CHED 490 |
| Being a new professor at a university requires one to adjust to a myriad of variables for successful acclimation to a new environment. One of those variables is likely to be a teaching assignment of a course that is notorious or of little favor in the chemistry department. Furthermore, deliberate and literature-based instructional design principles can conflict with prior course philosophy and pedagogical paradigms from outside influences, department history, current students, and even administration. Using proven formative assessments can inform adjustments in curriculum and pedagogy that maintains audience-appropriate instructional standards without sacrificing positive student feedback or successful integration into a novel faculty teaching culture. |
|
General Papers
8:00 AM-11:25 AM, Thursday, 14 September 2006 San Francisco Marriott -- Salon 6, Oral
Division of Chemical Education |