P577: Course redesign based upon long range learning outcomes in GOB semester II

Author: Kim Woodrum, University of Kentucky, USA


Date: 8/5/14

Time: 3:05 PM3:25 PM

Room: LOH 164

Related Symposium: S41

In the early years of teaching, I assumed the textbook had it all figured out. I would start with chapter 1 (or in the case of 2nd semester GOB, with Chapter 10) and work from there. My first couple of years, I found myself apologizing to the students for the class being so boring (especially as an inorganic chemist teaching organic)! This method changed after taking a workshop for faculty at the University of Kentucky entitled “Designing for Significant Learning Outcomes.” This workshop, based on Dee Fink’s book; Creating Significant Learning Experiences (Fink, 2003), began with participants identifying learning goals; that is, answering the question, “One to two years from now, what do you hope students will gain from taking this class?” I found that in the compilation of my list, and thinking of my audience (mostly kinesiology majors) that proper construction of a hemiacetal was not on the list. In this presentation I will discuss what I determined to be my top, long range, learning goals and how I designed my class around these learning goals. My presentation is not to make my goals your goals, but to have you think about what you teach with more intentionality and not rely on the textbook’s topics. (And this is coming from a GOB textbook author!)

P346: Using MOOCs to enhance student learning in chemistry

Author: Kim Woodrum, University of Kentucky, USA

Co-Author: Allison Soult, University of Kentucky, USA

Date: 8/4/14

Time: 2:25 PM2:45 PM

Room: MAK A1161

Related Symposium: S32

A massive open online course (MOOC) in advanced chemistry has been developed by University of Kentucky faculty. The course is free and open to anyone wishing to enroll. One of its primary purposes is to support teachers and students at the high school level, particularly those in advanced and AP chemistry courses. Recognizing that high school chemistry teachers face many challenges in preparing students for college-level chemistry, the topics were chosen for the MOOC based on the developers’ experiences with incoming chemistry students. Students will have access to content on which they struggle the most and experience the level of rigor expected in a college-level chemistry course. The course has no college credit associated with it. Strategies for both students and teachers to use these materials will be discussed along with a preview of future material to be made available for use in Fall 2014.