P822: Funding opportunities to support undergraduate research

Author: Kimberley Frederick, Skidmore College, USA

Co-Author:

Date: 8/6/14

Time: 4:20 PM4:40 PM

Room: LMH 114

Related Symposium: S51

Even though undergraduate research is something for which students receive academic credit, supporting this activity can often be outside the bounds of the standard departmental budget. Garnering external funding to support your research program can make the entire enterprise easier. But what sources are appropriate for programs involving only undergraduates and how can you compete with the bigger institutions? This talk will focus on a wide-variety of funding sources from NSF and NIH to smaller sources such as the Research Corporation for the Advancement of Science and Petroleum Research Fund to even lesser known opportunities. Some guidelines on writing a competitive proposal will also be discussed.

P677: Discovery Chemistry: Using a lab first approach to develop expert attitudes in chemistry

Author: Kimberley Frederick, Skidmore College, USA

Co-Author:

Date: 8/6/14

Time: 9:35 AM9:55 AM

Room: MAN 122

Related Symposium: S15

Discovery Chemistry uses a lab first approach where students conduct labs with unique sets of conditions before the material is covered conceptually in class. Student data is then pooled and used as the basis for students to discover the larger underlying principles. This talk will include a sample of how this is accomplished and how traditional labs can be easily modified to fit this format. Discovery Chemistry has been implemented in both a one-semester accelerated General Chemistry course and the off-sequence General Chemistry II course. Student learning was assessed through performance on the ACS General Chemistry Exam and student attitudes were assessed using the chemistry version of the Colorado Learning Attitudes about Science Survey (Chem-CLASS). Chem-CLASS is given in a pre-/post-test format asks for student responses to questions about problem solving, real life applicability and sense making/effort and compares the responses to the way scientific experts would answer the same questions. Similar assessment measures were given to students taught General Chemistry II using a traditional demonstration lab approach. Students taught using Discovery Chemistry saw larger learning gains from the ACS exam. Additionally Discovery Chemistry resulted in shifts to more-expert like attitudes while traditional labs resulted in shifts to more novice-like attitudes.