Volume IV: What works, what matters, what lasts

Chemistry

Disciplines & Programs

  • Situation: A chemistry department sought to increase visibility and enrollments.
    Recommendations:

    • Analyze the relationship between curriculum, advising and student perception of the science program.
    • See that institutional support for faculty and students involved in undergraduate research is demonstrated in tangible ways.
    • Connect faculty to intriguing and successful pedagogical approaches on other campuses that are reversing attrition, and recognize this work as a scholarly activity.

  • What works: A PKAL essay
    Asking the right questions
    - John C. Warner, Professor of Chemistry - University of Massachusetts Boston
    "The key to quality chemistry education is not teaching the right answers, but teaching how to ask the right questions." A personal story.

  • PKAL F21 reports and perspectives:
    Becoming learners in the assessment community
    – Maureen Scharberg, Associate Professor of Chemistry- San Jose State University
    This is the story of a faculty member that developed her own assessment materials while teaching an introductory chemistry course. She had the impression that students were learning something in her course, but she wanted to confirm her hunch with quantitative and qualitative data.

  • Results from the 2003-04 MAA PKAL Biomath Survey
    - Debbie Hydorn, Associate Professor & Chair of Mathematics - Mary Washington College
    PKAL and MAA have collaborated over the past several months to identify programs integrating the life sciences and the mathematical sciences. This is an ongoing project, and further examples of interesting programs are sought.