Value of research: A framework for assessing professional growth

CHED 1829

William J. F. Hunter, whunter@ilstu.edu1, Thomas Higgins, tbhiggins@ccc.edu2, Gregory M. Ferrence, ferrence@ilstu.edu1, and Roger House3. (1) Department of Chemistry, Illinois State University, Normal, IL 61761, (2) Department of Chemistry, Harold Washington College, 30 E. Lake Street, Chicago, IL 60601, (3) Department of Chemistry, Harper College, Palatine, IL 60067
In Illinois we have begun a new project aimed at asking the question, "What is the value added of engaging in chemistry research?" By this we mean, in what domains could we reasonably expect students to grow as they are engaged in research. We have identified 4 primary domains supported by the literature in which students could grow: Chemistry content knowledge, laboratory/science problem-solving skills, professional/interpersonal skills, and intrapersonal/self-effacacy skills. In this presentation, we will try to define each of these areas and show how we are going to measure each area based upon reasonably well-established measures, and then how we are going to triangualte, qualitatively and quantitatively, students' growth in each domain.
 

Synthesizing New Chemists: A Discussion in Practitioner Development
1:00 PM-4:15 PM, Thursday, March 29, 2007 McCormick Place North -- Room N229, Level 2, Oral

Division of Chemical Education

The 233rd ACS National Meeting, Chicago, IL, March 25-29, 2007