Conferences

Upcoming Conference Presentations

National Science Teachers Association (NSTA)  Area Conference, October 18th-20th, Louisville, KY:  Using Technology to Address Student Misconceptions and Improve Insights into the Nature of Science in General Chemistry.  Ted M. Clark.

The Biennial Conference on Chemical Education (BCCE), July 29th – August 8th, University Park, PA

Learning vs. applying concepts: Homework approaches for large lecture general chemistry courses. Steven Kroner.

New ideas for group work, writing assignments, and presentations in the physical chemistry laboratory.  Steven Kroner.

Undergraduate research for large enrollment courses: Integrating solid-state chemistry into the general chemistry curriculum.  Rebecca Ricciardo, Ted Clark and Patrick Woodward.

Dissemination of classroom environmental reseach via a student-produced website.  Ted M. Clark.

REEL environmental research in real-time.  Ted M. Clark.

Transforming chemistry laboratory instruction at The Ohio State University.  Matthew W. Stoltzfus, Ted Clark, Rebecca Ricciardo, Rick Spinney, Bob Tatz, and Patrick Woodward.

Searching for selective colorimetric anion detectors in the organic chemistry teaching laboratory.  Noel Paul, Heather Robison, Brent Sauner and Clay Harris.

 

Upcoming Conferences:

 

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Have you tried these chemistry simulations from PhET and Tom Greenbowe?

Have you browsed any of these resources for improving your teaching, managing the first day of class, designing better exams, using clickers to understand concepts (a short video), assessing student learning, or keeping students engaged?

Have you read any of these articles describing research based instruction?  The May 2011 article from Science (volume 332, pages 862-864) is extremely provocative.

Must universities change?  The author thinks that “a substantial body of research demonstrates conclusively that the problem (shortcomings at the university-level) is frequently caused by poor undergraduate teaching in physics, chemistry, biology, math, and engineering, particularly in the freshman and sophomore years. Students are consigned to large lecture courses that offer almost no engagement, no monitoring, and little support and personal attention.  The combination of poor high school preparation and uninspiring freshman and sophomore pedagogy has produced a stunning dearth of science and engineering majors in the U.S.”.  Needed changes include…“to alter faculty incentives by making undergraduate teaching at least equal to research and graduate teaching in prestige, evaluation, and reward. And we need to do research-based teaching that takes account and advantage of the latest findings of cognitive science, which are extensive, on how students learn. In brief, they learn by doing, not by just listening to someone else; they learn by solving problems, not by passively absorbing concepts; they learn best in groups of peers working things out together.“