Education Commons^™

Now For The Science Bit: Implementing Community-Based Learning In Chemistry, Claire M. Mcdonnell, Patricia Ennis, Leslie Shoemaker

Articles

Purpose – The purpose of this paper is to contribute to the understanding of student learning from community engagement by critically assessing the implementation of this pedagogical approach in the context of teaching and learning chemistry and also evaluating the role of personal development in student-community engagement.

Design/methodology/approach – A case study on the implementation since 2007 of community-based learning (also called service-learning) projects in an academic department in Ireland is presented. Analysis of assessment grades, student reflective accounts and evaluation questionnaires informs this work as does a recently completed self-assessment of our activities using Shumer’s Self-Assessment for Service Learning. …

Enhancing The Learning Experience: Learning For The Unknown Future, Barry Ryan

Conference papers

In this presentation the effects of an altered teaching methodology, in which the "student as producer" approach was adopted, are outlined. Currently, many students exist as knowledge consumers; however, Neary and Winn (2009) have suggested the positive effect on students learning through the inclusion of research-like activities at the core of the undergraduate curriculum; the students act as "producers" of knowledge.

Integrating Formative Feedback Into Individual And Group Assessments In A First Year Organic Chemistry Module, Barry Ryan, Julie Dunne

Conference papers

It is common for science undergraduates, particularly first year students, to remark that they do not receive appropriate support in their transition from second level to third level education; particularly in effective scientific laboratory report writing, new subject area preparedness and technical ‘know-how’ [1]. This is compounded by the insufficient, or inappropriate, feedback offered to students in these problem areas. The pedagogical emphasis often focuses on quantity rather than quality; both in report writing and content delivered. This publication describes an assessment methodology redesign to, firstly, incorporate on-line formative feedback and; secondly, to introduce one-to-one and one-to-group lab report feedback …

Online Support And Online Assessment For Teaching And Learning Chemistry, Claire M. Mcdonnell, Natasa Brouwer

Books/Book chapters

In this chapter, examples of innovative approaches that use educational technology to support active learning in chemistry lectures, tutorials and laboratory sessions are considered. The scope of the chapter is limited to blended learning. The strengths and weaknesses of e-learning are examined and the options available for online assessment using electronic tests and e-portfolios are discussed. In addition to the literature references provided in the chapter, several examples of good practice involving the implementation of information and communication technology for chemistry teaching in higher education are incorporated. A list of online resources for lecturers is also included.

Implications Of Mass Education On Chemistry Higher Education, Christine O'Connor

Articles

The following paper discusses the implications of government policy for widening access and participation in third level institutes. The increase in ‘non-traditional’ students has been widely recognised on an international scale; however, some issues of inequality still exist. The ‘struggles’ associated with widening participation and the creation of a ‘new’ student type are discussed, with particular reference to chemistry education. A change is needed with regard to the pedagogical approach taken by staff in order to cater for a diverse student body comprising a broad range of learner types, and this must be supported both at departmental and institutional levels. …