Abstracts

Bridging the Great Divide: Student and Faculty Cooperative Learning Facilitated by Technology
Paul T. Jackson, St. Olaf College, Northfield, MN

As chemical education continues to undergo a paradigm shift from an instructor/teaching centric environment to one that is learner/learning centered, teaching professionals face a multitude of choices in their curricula. The appropriate use or implementation of technology comprises one such choice and carries with it numerous opportunities and challenges. The professional aspects of Chemistry and related interfacial areas of study develop, improve, and employ technology, yet the educational enterprise continues to languish behind when it comes to routine use of these advances. More and more students are entering institutions of higher education with greater technological backgrounds than in prior history. Technology is firmly rooted in modern society; it makes substantive impact in the daily life of its citizenry, on both local and global scales. What can chemical educators do to bridge the great divides: the divide between instructor and student as well as the divide between technological literacy and educational tradition?  

At St. Olaf College the two course analytical chemistry curriculum uses role-playing to foster a small group, collaborative learning, problem solving environment that employs technology as the thread to bind the structure together. Classroom and laboratory structures are integrated so as to remove the apparent delineation between these two aspects of scientific education. Within the role-playing construct five key elements form the foundation for the teaching/learning experience: 1) interdependence among team members; 2) division of responsibility rather than the division of labor; 3) rotation between roles within the team; 4) freedom within a mission; and 5) a resource scaffold of technology. The use of technology to facilitate student and instructor learning will be examined from within the role-playing approach as well as from a broader picture of chemical education. The presentation will describe the critical features of the role-playing curriculum, illustrate how technology can be used to bring student and faculty together in common mission, and address the practical cost of doing business with technology at a small educational institution. It is hoped that this framework will stimulate ideas and discussion related to how chemical educators can continue to build bridges across the great divides.

A New Twist for Guided Inquiry and Discovery Labs: Industrial Scenarios
John Kenkel, Southeast Community College, Lincoln, NE

Over the past decade, there has been a general interest in emphasizing the process of investigation in the introductory chemistry curriculum. This has been accompanied by the idea of guided inquiry and discovery laboratory exercises in which students investigate chemistry problems and learn chemistry concepts as a result of this investigation. This presentation will introduce a new idea for this investigative inquiry and discovery - the idea of students play-acting as problem-solving industrial laboratory technicians. The lab technicians are employed by an industrial consulting firm that solves chemistry-related problems for clients. The technicians are introduced to the problems using memos from the company CEO and, also in the form of memos, are given background information by industrial and academic consultants. They then perform the investigative laboratory work to solve the problem, often using a Standard Operating Procedure provided by one of the consultants or the CEO. They follow this up with a report to the client. Humorous names of the consultants, the industrial firms, the clients and the CEO, as well as satirical industrial scenarios, bring smiles to the faces of the investigating technicians. A number of examples of the industrial scenarios will be given.

Cooperative Learning in Chemistry
Gordy Savela, Itasca Community College, Grand Rapids, MN

This session will focus on the presenter’s experiences with the transition of a liberal arts chemistry course from a teacher-centered, lecture-based class to one where cooperative learning groups were utilized as the primary instructional method. The results of four semesters of classroom research on group learning activities and assessment techniques specific to chemistry will be shared. A discussion about student involvement and performance levels in the cooperative paradigm and the problems encountered with the implementation of cooperative learning will also be included.

Teaching Introductory Chemistry Online Using WebCT
Kirk Boraas, Minneapolis Community and Technical College, MN

During the last year, MCTC chemistry instructor Kirk Boraas has developed a one semester Introduction to Chemistry course that is delivered to students on-line via the WebCT interface. Although the course closely parallels a traditional lecture course in content, pace and evaluation, the on-line environment presents new and unique challenges to the both instructor and students specifically in areas of course content delivery and communications. These challenges are met utilizing tools, many of which are provided within the WebCT online environment. Hand written notes, created with a Wacom drawing tablet, are organized and made available at appropriate times to students as printer friendly web pages. A centralized announcement web page, email, bulletin boards, chat rooms and an online white board are utilized extensively to facilitate course communications and a sense of classroom community. Students are required to return to campus for weekly laboratory sessions and paper/pencil exams.

How to Start a Biomedical Program: A Model for Your Campus
Katherine Whelchel, Biomedical Programs Coordinator, Anoka Ramsey Community College

In 1997 our college responded to a unique request from a local biomedical device company to create a career program to encourage people in the industry to complete their college education. As a result, the company, Possis Medical, Inc, and Anoka-Ramsey Community College applied for and received a Job Skills Partnership grant from the Minnesota Department of Economic Development to create such a program. In 1998, as part of my sabbatical, I became actively involved in these activities.

This presentation will discuss the process by which not one, but three, biomedical programs were developed, approved, and established. The model may be of interest to those wishing to establish science oriented technician programs of their own.  Of far greater significance than the process of developing the curriculum has been the development of strong connections between the college and several major device manufacturers in the Twin Cities. Increased networking through professional associations and conferences has been a second highly beneficial outcome.

As a result of the partnerships, a significant outreach to device employees has been possible. Many people in the industry have little or no college experience, and this is a major hindrance to their career advancement. Device companies prefer to “grow their employees” since the orientation process to this highly regulated industry very time consuming and therefore expensive. This industry provides substantial funds for employees to continue their education, even through the Master’s level. The Biomedical programs serve as a first step to getting these employees back into the classroom and on to other degrees.

The biomedical device industry is well represented in the Twin Cities area, but it is largely invisible to students exploring science careers. A second focus of the program seeks to publicize career opportunities in the device industry to those already in science programs as well as high school students.

The presentation will also discuss the current progress of the programs as well as the potential for tapping into a new source of students for all college programs, particularly those in the sciences. The remainder of the session will be devoted to a discussion focused on how this type of program might be adapted to the specific interests of the participants.

Forensic Science: A Novel Approach to Teaching Chemistry
Edward A. Kremer, Kansas City Kansas Community College

Forensic science is the application of science to law. In many schools, forensics is taught in the sociology department as an anthropology or criminal justice program. In our program we define forensics as chemistry. Two courses were added to our chemistry program to develop a forensics science degree: Introduction to Forensic Science and Forensic Science Analytical Techniques. The introductory course is a survey course with foundations in all scientific disciplines; while the advanced course, dealing with drug and DNA analysis, focuses more on analytical chemistry. Students are introduced to a variety of labs using a problem and inquiry based approach. In addition, students are taught good sampling techniques and scientific record keeping strategies. Because students understand the need for documentation for court appearance they seem to be more receptive to writing good lab reports. Not only is the introductory course part of the forensic science degree program, but; it is the recommended science course for our police science and criminal justice students. This greatly increases the number of students entering the program. The program serves as a means to attract students from a wider range of disciplines including: criminal justice and police science majors, psychology students, drug addiction counseling students, and sociology students.

Anoka-Ramsey Laboratory Interface Showcase
Dan Holmquist, Vernier Software & Technology

This workshop offers you hands-on experience collecting and analyzing chemistry data using the Vernier LabPro^TM interface. Participants can collect data with computers as they are currently used in a general chemistry laboratory at Anoka-Ramsey CC. The versatile Logger Pro^TM data acquisition software will be used to display, graph, and analyze data. Data will be collected using sensors such as Temperature, Pressure, pH, Conductivity, Colorimeters, or Nuclear Radiation Monitors. All experiments in the workshop are excerpts from the popular lab manuals, Chemistry with Computers, Chemistry with Calculators, and Nuclear Radiation with Computers and Calculators. You will find a large number of experiments that match the scope and objectives of your general chemistry courses. Also, see how this popular system can be used to conveniently collect remote data outside the classroom, either as a stand-alone device or using TI Graphing Calculators. The new Vernier Spectro Pro software, for use with Spectronic and Flinn spectrophotometers, will be demonstrated during this session.

Integrating Research into Laboratory Instruction: A New Look at Laboratory Interfacing
John Amend, Montana State University, Bozeman, MT 

While development of inquiry and research skills are major goals of modern secondary and college science curricula, laboratory tools affordable for teaching seldom have the flexibility and resolution needed for research. Developed by a team of university scientists, science educators, electrical engineers, and computer scientists from the U.S. and Canada, the MicroLab Environmental Interface uses new integrated circuits, engineering, and software technology to provide affordable research-grade resolution and flexibility to instructional labs. Laboratory time, the most expensive element in science education, is focused on
discovery and concept synthesis instead of proof of known concepts. Participants in this "hands-on" workshop will explore the information that can be gained from quick and inexpensive high resolution laboratory measurements, and the use of tools that make the student/researcher an active participant instead of an observer in an experiment.

The Science and History of the Atomic Bomb: An Interdisciplinary Online Course
Kevin Milani, Hibbing Community College, Hibbing, MN

The Science and History of the Atomic Bomb traces the scientific and historic developments which led to the creation of the first atomic bombs at the end of World War II. Scientific topics such as atomic structure, radioactivity, and nuclear fission are explored. The formation and organization of the Manhattan Project is examined as well as the personalities of the scientists and military men involved. In addition, the decision to use the bomb and the legacy of nuclear weapons is analyzed.

The course has been taught the past two years at Hibbing Community College in a traditional classroom setting. However, this spring the class will be taught completely online. In this talk, highlights of the course itself will be presented as well as a discussion of the conversion to the online medium.

Medtronic, Inc. Tour: A Biomedical Device Company
Vern Iverson, Research Scientist, Medtronic

Introduction to Calibrated Peer Review and the Molecular Science Project
Tim Su, Molecular Science Project and City College of San Francisco
Arlene Russell, UCLA

Our goals: Integrate telecommunications and technology into instructional processes so that students can

• explore data
• visualize molecular models
• collaborate
• write about chemistry
• learn at their own pace to a mastery level
• take responsibility for their own learning

Explorations are available for use at the Molecular Science website: http://www.molsci.ucla.edu/.

Calibrated Peer Review^TM is an Web-based instructional tool that enables students to learn by writing about important topics in a course. Instructors may either author their own CPR assignments or choose from an assignment library. Once assignments are authored or chosen from the library, CPR empowers an instructor to give frequent writing assignments without increasing grading workload. Regular use of CPR assignments teaches students to articulate ideas coherently and to critically evaluate both their peers’ and their own work.

Outline for the 2 hours:
1^st hour – Introduction to Calibrated Peer Review: experience a MolSci exploration and a CPR as a student
2^nd hour – Discuss Instructor’s CPR options and implementation issues.

Understanding Sensors and Environmental Measurements: Analog Measurements 
John Amend, Montana State University, Bozeman, MT 

Almost every measurement in chemistry involves an instrument of some sort. Instruments need not be "black boxes" to students, and they will use them more effectively if they understand the basic principles by which these tools operate. While this "hands-on" workshop presumes no background in electronics, participants will learn to use basic analog sensors and operational amplifier circuits to build inexpensive instruments that will measure temperature, light, pH, and to make colorimetric measurements. A "take-home" experiment manual will be provided for participants.

Most people prefer stability. They feel comfortable with what they are presently doing and know how to do well. Our customers demand products and services with dependable quality, service, and delivery. And yet things keep changing and we are forced to keep up with the changes or get out of the game. We are forced to re-think and to innovate. While some of the changes are predictable, based upon what we know about today, some of the changes will be completely unpredictable and will greatly affect our futures. This is true if we are the change-makers, or simply followers. 

Over the years, 3M Company has been a change-maker, not only improving existing products, but also bringing to life new products, new markets, and new wealth that did not exist previously. Post-it Notes is an example of the process.

Was it an accident? --- The train only goes where you lay the tracks. Art Fry will discuss the fundamentals of creativity, innovation, self direction, internal motivation, bottoms-up vs. top-down management, and other management practices that led to the development of Post-it Notes and 3M's steady stream of product innovations over the years.

Inquiry Labs for the New ACS General Chemistry Curriculum
Melanie Cooper, Clemson University, Clemson, SC

A new laboratory program has been designed to complement the content and philosophy of the ACS General Chemistry course. The program incorporates activities, inquiries and open ended project based laboratories that encompass fewer topics than a normal general chemistry course, but require a greater conceptual depth of understanding from the students. Multi-week projects and one period inquiry activities allow students to apply their problem solving skills to questions that approximate the research process as closely as possible. The students also use both their written and oral communication skills to plan, critique, and evaluate their experiments.

The materials that have been developed incorporate topics from the text while placing the laboratory in a real world context. For example students will be asked to design and evaluate the components of a sports drink, analyze and propose solutions to a patient plagued with kidney stones, and solve a farmer’s problems with soil contamination.

Learning Chemistry is Not a Spectator Sport
Steven Zumdahl University of Illinois Urbana-Champaign
Susan Arena Zumdahl, University of Illinois Urbana-Champaign 

Chemistry is a difficult subject for many students. Our experience tells us that increasing student involvement and responsibility results in more  learning. We will discuss new directions in chemical education with an emphasis of active learning and the use of technology. In particular, we will discuss ways to use peer teaching effectively in the classroom and will show a class presentation system which employs Powerpoint that emphasizes teaching through questions. We will also show how active learning can be fostered using an innovative electronic homework system developed at the University of Illinois.

Peer-Led Team Learning
Victor Strozak, CUNY, New York, NY
Dennis Bartow, Prince George's Community College, Largo, MD

One of the five major systemic reform initiatives in chemistry funded by the National Science Foundation, the Workshop Chemistry Project has developed and successfully pilot tested an instructional model, Peer-Led Team Learning, that promotes active learning, increases student interest and motivation, and appears to enhance overall achievement in Chemistry. In the Peer-Led Team Learning (PLTL) model, students who have done well previously in the course become guides and mentors to small groups of six to eight students in structured, problem-based workshop sessions that meet weekly. Results from college courses that have included such workshops suggest that students engaged in peer-led team learning as an integral part of the course have higher retention rates and receive higher grades compared to comparable courses not offering workshops. After five years of expanding implementation and participation, positive evaluation results, coupled with widespread interest, led NSF to award the Workshop Chemistry Project consortium a national dissemination grant for the expansion of peer-led team learning in a broad range of science and mathematics disciplines. One goal of the PLTL National Dissemination Project focuses on the implementation of peer-led team learning in community colleges. Because significant barriers to PLTL implementation are found at many community colleges, NSF has approved supplemental funding for a special two-year initiative, “Bringing PLTL to the Community College.” The presentation will provide an overview of the PLTL model, followed by a discussion of the benefits and impact of the workshop approach from the perspectives of community college faculty, peer leaders, and undergraduate chemistry students. A short video will capture highlights of a typical one-day PLTL workshop for community college educators. Opportunities, available resources, and ways to join the PLTL workshop community will also be addressed.

Using Real-World Topical Modules to Teach Chemistry
Kim Kostka, University of Wisconsin-Rock County, Janesville, WI
Betsy Longley, Normandale Community College, Bloomington, MN
Tricia Ferrett, Carleton College, Northfield, MN

This workshop will allow the participants to explore using modules to teach chemistry concepts. The module in this session will focus on "The Fuss About Fats in Our Diet" as a vehicle for exploring bonding in larger organic molecules, enthalpy, and intermolecular forces. The workshop is led by experienced module users and authors from both two-year and four-year institutions, and will give participants opportunities to use the module as if they were a student. There will be time for discussions of the implications of module use for faculty users, including support, available materials, and a Q&A session.

Increasing the Success of Women in the Science Classroom
Brenda Lyseng, MnSCU Center for Teaching and Learning

How can we increase retention of women and minorities in our science courses? How can we support and increase women and minorities declaring science majors? How do we improve success rate and improve attitude and confidence of women and minorities in science courses? Join a discussion about these issues and share your ideas. Here is a brief outline of the session:

1. Brief history of Women & Science project
2. What are the issues?
3. What are some solutions?
   1. What can we do within our courses?
   2. What can we do within our campuses?
   3. How can we reach out to our communities?

Amazing Chemical Demonstrations
Don Showalter, University of Wisconsin-Stevens Point and World of Chemistry video series demonstrator
Marvin Lang, University of Wisconsin-Stevens Point

A series of chemical demonstrations and activities will be presented that are fun to watch and do, but are not merely entertainment. A dramatic presentation or a hands-on activity makes the observer pay close attention and graphically illustrates an otherwise abstract concept. The program will show that you can learn a good deal of chemistry and have fun at the same time. Perhaps in some small way the "fear factor" associated with science can be diminished.

Updated March 21, 2005 .