Research-Led Learning in Action: Development of an Online Chemistry Course for Final-Year Undergraduates

Abstract

An online module for final-year master's students has been developed over a 5-year period. The module allows equitable experiences for students studying in person at the University of York, at a university abroad, or undertaking an industrial placement. Distinctively, the module was designed around the use of modern research papers, published by Chemistry at York researchers, as vehicles of information. The approach allowed students to apply chemical principles learned in earlier years of their course to the solution of problems at the forefront of five chemistry specialisms, ranging from atmospheric and environmental, to physical chemistry. Learning objectives included an appreciation of the experimental and analytical techniques used in the research, as well as the development of scientific literacy and critical thinking skills. There was also an opportunity for students to develop communication skills through an optional competition. Staff collaborated with students as partners in the development of course content, as well as establishing student workload, and testing formative assessments. Student attitudes toward the module were monitored, which demonstrated an enthusiasm for the approach and coverage of material. The flexibility to work through the content at their own pace, at a time to suit them, was appreciated by students as a whole and highlighted in disabled students' feedback. Challenges remain in engaging students to learn theoretical courses while wanting to focus on their individual capstone research projects. Assessment of students' problem-solving skills by an in-person or online examination resulted in a consistent examination performance.

Development of Safety Science and Engineering Disciplines in Mainland China

“…Based on the 36 universities participating in the fourth round of discipline assessment of the first-level discipline of safety science and engineering of the Chinese Ministry of Education, the development index of each university from 2016 to 2021 was selected for analysis. While the performance achievements of university disciplines were closely related to funding revenue, , Table A2 in the Appendix given in the Supporting Information shows the funding budgets of 36 universities over a six-year period (2016–2021), based on the annual departmental accounts published by the universities on their official websites. Among them, 7 universities, including South China University of Technology, Changzhou University, and Zhengzhou University, were unable to collect information for some years due to the long period.…”

From Waste Paper to Cellulose: Building Environmental Awareness by Chemical Technology from Pragmatistic Pedagogy

“…Therefore, it is necessary for cellulose to be included in undergraduate chemistry experiments, and the effective recycling of waste paper can also be integrated into chemistry education through experiments. This can not only help students consolidate theoretical knowledge and exercise their hands-on operation ability but also help to cultivate their awareness of environmental protection. , …”