me.
mthe forum Curricular Change Digests edited by BARD W. LLOYD
Capital University Columbus. OH 43209-2394
The Art of Teaching Chemistry The Pfizer Foundation recently has awarded grants to 11 indeoendent colleges and universities to he used for curriculum improvement in their introductory chemistry courses. The . uuroose of the uroeram, develoued hv the Foundation with the cooperation of Pfizer Inc., is to encourage improvements i n the teaching of introductory chemistry that will make this experience more positive and engaging for students, especially women and minorities. The selection process was based upon the assumption that teaching chemistry requires creativity, innovation, and vision. In the collection of descriptions below that were provided by the project directors named, I believe you will find all of these characteristics in full measure. May they serve to inspire you and your program to see the possibilities that ensue when the teaching of chemistry is considered "as much a n a r t a s a science". Many thanks to the vision of the Pfizer Foundation and Pfizer Inc for supporting such endeavors.
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Bennett College Susan Curtis Greensboro, NC 27401
The main feature of the Art of Teaching ..Chemistrv Project of rhe Department of (.'hemistry at l h n r t t CoIIt:gc. w~llbe a weekls one-hour tutorial rcriion thal will be mandatory for all "students in the general chemistry course. Each section of the tutorial session will contain a maximum of six students. Students with similar tutorial needs will he assigned to a particular section. During the tutorial sessions, concepts presented in lectures will he reinforced and reviewed. Different teaching techniques will he used during the sessions to take into account the different learning styles of students. Three-dimensional models of atoms and molecules will be used extensively to help students who initially do not gain a good understanding of the principles of chemistry just from looking a t pictures of atoms and molecules in textbooks. Comuuter uroerams concernine orincioles of chemistry that ;se interactive learning te%iques also will he u s 2 in tutorial sessions to provide students immediate feedback of their level of understanding of the concepts being presented to them. Each student will he requested to present solutions to chemistry problems to other students, in order to to identifv problems that the student may have understanding c ~ & ~ t sStudents . will he trained to identify the major concepts presented in assigned readings and how to predict the products of reactions by understanding the mechanism of reactions rather than by rote memorization of reactions.
Motivational sessions will be included in the tutorial uroeram to improve student confidence and self-esteem in . pursuing careers in chemistry and other sciences. Discussion of the contributions of women and minority scientists to chemistrywill he incorporated into the tutorial sessions. A workbook will be developed for the sessions, designed specifically for the academic needs of the population of students of Bennett College. Particular attention will be placed on the application of mathematical skills to concepts in chemistry. The workbook will emphasize the solving of problems that will allow students to understand hetter basic concepts such a s atomic structure, the concept of a n element, and the basic properties of chemical bonds.
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Canisius College Frank J. Dinan and Joseph F. Bieron Buffalo, NY 14208
Our project involves the development of a team learning method in which students will work in small, four- to six-person permanent groups chosen by the instructor to maximize the diversitv of academic abilities. racial. and gender characteristics. The students are given a "learning -wide" for each class containing the suecific text readine assignment for that class, a prorblem assignment designei to bring out important points in the learning guide, and a detailed list of the specific tasks that the students should be able to accomplish upon completion of the learning guide. Upon amval in class, students gather in their learning groups and are given 10 minutes to discuss and help each other with any aspects of the day's learning guide. Next a short answer "minitest" based upon the day's learning guide is given. The minitest is first taken individually, then in groups working collahoratively. The minitests are graded immediately and are returned. The whole class is invited to discuss the minitest and its answers. The instructor may choose to lecture briefly on difficult aspects of points raised by the minitest. A n overhead transparency of the learning guide is then projected and questions are encouraged on any of its aspects. The mouu structure facilitates active pakicipation in these question periods. The learning guide for the next class is then distributed. Hour examinations, given every third or fourth week will he taken by individuals and, collaboratively by the learning groups. The hour examinations are discussed in the same manner a s the minitests. Course grades are based on these aspects of student performance: individual and group grades on minitests and hour examinations, individual (only) performance on the final examination, and Volume 71
Number 11
November 1994
925
