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Ted M. Clark; Rebecca Ricciardo; Daniel A. Turner – Journal of Chemical Education, 2024
Active learning has often been reported to improve student outcomes in STEM courses. However, there are barriers to its implementation, and it is challenging to include this approach in large classrooms with fixed seating. This investigation explores the development of a novel approach in which the class contact time was reallocated for a general…
Descriptors: Undergraduate Students, Chemistry, Science Instruction, Class Size
Bram H. Frohock; Cade A. Macallister; Maria T. Gallardo-Williams – Journal of Chemical Education, 2022
A teaching team composed of a faculty member (lecture) and a graduate teaching assistant (lab) endeavored to engage students enrolled in several sections of the same organic chemistry course through the use of social media. Students were encouraged to follow both instructors on Twitter and were asked to share aspects of the class using the social…
Descriptors: Organic Chemistry, Science Instruction, Graduate Students, Teaching Assistants
Ruder, Suzanne M.; Stanford, Courtney – Journal of Chemical Education, 2018
Several active-learning pedagogies involve groups of students working together to construct their own understanding of course content. In these classrooms, the instructor serves as a facilitator of learning, by interacting with every group, engaging students in discussions, answering questions, and providing formative feedback. This type of…
Descriptors: Teaching Assistants, Active Learning, Undergraduate Students, College Science