Evaluations are part of everyday life. This multi-part blog has aimed to expand the collective understanding on what is evaluation and what are some ways that it is done.
Evaluations are part of everyday life. This multi-part blog series aims to expand upon the evaluation process. Part 2 focuses on what evaluation is and how it differs from research.
Evaluations are part of everyday life and professional work. This multi-part blog series aims to expand upon the collective understanding of the kinds of evaluations. This, the first post, begins with personal experience with the common kinds of evaluations.
The December 2020 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: teaching during COVID-19; examining models used by students; chemical structure; game-based learning; interdisciplinary courses; teaching chemistry using plants; laboratory instruction with real-world context; fluorescence; exploring spectroscopy; thermodynamics; chemical education research; from the archives: photography.
Come explore the “Fire and Ice” pedagogic field laboratory. Follow suggested pathways and perspectives, or blaze your own trails. Visit for 10 minutes or for hours.
This is the first of three consecutive blogs about online labs. This first blog centers on the question, "Is chemistry laboratory coursework still relevant?" The second and third blogs discuss if the lab curricula we currently use is achieving our goals and if lab coursework can be effectively moved to an online platform.
A couple of days ago on Twitter, the ever-lasting debate between lecture and active learning reignited due to some talks at an Educational Research Conference held in Dublin. These talks stated direct guidance (which includes lecture) was superior in terms of student learning due its reduction of students’ cognitive load. The main citation used for this argument was an article by Kirschner, Sweller, and Clark published in 2006. So, let’s dive into what this article says.
Once one knows about Critical Pedagogy (with respect to Critical Thinking, as was covered in the previous blog), how is that knowledge used? Can strategies be implemented that embrace Critical Pedagogy while not sacrificing content coverage? What are some ways to build criticality in students while maintaining expected requirements for classroom rigor?
The summer is an ideal time for reflection, a time to process and grow as an educator. This summer I was fortunate enough to attend the POGIL® National Meeting at Washington University in Saint Louis as well as assist as one of the facilitators at the Northeast Regional Meeting at Manhattan College. While there are numerous ways to spend your summer vacation, I wanted to share some reasons why POGIL® draws me in time and again.
Every day, one new peer-reviewed research article from any ACS journal will be selected to be freely available and remain open access for all to read. These articles are selected based upon recommendations by editors of ACS Journals and made available as a service to the global research community.
