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.

P538: More than just review: Instructor created chemistry problem-solving videos

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

Co-Author: Valerie Smith and Mingming Xu, West Virginia University, USA

Date: 8/5/14

Time: 3:40 PM4:00 PM

Room: LTT 102

Related Symposium: S17

Students clamor for out-of-class exam review sessions, yet instructors have other obligations. In addition, out-of-class review session timings often conflict with students’ schedules. We initiated a course design project to create a series of problem solving videos that students can use for review. The goal of creating these videos was to provide students with content review for chemistry exams but review that: (i) could be used by any student anywhere and repeatedly, (ii) once developed, did not require time commitment from the instructor, and (iii) could be used by other instructors and during different semesters. The videos were created using a Tablet PC and lecture capture software and were uploaded into a YouTube channel with video links posted for students. Each video consists of a chemistry problem, typically a difficult question from a previous exam. The instructor models how to approach and solve the question by discussing the thought processes and chemistry involved while writing the steps used in its solving. The lecture capture software records the instructor’s voice and pen strokes in real time. Thus, students observe how an expert learner approaches problem solving. Students’ use of the problem-solving videos has been widespread since fall 2012. An attitudinal survey was used to assess how students’ used the videos. Ranking results indicate that students perceived the videos as one of the top four most useful course aspects in terms of their learning in the course. A majority of students indicated that they used the videos to review before exams.