P533: Teaching and assessing employability or student skills in the chemistry curriculum

Author: Mark Michalovic, Bucks County Community College, USA

Co-Author: Nancy Konigsberg Kerner, University of Michigan Ann Arbor, USA

Date: 8/5/14

Time: 4:20 PM4:40 PM

Room: MAN 122

Related Symposium: S15

Over the past five years, employability skills, such as teamwork, leadership, and ethics, have played an increasingly important role in the higher education landscape. As ACS prepares to revise its Guidelines for Chemistry in Two-Year College Programs, the impact of incorporating these skills into the two-year curriculum has to be addressed in order for the Guidelines to remain current with the needs of the community. In this interactive presentation, members of the SOCED Task Force on the Revision of the Guidelines will present what is known about the current status of employability skills education and assessment and solicit input from the audience on what ACS can do to support chemistry educators. Come share your successes, challenges, and insights on teaching and assessing employability skills.

P425: Infusing technologies and pedagogy to enhance learning in the classroom and laboratory

Author: Nancy Konigsberg Kerner, University of Michigan Ann Arbor, USA

Co-Author:

Date: 8/5/14

Time: 11:50 AM12:10 PM

Room: MAN 122

Related Symposium: S15

Laboratory and classroom components of the course have been pedagogically and technology infused during the past decade to facilitate and improve process skills such as teamwork, critical thinking, and communication skills. The presenter will describe technology and classroom methodology used to promote student interactivity and personalized learning and will share impact data. Change include a shift of the teacher-centered curricula to a curricula where students are co-teachers, shift from static hard-copy reports to collaborative online team reports, shift from static hard copy discussion presentation feedback rubrics to video recorded annotated feedback, shift from hard copy pre-labs to dynamic online learning assignments, shift of live lectures to a web-based multimedia interactive format.

P215: Incorporating successful guided inquiry in a TA taught program

Author: Nancy Konigsberg Kerner, University of Michigan Ann Arbor, USA

Co-Author:

Date: 8/4/14

Time: 11:30 AM11:50 AM

Room: MAK A1117

Related Symposium: S24

This presentation will argue that it is not difficult to successfully incorporate guided inquiry in a TA taught program. The latter statement could also be made about programs taught by instructors who are largely unfamiliar with or new to implementing guided inquiry. The presenter has been using a guided inquiry approach for more than thirty years in TA taught programs. Fall 2013, the presenter had 60 guided inquiry laboratory and discussion sections taught primarily by TAs with no prior teaching experience. A component of any successful guided inquiry TA taught program is a program structure that is NOT heavily TA dependent. Accomplishing the latter means (among other things) infusing a classroom structure and methodology into a guided inquiry program that is largely student (rather than TA) centered and providing tools and methods to facilitate and promote student centered learning.