Links to Pedagogy Sites

 

Class Evaluation with Student Assessment of Learning Gains: Developed by Elaine Seymour in conjunction with the University of Wisconsin LEED Center for helping professor's assess their classes. You may view the questionnaire for bioanalytical chemistry to see an example.

 

Professor Richard Felber's site at the Chemical Engineering Department at North Carolina State University offers tips on evaluating and using student learning styles. The site includes a learning style inventory, software tutorials on Excel and many good tips for teaching.

 

Project Kaleidoscope

"Project Kaleidoscope (PKAL) is an informal national alliance of individuals, institutions, and organizations committed to strengthening undergraduate science, mathematics, engineering, and technology (SME&T) education. Two goals have shaped PKAL since its beginning in 1989: 1) transform the learning environment for undergraduate students in SME&T by building institutional teams with a driving vision of what works and who are committed to action and 2) foster public understanding of how a strong undergraduate science community serves the national interest." PKAL's statement of what works in science education is now a classic commentary.

 

ChemLinks

The ChemLinks Coalition is a 5-year curriculum development project funded by the National Science Foundation's Division of Undergraduate Education as part of its "systemic change initiative" in undergraduate chemistry education. The Coalition is comprised of private liberal arts colleges and research universities who have formed an alliance with the Advanced Technology Environmental Education Center's network of community college environmental programs and with Project Kaleidoscope.

 

ChemLinks participants are developing and testing modular materials about chemistry and the environment, chemistry and technology in society, and the molecular basis of life. With these modules, designed for students and faculty to use in a variety of institutional settings, we change the way students learn chemistry by challenging them to formulate and solve real problems using active and collaborative learning strategies. By starting with questions and developing the concepts and methodologies to answer them, we model how science is actually done. By treating real, interdisciplinary problems of interest to students, we promote scientific literacy for all students. An example is provided by the table of contents of a module about biomass fuels.