P720: Large classrooms as two-way streets

Author: Wendy Keeney-Kennicutt, Texas A & M University, USA


Date: 8/6/14

Time: 11:30 AM11:50 AM

Room: MAK A1111

Related Symposium: S52

Over the 30 years I’ve been teaching large classes of first year chemistry students (250-300), I’ve undergone a major transformation in my teaching style. Using continuous student feedback from free on-line learning style tools, and quick classroom assessments, I turned my once rigid teacher-centered large classroom setting into a student-centered personalized learning environment, where an individual student has some control over how her/his grade is determined. I welcome the opportunity to share how I developed my present teaching philosophy and class organizational structure and what led to numerous teaching awards before I retire.

P536: What can students learn from virtual labs?

Author: Wendy Keeney-Kennicutt, Texas A & M University, USA

Co-Author: Kurt Winkelmann, Florida Institute of Technology, USA

Date: 8/5/14

Time: 2:45 PM3:05 PM

Room: LTT 102

Related Symposium: S17

The educational benefits of students performing simulated chemistry laboratory experiments in the 3D, immersive, virtual world of Second Life (SL) are being investigated at Texas A & M University by students enrolled in General Chemistry II Laboratory, with funding provided by a 3 year NSF grant. This study is the first to evaluate students’ learning and attitudes in a SL lab. Our pilot study in Fall 2013 involved 69 students who did 2 labs in SL, while 371 students did the same 2 labs in the normal lab setting. Assessments included Bauer’s “Attitude toward Subject of Chemistry Inventory,” lab reports, pre/post quizzes, a practicum, and a survey based on the Inquiry Laboratory Attitude Survey. The results indicated that the SL students did just as well on lab reports, pre/post lab quizzes and the practicum. On average, the SL students liked the real lab experiments just as much as they liked their SL experiments, and so liked their real world labs significantly more than the students who had only done real world labs. In fact, SL students who said that they liked their SL experiments were 3.4 times more likely than the control group to say they liked their real life experiments. For Spring 2014, our study involved 96 SL students and 1600 control students; we will be sharing those results as well.