In the Classroom
The Multi-Initiative Dissemination Project: Active-Learning Strategies for College Chemistry
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K. A. Burke and Thomas J. Greenbowe* Department of Chemistry, Iowa State University of Science and Technology, Ames, IA 50011-3111; *
[email protected] Eileen L. Lewis Department of Chemistry, University of California–Berkeley, Berkeley, CA 94720-1460 G. Earl Peace College of the Holy Cross, Worcester, MA 01610-2395
The Multi-Initiative Dissemination (MID) Project promotes the active learning strategies of the National Science Foundation’s five systemic reform initiatives, ChemConnections (originally ChemLinks Coalition and ModularCHEM Consortium), Molecular Science, New Traditions, and Peer-Led Team Learning (formerly Workshop Chemistry). The common goal of the original independent projects was to foster active learning among post-secondary chemistry students. The National Science Foundation has funded the MID Project through the summer of 2003 to facilitate distribution of the teaching and learning innovations developed by the four projects. Leaders from each of the four individual projects work together to offer academic-year and summer workshops to disseminate the strategies and teaching techniques designed to promote active learning. Chemistry faculty from either two- or four-year chemistry programs can attend 1.5-day regional workshops designed to provide an overview of each of the individual projects. Each participant chooses three-hour in-depth exploration sessions to investigate strategies, activities, and assessments associated with any two of the projects. Workshop attendees experience these new approaches and learn how to adapt them to their own teaching environment. They also have the opportunity to build regional networks of chemistry faculty who wish to implement curriculum reform. A roundtable discussion session provides a venue for participants and presenters to share concerns about teaching and learning issues. Aspects of learning theory, assessment techniques, retention data, and implementation issues are also discussed. After leaving a 1.5-day MID Project workshop, participants can take select portions of one or more of the individual projects back to their classrooms.
Three-day immersion workshops provide participants with a more in-depth exposure to all aspects of integrating one of the four projects into their existing curriculum. During a workshop, participants become more familiar with curricular materials, learning activities, assessment tools, and curriculum implementation strategies. In addition, facilitators address matters of concern to administrators, student retention rates, and project success data. Participants leave these workshops with enough experience to integrate substantial active-learning techniques and strategies into their existing curriculum. Faculty from two- and four-year institutions have responded favorably to the MID Project Workshops. The opportunity to have hands-on experience with all four projects at one site, to interact with project facilitators, and to network with colleagues have been benefits cited by participants. The MID Project is for chemistry instructors who want to engage their students in an active-learning environment. Those interested in further information about the MID Project, including viewing sample workshop agendas, and attending or hosting a 1.5-day workshop or attending a 3day workshop, can go to the companion article in JCE OnlineW or to the MID Project Web site at http://www.cchem. berkeley.edu/~midp/. W
Supplemental Material
The full text of this paper is available in this issue of JCE Online. It provides further background, more detailed information about this project, workshop organization, and participant reaction to the workshops.
JChemEd.chem.wisc.edu • Vol. 79 No. 6 June 2002 • Journal of Chemical Education
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