Students as Letter Writers: How Letters Inform Instructors

Lynn M. Kirms
Department of Chemistry, Southern Oregon University, Ashland, OR 97520
J. Chem. Educ., 2004, 81 (7), p 982
DOI: 10.1021/ed081p982
Publication Date (Web): July 1, 2004
History, Education, and Documentation

Abstract

The enhancement of faculty understanding of students through student letter writing is explored. Two short letter-writing assignments are described and their value in the teaching process is outlined. An argument is presented for gaining a realistic picture of who our students are so as to enrich our communication and teaching effectiveness in the classroom. The letter-writing assignments were made in an organic chemistry lecture setting, but could be applied throughout a chemical curriculum, at the high school and at the university level.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Organic Chemistry

Keywords (Pedagogy):

Communication / Writing

Keywords (Subject):

Learning Theories
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  • Received: August 03, 2009

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