Introduction to Teaching Chemistry with Forensic Science

Harper-Leatherman, Amanda S.; Huang, Ling

doi:10.1021/bk-2019-1324.ch001

Cited by 8 publications

(11 citation statements)

References 42 publications

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“…Nevertheless, the engagement of industrial partners in educational activities offers many benefits for students, staff, institutions, and industry partners alike. This engagement and the direct/indirect involvement of industry partners in the delivery of MITT activities involving chemistry in many departments in STEMM faculties ,, (e.g., forensic science, liberal arts, materials science, natural sciences, pharmacy, etc.) and beyond (e.g., arts and humanities [e.g., archeology and architecture, art and design, ,, patent law], business/management, etc.)…”

Section: Mitt Curriculum Development and Implementation Is A Challengementioning

confidence: 99%

Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education

et al. 2021

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For some professionally, vocationally, or technically oriented careers, curricula delivered in higher education establishments may focus on teaching material related to a single discipline. By contrast, multidisciplinary, interdisciplinary, and transdisciplinary teaching (MITT) results in improved affective and cognitive learning and critical thinking, offering learners/students the opportunity to obtain a broad general knowledge base. Chemistry is a discipline that sits at the interface of science, technology, engineering, mathematics, and medicine (STEMM) subjects (and those aligned with or informed by STEMM subjects). This article discusses the significant potential of inclusion of chemistry in MITT activities in higher education and the real-world importance in personal, organizational, national, and global contexts. It outlines the development and implementation challenges attributed to legacy higher education infrastructures (that call for creative visionary leadership with strong and supportive management and administrative functions), and curriculum design that ensures inclusivity and collaboration and is pitched and balanced appropriately. It concludes with future possibilities, notably highlighting that chemistry, as a discipline, underpins industries that have multibillion dollar turnovers and employ millions of people across the world.

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Section: Mitt Curriculum Development and Implementation Is A Challengementioning

confidence: 99%

Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education

et al. 2021

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“…A strong foundation in chemistry-based concepts are essential in forensic science education as they provide the basis for many forensic-based applications. These include various laboratory analyses and instrumental techniques within forensic chemistry. − As such, there has been a reciprocal shift to introduce such forensic science applications in undergraduate chemistry curriculum as well as incorporating foundational chemistry concepts in forensic science curriculum. − The consolidation of these concepts from different branches of science provides students with a well-rounded undergraduate forensic training. , …”

Section: Forensic Science In Chemistrymentioning

confidence: 99%

Building an Interactive Immersive Virtual Reality Crime Scene for Future Chemists to Learn Forensic Science Chemistry

Kader

Tan

et al. 2020

J. Chem. Educ.

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Immersive technology, such as virtual reality (VR) experiences, has the ability to enhance forensic science chemistry education by allowing students to view realistic crime scenes. With the help of a WebVR software such as Uptale, we created a VR crime scene activity that students can participate in remotely with the help of their mobile device. Students were tasked to investigate a VR crime scene and collect evidence for subsequent analysis. They would then complete an online report, where they would report the evidence they had collected and subsequently perform crime scene reconstruction to describe what they think happened at the crime scene. Overall, 84% of students enjoyed the activity and would recommend others to try the VR crime scene experience.

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“…Generally, students did not have a background in chemistry but may have been drawn to the class due to the emphasis on crime scene chemistry and forensic science. 14 This was a semester-long course (i.e., 15 weeks) with two 75 min lectures and one 2 h laboratory section per week. Attendance was not mandatory for the lecture portion of the course but was required for the laboratory portion.…”

Section: Undergraduate Course Structurementioning

confidence: 99%

“…This class is occupied by a large, diverse student body encompassing 22 different majors. Generally, students did not have a background in chemistry but may have been drawn to the class due to the emphasis on crime scene chemistry and forensic science …”

Section: Introductionmentioning

confidence: 99%

Using Continuous Student Feedback to Course-Correct during COVID-19 for a Nonmajors Chemistry Course

Hwang

2020

J. Chem. Educ.

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The two major impetuses to improve STEM education are the shift to online learning and increasing active learning and engagement. Although the COVID-19 pandemic necessitated a rapid shift to online learning, this shift came at the cost of losing on-ground active learning strategies. This study provides descriptive analytical information on the impact of COVID-19 as it relates to student engagement, attendance, and viewership of video-recorded lectures for a nonmajors chemistry course. After the shift online, lecture video views significantly increased and weekly attendance significantly decreased. Prior to the pandemic, on-ground engagement via an active learning activity (i.e., Plickers) was significantly associated with on-ground achievement (i.e., exam 1). However, no significant association was found between online engagement (i.e., written responses/feedback submitted via a learning management system, referred to as LMS student feedback) and online achievement (i.e., final exam), potentially because the engagement resembled a formative assessment more than an active learning activity. Nonetheless, there was tremendous value in soliciting LMS student feedback for directing the course. Throughout the online period, there was an average of 112 responses per assignment, for a total of 1,344 responses, representing roughly a third of the students. Finally, analyses revealed no significant association of on-ground and online engagement, which suggests a different subset of students engaged while on-ground vs online. Instructors should highly consider soliciting weekly feedback through low-stakes assignments to gauge student learning and improve their courses while online.

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Introduction to Teaching Chemistry with Forensic Science

Cited by 8 publications

References 42 publications

Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education

Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education

Building an Interactive Immersive Virtual Reality Crime Scene for Future Chemists to Learn Forensic Science Chemistry

Using Continuous Student Feedback to Course-Correct during COVID-19 for a Nonmajors Chemistry Course

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