Integrated Chemical Instruction and Computation: Local and Distance Learning and Evaluation

这个项目的三个目标是：（1）开发可输出的模型，在远程学习化学讲座的重点是前两年的教学;（2）开发计算机工作站为基础的评价化学教学，可用于本地或远程学习模式;和（3）整合计算化学到我们的本科课程的各个层次。实现这些目标的手段是建立开放式化学计算实验室和目前计划的程序开发。实验室和讲座课程的化学讲座演示文稿可在万维网（网络）上获得数字化音频和图形。远程学习的评估是基于考试认证的语音识别技术。这些发展的初始阶段侧重于一般和有机化学。使用计算实验室的考试将侧重于学生对问题的回答。使用打字输入、数字化图形和绘图程序输入。该部门已经启动了全面的课程修订，包括在课程的各个级别的讲座和实验室课程中引入计算机的使用，从为化学专业设计的课程开始。到1997年秋季，已完成了对前两年课程的实验室和课程的修订。学生对未探索系统的计算结果的兴趣促进了有用信息的学习和获取。为期三年的实施期的特点是远程学习的形成性和总结性评估，基于计算机的实验室和讲座考试，以及课程修订。这些教学改革每年丰富了5 000多名学生的学习，其中21%是少数民族，55%是妇女。 *

The three goals of this project are: (1) development of exportable models for distance learning in chemistry lectures with a focus on the first two years of instruction; (2) development of computer workstation based evaluation for chemical instruction that can be used either locally or in a distance learning mode; and (3) integration of computational chemistry into all levels of our undergraduate curriculum. The means for attaining these goals are the installation of the Open Chemical Computation Laboratory and currently scheduled program development. Chemistry lecture presentations for laboratory and lecture courses are available on the World Wide Web (web) as digitized audio and graphics. Evaluation of learning at a distance is based upon voice recognition technology for examination certification. The initial phase of these developments focuses on General and Organic Chemistry. Examinations using the Computation Laboratory will focus on student generated responses to questions. Typed input, digitized graphics, and drawing program input are utilized. This department has initiated comprehensive curricular revision involving introduction of computer use in lecture and laboratory courses at all levels of the curriculum, starting with courses designed for chemistry majors. Laboratory and course revisions covering the first two years of the curriculum have been implemented by the Fall 1997. Students' interest in the results of computations on unexplored systems promotes learning and acquisition of useful information. The three year implementation period features formative and summative evaluations of distance learning, computer based laboratory and lecture examinations, and curricular revisions. These changes in instruction enrich the learning of more than 5000 students each year, 21% of whom are minorities and 55% of whom are women. *