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Increasing Expression Of Civic-Engagement Values By Students In A Service-Learning Chemistry Course, Audrey E. Mcgowin, Rebecca Teed
Increasing Expression Of Civic-Engagement Values By Students In A Service-Learning Chemistry Course, Audrey E. Mcgowin, Rebecca Teed
Chemistry Faculty Publications
A service-learning course at a midsized Midwestern research university was modified over a period of six years to integrate best-practice pedagogies that have been shown to increase civic engagement by students. Best-practice pedagogies included regular interaction with community partner(s), significant time spent on the service activity, and regular reflection (written and verbal) on the implications of the service activity. Besides water quality monitoring, students performed private well water analysis, wrote multiple formal reflection papers, and presented a public talk on the results of their project that included significant discussion time with community partners. Authentic expression of civic engagement values was …
Improved Student Learning Through A Faculty Learning Community: How Faculty Collaboration Transformed A Large-Enrollment Course From Lecture To Student Centered, Emily R. Elliott, Robert D. Reason, Clark R. Coffman, Eric J. Gangloff, Jeffrey R Raker, Jo Anne Powell-Coffman, Craig A. Ogilvie
Improved Student Learning Through A Faculty Learning Community: How Faculty Collaboration Transformed A Large-Enrollment Course From Lecture To Student Centered, Emily R. Elliott, Robert D. Reason, Clark R. Coffman, Eric J. Gangloff, Jeffrey R Raker, Jo Anne Powell-Coffman, Craig A. Ogilvie
Chemistry Faculty Publications
Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and …