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

该项目的三个目标是：(1)开发用于化学远程教学的可导出模型，重点是前两年的教学；(2)开发基于计算机工作站的化学教学评价，既可以在本地使用，也可以在远程学习模式中使用；(3)将计算化学融入到我们本科课程的各个层次。实现这些目标的手段是安装开放化学计算实验室和目前计划的程序开发。化学实验课和课堂课程的演讲可以在万维网上以数字化音频和图形的形式提供。远程学习的评估是基于语音识别技术的考试认证。这些发展的初始阶段侧重于通用化学和有机化学。使用计算实验室的考试将侧重于学生对问题的回答。使用了打字输入、数字化图形和绘图程序输入。本系开展了全面的课程修订，从化学专业课程开始，在各级课程的课堂和实验课程中引入计算机的使用。涵盖前两年课程的实验和课程修订已于1997年秋季实施。学生对未知系统计算结果的兴趣促进了有用信息的学习和获取。在为期三年的实施期内，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的特点。这些教学上的变化每年丰富了5000多名学生的学习，其中21%是少数民族，55%是女性。*

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. *