Adapting Active-Learning Methods for a Chemistry Curriculum

化学（12）本项目采用两种教学方法，在尤金朗学院为追求需要很强的科学和定量理解的职业的学生创建一个新的化学课程，但不是传统的科学或工程学科。该项目针对在环境和健康政策与法律、遗传咨询、科学新闻和K-12科学教育等不同领域从事职业的学生。 适应的教学方法，综合讲座和实验室和化学连接，纳入积极的学习方法，如情境学习，讨论，基于探究的实验，解决问题和小组活动。这是该项目的前提是，这两种方法都非常适合学生，他们需要了解化学背景，参与维持他们兴趣的活动，并将他们纳入学习过程。虽然目标学生有学习科学的动机，但许多人没有特别强的科学和数学背景，也没有参加传统化学课程的倾向。 正在开发的课程包括四门新课程：我们周围的化学I和II为入门级;和两个中级课程，环境化学和纳米技术，每年交替。 这些课程包括实验和主动学习活动，利用为此目的选择的仪器和材料。 该项目预计将实现几个目标：（1）为追求需要很强的科学和定量理解但不是传统科学或工程学科的职业的学生创建一个多年化学课程模型;（2）通过使用仔细的评价和评估组成部分来评价课程的成功;以及（3）向更广泛的社区传播项目成果。 智力价值：该项目采用了基于研究支持的教学方法的方法，成功地吸引学生并使他们参与学习过程，并增强概念和科学思维。该项目涉及对科学有不同兴趣的学生团体，并对非传统科学和工程职业的职业道路感兴趣。因此，预计本项目的结果将有助于知识的身体，如何有效地教育非科学专业的学生在理解基本的科学概念，以欣赏科学在当今社会中的作用。更广泛的影响：报告和研究指出，所有本科生的教育将受益于对当今社会面临的问题的科学理解水平。正在制定的课程旨在实现这一目标，该项目的成功实施可以作为实现这一目标的模式。 由于尤金朗学院的学生群体中约有70%是女性，11%是代表性不足的少数民族，该项目将涉及不同的本科生群体。

Chemistry (12) This project adapts two teaching methodologies to create a new chemistry curriculum at Eugene Lang College for students pursuing careers that require strong scientific and quantitative understanding, but are not traditional science or engineering disciplines. The project targets students pursuing careers in diverse fields such as environmental and health policy and law, genetics counseling, science journalism, and K-12 science education. The adapted teaching methodologies, Integrated Lecture and Lab and ChemConnections, incorporate active-learning methods such as contextual learning, discussions, inquiry-based experiments, problem-solving, and group activities. It is a premise of the project that both methodologies are ideally suited for the student body, which needs to understand the chemistry in context, be engaged in activities that sustain their interest, and which include them in the learning process. While the targeted students are motivated to learn science, many do not have particularly strong science and math backgrounds or the inclination to enroll in traditional chemistry classes. The curriculum being developed consists of four new courses: Chemistry Around Us I and II for the introductory level; and two intermediate level courses, Chemistry of Environment and Nanotechnology, which alternate every year. The courses incorporate experiments and active-learning activities that make use of instrumentation and materials selected for that purpose. The project is expected to accomplish several objectives: (1) to create a model multi-year chemistry curriculum for students pursuing careers that require strong scientific and quantitative understanding but are not traditional science or engineering disciplines; (2) evaluation of the success of the curriculum through use of a careful evaluation and assessment component; and (3) dissemination of the project's accomplishments to the broader community. Intellectual Merit:The project adapts methodologies based on teaching methods supported byresearch as being successful in engaging students and involving them in the learning process, and enhancing conceptual and scientific thinking. This project involves a student body with diverse interests in science, and interested in career paths that are not traditional science and engineering careers. It is therefore expected that results of this project will contribute to the body of knowledge of how to effectively educate non-science majors in understanding fundamental science concepts towards appreciating the role of science in today's society.Broader Impacts:As reports and studies have pointed out, the education of all undergraduates would benefit from a level of scientific understanding of issues facing today's society. The curriculum being developed aims to achieve this, and a successful implementation of this project can serve as a model for a way of achieving this goal. With a student body at Eugene Lang College comprising about 70% women and 11% underrepresented minorities, the project will involve a diverse group of undergraduates.