P784: CHM 101 at Arizona State University: Past, present, and future
: Pamela Marks, Arizona State University, USA
Co-Author: Ron D. Briggs, Richard Bauer, James Birk and Allan Scruggs, Arizona State University, USA
Time: 11:30 AM – 11:50 AM
Room: MAN 102
Related Symposium: S62
The one-semester introductory chemistry course offered at Arizona State University enrolls allied health majors, liberal arts students, and students preparing to take the general chemistry sequence. As a result of the diversity of students enrolled in the course, we ensure that the course is rigorous enough for nursing and other allied health majors, but also includes desired objectives for non-science majors. Many innovations to this course have been made over the previous 20 years to address these issues and provide students with a learning environment that best addresses how introductory students learn. These changes have included interactive collaborative learning in lecture, recitation and lab, the use of a more conceptually-focused textbook and homework system, and an emphasis on molecular-level visualization. While many of these reforms occurred early on, technology, new learning space, and a better understanding of our student population have helped to further implement these changes. The presentation will provide some history to these efforts and plans for the future, but will focus on how we currently teach this course in both in-person lecture and hybrid formats.
P212: Writing lab reports one section at a time
: Beatriz I. Smith, Arizona State University, USA
Co-Author: Pamela Marks, Ron Briggs and Gary Cabirac, Arizona State University, USA
Time: 10:15 AM – 10:35 AM
Room: MAK A1117
Related Symposium: S24
As a former chemistry high school teacher, community college instructor, and current lab manager I have concluded that students struggle with writing an effective lab report. Students at Arizona State University especially struggle because our labs are inquiry-based. When I assigned individual reports as an instructor, I got many “individual” identical reports. Even when assigned in groups, many students still struggle when working together to write a report. One reason group lab reports are assigned is to emphasize the importance of skilled collaborative effort in the professional work place. To address this issue, we have implemented a new process in first-semester general chemistry to teach report-writing skills. For the first few weeks of the semester, students practice writing one section of the report for each investigation. The goal is to prepare each student to contribute to any part of a group report later in the semester. While the emphasis of the lab report section varies per investigation, the remaining assignment is a worksheet. In my presentation I plan to use a sample lab assignment to show the specifics of how to guide student in the lab-reporting process. I will also include survey results from students and TAs.