Research and Teaching: Using a Practical Instructional Development Process to Show That Integrating Lab and Active Learning Benefits Undergraduate Analytical Chemistry

Journal Article | December 2016

The authors describe how a practical instructional development process helped a first-year assistant professor rapidly develop, implement, and assess the impact on her Analytical Chemistry course caused by three changes…

Research and Teaching: Use of Toulmin's Argumentation Scheme for Student Discourse to Gain Insight About Guided Inquiry Activities in College Chemistry

Journal Article | April 2014

Although student production of arguments in group learning environments has been shown to promote scientific reasoning and understanding of science concepts, little previous work has examined the relationship of the…

Student-Designed Experiments in Scientific Lab Instruction: Students at the University of Puerto Rico Go back to the Basics to Learn Chemistry Concepts

Journal Article | October 1997

Student-designed experiments emphasize depth of understanding. Revisiting "known" concepts like heat, temperature, uncertainty in measurements, mass, and volume, helps students deepen their understanding. Having to…

Teaching Problem-Solving Skills without Sacrificing Course Content: Marrying Traditional Lecture and Active Learning in an Organic Chemistry Class

Journal Article | August 2005

Promoting problem-solving skills is a challenge faced by all science instructors. Teaching students to integrate information without sacrificing content is critical. When taught with an active problem-centered teaching…

Science Sampler: Literacy for the digital generation—Enabling students to develop 21st-century skills through real-world chemistry

Journal Article | November 2010

A method for elevating the thinking level of students while accommodating their digital needs is to use real-world, problem-based projects. One such project is the Poison Blog, which requires middle school students to…

Organic Chemistry and Your Cellphone

Case Study | September 2013

Research and Teaching: Structure and Evaluation of a Flipped General Chemistry Course as a Model for Small and Large Gateway Science Courses at an Urban Public Institution

Journal Article | December 2017

In this article, the authors describe their approach to flipping the General Chemistry sequence at two different colleges within the City University of New York, a large, urban public university system. Our results…

Two-Year Community: Learning How Students Learn: An Exploration of Self-Regulation Strategies in a Two-Year College General Chemistry Class

Journal Article | December 2014

This study investigated how students in an urban 2-year college used self-regulation strategies in a General Chemistry I course and whether their use was correlated with both performance and the ability to correctly…