Service animals will continue to become more common in chemical laboratories. It is important that chemistry faculty and departments are prepared to safely accomodate students with service dogs in laboratory courses.
Self-quizzing is an effective study strategy that leads to longer-term memory retention than other methods. However, when I surveyed my student's preferred study method, self-quizzing did not make the list. In this post, I'll describe self-quizzing and how to support and encourage students to use it.
What would be a useful infrastructure to help modernize undergraduate labs and perhaps give students more experience/skills- especially those serving student populations with low socio-economic status? This blog offers a practical solution.
Think back to when most college students across the country were on campus working together on group projects and studying together in the library. So how can this be recreated now that online instruction is the current operational mode? One solution may be Study Hall over Zoom.
Chad Husting presented in a ChemEd X Talk and spoke about how he has transitioned to standards based grading during a pandemic! He shared some tips that have solved many of the problems that teachers struggle with including having a mix of face to face and virtual students and keeping up with late work, make-up work and missing assignments! You can watch the edited recording of Chad's Talk here.
This demonstration offers an alternative to the disappearing rainbow demonstration using readily accessible materials.
Have you seen the rainbow candy experiment? It's a very simple experiment that involves pouring water into a plate that has M&M's candies or Skittles arranged in a pattern. Very curious shapes of sharply divided regions form spontaneously. How does this happen?!
Learn how to give pennies a beautiful, silvery-colored plating.
Students were asked to watch a short video that describes the ways scientific information is communicated, how those pathways usually function and how they were altered by the pandemic. Students were then asked to discuss a series of questions about experts, peer review, and the issue of releasing research results prior to peer review because of the urgent need for useful information related to the pandemic.
Session 2, a 3 hour session, extends the formative assessment experiences in session 1a and offers participants an opportunity to engage in an innovative lab formative assessment activity. Teachers will continue to build a collaborative professional learning community with a connecting activity, thinking like a student, and a chemical thinking discussion. The session requires a lab classroom for teachers to experience the Pringle design challenge. Time will be spent exploring the Formative Assessment Enactment model more deeply. Session 2 focuses on Chemical Control and touches on three of the six overarching ACCT objectives.
