of 21st Century Skills. (2007). 21st century curriculum and instruction. Retrieved November 4, 2009, from http://www.21stcenturyskills.org/documents/21st_century_skills_curriculum_and_instruction.pdf.