Date of Award
Summer 8-2019
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Chemistry
Department
Chemistry
Major Professor
Tarr, Matthew
Second Advisor
Trudell, Mark
Third Advisor
Wiley, John
Fourth Advisor
Poltavets, Viktor
Abstract
This research encompasses many aspects of chemical education research including curriculum and pedagogical changes to the freshman and sophomore courses. Curriculum changes included the addition of recitations to the general chemistry and organic chemistry lectures and the creation of four new classes, CHEM 1001, 1002, 3091, and 3092. The addition of recitations was not limited to but was focused on improving DFW rates for these courses.
CHEM 3091 and 3092 are chemistry internship and undergraduate teaching assistant classes. These courses were necessary to offer outside internship opportunities and training for undergraduate teaching assistants, respectively. CHEM 1001 and 1002 are chemistry classes for nonscience majors. These courses were created to attempt to increase the number of nonscience major students choosing chemistry to complete their science requirement. CHEM 1001 and 1002 were courses not offered at any other university and required that the course materials and textbooks for these classes to be created from scratch without any foundation from other courses. An unforeseen consequence of the creation of these courses was the need to improve scientific communication between scientists and non-scientists and even scientist and scientist.
Pedagogical work included a video intensive lecture style (VILS) for disseminating the material in the newly created CHEM 1001 and 1002 courses. For general chemistry and organic chemistry lecture, the major change was the addition of required recitation sessions for these courses. Further pedagogical changes to the organic lecture included introduction of video lectures, implementation of active learning in the lecture and graded, online homework.
Creative Commons License
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Recommended Citation
Hickey, Sean P., "The Roundtable of Scientific Communication: From Classroom to Course Creation, Back to Classroom and Beyond" (2019). University of New Orleans Theses and Dissertations. 2668.
https://scholarworks.uno.edu/td/2668
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Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.