03 Aug '10 - 04 Aug '10, University of North Texas, Denton, TX
CWCS Workshop alumni made presentations on their workshop experiences and their initiatives to incorporate materials from the workshop into their teaching.
SYMPOSIUM: Center for Workshops in the Chemical Sciences (CWCS)
The Center for Workshops in the Chemical Sciences (CWCS) conducts workshops primarily for college and university faculty. The workshops are designed to provide a background of key areas of the chemical sciences along with pedagogical methods to introduce the topics into the undergraduate curriculum. In addition, CWCS develops Communities of Scholars in topical areas derived from workshop activities for the adaptation, implementation and development of high-quality course content and pedagogy, and the propagation of the use of successful teaching strategies. This symposium included presentations concerning all aspects of the CWCS program including an overview of the workshop program, the content and scope of individual workshops, and the impact participation in the workshop program has had on the ability of workshop alumni to develop new pedagogical material. The CWCS is supported by the NSF, DUE, CCLI Program (DUE-0618678).
How several lab experiments used in the traditional two-semester organic lab course at Eastern New Mexico University have been modified to add critical thinking components (subsequent to a 2005 CWCS workshop) to promote better student engagement. One lab modified was a kinetics experiment (using varied starting materials, conditions) which concludes with group comparative analysis of results to discover trends. Inquiry was also incorporated into a new biodiesel experiment by using different starting oils and having students perform comparative analyses of resulting biodiesel products.
After attending the Green Chemistry in Education Workshop in 2006, I redesigned the organic chemistry course sequence and introduced a larger outreach project. The organic chemistry laboratory sequence contains green laboratory activities, and the lecture course has integrated green chemistry throughout. This paper will discuss the planning and execution of these projects, as well as the main outcomes as a result. An ongoing service learning outreach component to the K-12 science teaching community will also be discussed.
Typically chemistry classes provide few opportunities to address issues of cultural diversity. However, in courses that combine the study of science and art, diverse cultural heritages can be examined from both perspectives giving students a better understanding of the meaning of being human. This presentation will offer several examples of assignments and laboratory activities, which weave together the study of artists
The experiences gained at the 2006 CWCS workshop (Teaching Guided Inquiry Organic Chemistry) were instructive when Northwestern overhauled the undergraduate organic laboratory curriculum to reflect a more green and guided inquiry model. Following the workshop, a 2.5 million dollar renovation of the laboratory space was undertaken. The new space is much more open and conducive to the types of collaborative experiments that were part of the 2006 workshop. In addition, more guided inquiry experiments have been introduced into Northwestern
The popularity of CSI: Crime Scene Investigations and other fictional crime dramas that focus on the work of forensic scientists, has created the so-called
The CWCS workshops provide a modern perspective on selected topics and an approach for including these topics in the undergraduate curriculum. The teaching/learning strategies employed in the Forensic Science workshop have been described previously. The workshop uses the fascination with crime detection and the discovery pedagogical approach to stimulate interest in science and technology. Approximately 240 colleagues have participated in 15 workshops since 2001. Sixteen alumni attended an advanced workshop in which each became both a participant and an instructor.
Forensic Science courses have become increasingly more popular on college campuses due in part to the rising popularity of television shows such as CSI and Law and Order. This type of course is particularly appealing to the non-science major student. Most Forensic Science courses are traditionally housed in the Chemistry department. However, to fulfill the need for an alternative science elective for Criminal Justice majors, a team-taught Introductory Forensic Science course was developed at Monroe Community College (MCC) by Mary DiSano (Chemistry/Geosciences Department) and Dr.
CWCS Environmental Workshop as a catalyst for change in both non-majors and majors chemistry at Columbia College
Extraordinary Chemistry, a non-majors chemistry course taught at Columbia College, SC (a private liberal-arts women
Effects of changing the chemistry lab from cookbook to inquiry: A new nursing chemistry lab approach
All nurses need a background in chemistry, as any chemistry teacher well knows and any nursing student will fight against. This paper describes a process that attempted to meet the needs of nursing students in a pre-nursing undergraduate class. A nursing chemistry laboratory was taught in traditional verification style and students were surveyed to assess their perceptions of the educational goals of the laboratory (Fall 2008). A literature review resulted in a more discovery based laboratory manual and an analysis of the needs of nurses resulted in more application based activities.
In fall 2003, we created an introductory forensic chemistry course at KSU with the goal to impact more students with scientific knowledge. The course attracted both freshman and junior students. Its point of attraction was creation of a crime scene where students collected
Forensics laboratory investigation using fluorometry to detect nitrated explosives and materials labeled with fluorophores
The two part general chemistry laboratory in forensics was developed to illustrate the use of fluorometry for tracing materials tagged with fluorophores and the detection of nitrated explosive residues. The laboratory uses UV-light sources for detection and identification of single fluorophore makers present in various materials. This analysis is extended to the detection and identification of very low concentrations of fluorophore mixtures with the use of a fluorometer.
We have recently implemented forensic case studies in our non-majors quantitative analysis laboratory course. Students in this course have a wide array of interests ranging from environmental to nutritional science. Since forensic science is a popular subject that appeals to so many people, it allows us to capture the interest of this diverse group of students. We present students with a crime scenario and trace evidence, then allow them to design and implement their own analyses within the context of the course.
I participated in a CWCS workshop in 2005 at Miami University (Ohio) which included (among other areas) the use of microwave to promote chemical reactions. This presentation will highlight what I learned and experienced there (and elsewhere)as applied to my mentoring undergraduate students in research in microwave-promoted organic syntheses, using our Biotage microwave instrument ("Initiator" model).
In the period 2001-2010, CWCS organized 103 workshops at 31 consortium institutions on 25 different topics for > 1200 participating faculty members. We suggest that the attendees in CWCS workshops represent a large pool of potential participants in multifaceted communities of scholars. Participants will be equipped to take on a variety of leadership roles to disseminate high-quality tested curriculum materials.
Teaching organic laboratory courses via student-driven research, centered on green chemistry concepts & principles
CHM 245 & 248 are two subsequent organic laboratory courses designed for chemistry majors at Grand Valley State University (GVSU) in Michigan. The experience gained by coordinating & teaching these courses after participating in the Green Chemistry Workshop, organized by Center for Workshops in Chemical Sciences, at University of Oregon (July 09) will be presented. A series of traditionally required experiments were run in parallel with new or greener versions.
On September 11, 2001 our FT-NMR Anasazi spectrometer was installed while our nation was under attack. In the years since then, our NMR has served us well. In the summer of 2009, the spectrometer was upgraded to newer technology. Each year, all of the students in the organic chemistry laboratory use the FT-NMR during the spring semester. In the spring semester of 2010, almost 90 students, working in pairs, obtained the 1H, 13C, and DEPT spectra of both benzocaine and DEET after the synthesis in the laboratory. They also work independently in the identification of an unknown liquid.
The integration of organic laboratory material from the CWCS workshop,