CHED 1675 |
| The motivation of most allied health students to learn chemistry is low so an active learning environment (LE) has a greater chance of promoting meaningful learning. The roles of both faculty and students must be considered when creating a new LE. The perceived roles of each member affect the LE. Both participate in the same LE, differing only in their respective responsibilities. This entails changing an existing LE in which the roles of both the faculty and students mostly likely change away from traditional paradigms. Allied Health Chemistry's faculty role includes being a guide, encourager, resource person, and assessor of learning based on the POGIL model. Students are encouraged to take ownership of their own learning by using resources provided to achieve the stated learning goals. Meaningful learning is evaluated using SALG, Chemistry Self-Concept Inventory, and analysis of student achievement on summative assessments in conjunction with Bloom's Taxonomy. |
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Building Connections to Non-Major's Chemistry
8:30 AM-11:35 AM, Wednesday, March 28, 2007 McCormick Place North -- Room N230A, Level 2, Oral
Division of Chemical Education |