The Development and Use of Case Studies

Robinson, Sarah Baas; Dolan, Erin L.; Cornely, Kathleen; Medlock, Amy E.; Lee, Jin Kyu; Lemons, Paula P.

doi:10.1021/bk-2019-1337.ch006

Cited by 2 publications

(2 citation statements)

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“…Questions challenged students to draw on their own everyday experiences with chemistry, then introduced new concepts or scenarios that were related to the lecture content, and finally asked students to analyze pieces of scientific data from scholarly articles that addressed the core topic. Worksheets emphasized problem-based learning (PBL), which has been shown to appeal to a wide range of learners, thus improving student engagement and the ability to apply knowledge outside of the classroom. ,, The TA and LAs guided student groups in solving the worksheets during breakout rooms, after which, the TA asked groups to share their thoughts with the larger section. The discussion-led activities were intended to be interactive and were utilized to connect the course content with real-life scenarios.…”

Section: Course Activitiesmentioning

confidence: 99%

“…Worksheets emphasized problembased learning (PBL), which has been shown to appeal to a wide range of learners, thus improving student engagement and the ability to apply knowledge outside of the classroom. 15,37,38 The TA and LAs guided student groups in solving the worksheets during breakout rooms, after which, the TA asked groups to share their thoughts with the larger section. The discussion-led activities were intended to be interactive and were utilized to connect the course content with real-life scenarios.…”

Section: Journal Of Chemical Educationmentioning

confidence: 99%

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Imparting Scientific Literacy through an Online Materials Chemistry General Education Course

et al. 2021

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This study details the design and implementation of an online materials chemistry general education (GE) course during the COVID-19 pandemic. While many pedagogical techniques involving active learning have been established in STEM major courses, their use within STEM general education courses for non-majors are not as well-established. The recently developed GE course at UCLA (termed Chemistry 3: Material World) utilized high-impact practices to introduce students to the scientific process and impart skills of critical thinking and scientific communication through its flexible activities and assignments. Emphasis was placed on collaborative learning, problem-solving, and interpreting scientific information from published reports. Additionally, content focused on social justice and community engagement was introduced throughout several topics (e.g., underrepresentation in science, war on drugs, nuclear proliferation, pollution, and global climate change) to showcase that chemistry is intricately related to bigger societal challenges. This article details our efforts in achieving the course learning outcomes and shares tangible results regarding the assessment of our teaching strategies from student feedback and reflections. We envision that this work will assist faculty in designing inclusive chemistry GE courses that focus on process versus content and adopting our teaching strategies in both in-person and online classrooms.

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Section: Course Activitiesmentioning

confidence: 99%

Section: Journal Of Chemical Educationmentioning

confidence: 99%