CHED 230 |
| Our presentation will demonstrate how a student-centered curriculum compares with traditional lecture and laboratory teaching of organic chemistry. We will discuss the peer-led team learning (PLTL) program as well as first-hand experience using this constructivist model of learning. PLTL, an innovation in cooperative learning at the college level is a constructivist instructional model that emphasizes student achievement through active learning in a peer-led workshop. Peer leaders are carefully trained in this innovative pedagogy and content to guide and facilitate learning within small groups of students. Many leaders are inspired to pursue careers in teaching through their experiences with the PLTL model. Another student-centered learning activity is the annual chemistry symposium where students embark on in-depth chemical literature searches to develop an oral presentation on a subject in organic chemistry. A brief seminar example will be included. Student enthusiasm for these active learning methods sometimes goes beyond the classroom in the form ranging from the development of medical/health career clubs to field trips at universities and national laboratories. Another important skill in chemistry, in particular organic chemistry, is to be able to visualize molecular structure in 3-D space. Such a skill, allows students to understand many important concepts such as stereochemistry, enzyme-substrate interaction, polarity, the double helix in DNA, etc. The software and series of exercises will be demonstrated. From an instructional point of view, these activities and technologies reinforce the lecture and/or laboratory concepts, promote computer competency and critical thinking skills, and solidify the student's understanding while encouraging oral communication and teamwork. |
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Undergraduate Research Poster Session: Chemical Education
2:30 PM-4:30 PM, Monday, 11 September 2006 Moscone Center -- Hall D, Poster
Division of Chemical Education |