Cart
Article
A Model for Substantial Deviations from the Traditional Lecture Format for Graduate and Upper-Level Undergraduate Courses in Science—Lecture and Learning Classes
Hi-Res PDFPurchase the full-text
- PDF/HTML,
figures/images,
references and tables,
(where available)
Abstract
This paper describes the process through which a standard-format graduate lecture course was modified to a course with two 75-minute sessions per week: a formal, extended lecture day and a "learning day", the latter being a period dedicated to working through problems and examples. On learning days, students worked in 3-person groups. Experiences were designed to develop skills for approximating values and to learn approaches to problem-solving from others. A process that may feel alien to good teachers, separating facts and equations from natural examples, is discussed. This can create an anticipation in experienced students that stimulates questions and discovery. Described here is one faculty member's attempt to make changes from the traditional lecture format that he believed in, to a format in which he was more involved in students' mastery of the material.
Keywords (Audience):
Graduate Education / ResearchKeywords (Domain):
Chemical Education ResearchKeywords (Pedagogy):
Problem Solving / Decision MakingKeywords (Subject):
Mass SpectrometryCiting Articles
Citation data is made available by participants in CrossRef's Cited-by Linking service. For a more comprehensive list of citations to this article, users are encouraged to perform a search in SciFinder.
This article has been cited by 6 ACS Journal articles (5 most recent appear below).
Development of an Online, Postclass Question Method and Its Integration with Teaching Strategies
Alison B. FlynnJournal of Chemical Education2012 Article ASAPDevelopment of an Online, Postclass Question Method and Its Integration with Teaching Strategies
Alison B. FlynnJournal of Chemical Education2012 Article ASAPA unique method was devised integrating online postclass questions, clickers, a tablet, and active learning strategies in each class. This successful method connected in- and out-of-class learning, provided prompt, regular, and relevant feedback to ...
Chemistry for the Public: Our Challenge
David N. Harpp, A. E. Fenster, and J. A. SchwarczJournal of Chemical Education2011 88 (6), 739-743Chemistry for the Public: Our Challenge
David N. Harpp, A. E. Fenster, and J. A. SchwarczJournal of Chemical Education2011 88 (6), 739-743This article summarizes our experience at McGill University in developing a strong connection not only with a large number of students but also with the general public. This has led to the establishment of a cooperative team to deliver useful information ...
Collaborative and Project-Based Learning in Analytical Chemistry
Thomas J. Wenzel2007 970 (), 54-68Collaborative and Project-Based Learning in Analytical Chemistry
Thomas J. Wenzel2007 970 (), 54-68Collaborative and project-based learning are used to enhance the learning outcomes of undergraduate analytical chemistry courses. The learning outcomes that can be realized through the use of these methods are described. The advantages of these methods in ...
Evaluation Tools To Guide Students' Peer-Assessment and Self-Assessment in Group Activities for the Lab and Classroom
Thomas J. WenzelJournal of Chemical Education2007 84 (1), 182Evaluation Tools To Guide Students' Peer-Assessment and Self-Assessment in Group Activities for the Lab and Classroom
Thomas J. WenzelJournal of Chemical Education2007 84 (1), 182Many instructors incorporate group learning exercises into classroom and laboratory activities. Formative assessment can be used in these circumstances to identify dysfunctional groups that may need intervention from the instructor and to help individuals ...
Lecture Templates: Convenient Partial Lecture Delivery System
Elzbieta Cook , Robert L. CookJournal of Chemical Education2006 83 (8), 1176Lecture Templates: Convenient Partial Lecture Delivery System
Elzbieta Cook , Robert L. CookJournal of Chemical Education2006 83 (8), 1176This article reports on the use of a lecture delivery system that utilizes two forms of PowerPoint lecture presentations—a complete version used by the lecturer during classes and a corresponding partial version available in advance to the students in ...
Full Text HTMLTools
-
Add to Favorites
-
Download Citation
-
Email a Colleague -
Permalink
Order Reprints
Rights & Permissions
Citation Alerts
History
- Received: August 03, 2009
ACS
Network
Facebook
Tweet This
CiteULike
Newsvine
Digg This
Delicious
