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Title : NSF 94-19 Innovation and Change in the Chemistry CurriculumType : ReportNSF Org: EHR / DUEDate : December 31, 1993File : nsf9419_____________________________________Division of Undergraduate EducationDirectorate for Education and Human ResourcesNational Science FoundationDecember, 1993INNOVATION AND CHANGEIN THECHEMISTRY CURRICULUMCo-Chairs:Seyhan Ege University of MichiganOrville Chapman University of California, LosAngelesMay 7-8, 1992 Washington, DCDEDICATIONOn behalf of the participants of this workshop, we wish to dedicate this reportto the memory of two people, Paul Gassman and Kenneth Hancock, who havecontributed greatly to our profession and who provided leadership and wisdomduring our deliberations.Orville Chapman Seyhan EgeTABLE OF CONTENTSWorkshop agenda ----------------------------------------Executive Summary ----------------------------------------Panel A - Fostering Instructional Improvement ByGalvanizing the Chemical Community ----------Panel B - Bringing Research Closer to the Classroom ----Panel C - Assessing Instructional Innovation; Improvingthe Preparation of Chemistry Teachers; Assessing Student Learning--------------------Panel D - Stimulating Instructional Innovations andImproving the Speed, Quality, Convenience, andReliability of Dissemination -----------------Panel E - Bringing Cutting-Edge Technology in Computersand Instruments into the Classroom ------------Presentations by the Co-ChairsOrville L. Chapman -----------------------------Seyhan N. Ege -----------------------------------Plenary LectureScience Education, Who Needs It?Norman Hackerman --------------------------Workshop Participants ------------------------------------------WORKSHOP ON INNOVATION AND CHANGEIN THE CHEMISTRY CURRICULUMDuPont Plaza Hotel 1500 Rhode Island AvenueWashington, DCMay 7-8, 1992Thursday, May 7, 19928:00am Registration9:00am Introductory Remarks:
Robert Watson, Director, Division ofUndergraduate EducationKenneth Hancock, Director, Division of Chemistry9:20am Colloquium Agenda and GoalsOrville Chapman, Workshop co-chair, University of California LosAngelesSeyhan Ege, Workshop co-chair, University of Michigan10:00am Break10:15am Discussion GroupsPanel A -Fostering Instructional Improvement By Galvanizing theChemical CommunityPanel B -Bringing Research Closer to the ClassroomPanel C -Assessing Instructional Innovation; Improving thePreparation ofChemistry Teachers; Assessing Student LearningPanel D -Stimulating Instructional Innovations and Improving theSpeed,Quality, Convenience, and Reliability of DisseminationPanel E -Bringing Cutting-Edge TEchnology in Computers andInstruments into the ClassroomNoon Lunch1:15pm Plenary short presentationsIntroduction by Co-ChairsRobert Kozma - Models for innovation and change.Douglas Lapp - A functioning institute for science at the precollegelevel.James Spencer - ACS Division of Chemical Education Task Force onGeneral Chemistry.John Moore - Economics of new texts, media, and instruments.3:00pm Break3:15pm Group Discussions5:30pm Reception6:30pm Dinner7:30pm Norman Hackerman, University of Texas"Science Education, Who Needs It?"Friday, May 9, 19928:25am Discussion group one page summaries8:30am Models for change in otherdisciplinesEngineering CoalitionsCalculus REformPhysics IUPP project9:45am Break10:00am Discussion groupsNoon Lunch1:15pm Concluding Plenary SessionReports from Discussion groups Remarks by Co-Chairs3:00 Adjournment"...the culture of ourcommunity must change tovalue contributions toeducation in the same way itvalues research. "Panel A:Fostering InstructionalImprovement by Galvanizingthe Chemical Community
"We urge you (the faculty) tobring research into yourclassrooms by enablingstudents to experiencethemselves as professionalsby designing laboratorycourses to parallel research, including the use of modern instrumentation togeneratedata in the solution of realproblems, and emphasis onboth individual and teamresearch, (and by) allowingtime in the design of thelaboratory for students tofail, to learn from theirmistakes and to repeatexperiments until meaningfulresults are obtained. "Panel B: Bringing ResearchCloser to the ClassroomPanel C. AssessingInstructional Innovation;Improving the Preparation ofChemistry Teachers;Assessing Student learning."Our examinations focus onthe kinds of questions forwhich there is a singlecorrect answer, rather thanthose for which the correctanswer is unknown, or whichhave more than one correctanswer. As a result weconstruct an arbitraryboundary between what wedo as scientists and what weask our students to do inscience courses...All too often the effect ofassessment is so powerfulthat it drives instruction,trapping us in a particularcurriculum because we knowhow to assess that mode ofstudent learning and noother. ""In chemistry, the currentmethods of dissemination of instructional improvementsand innovations are slow,ineffective and inadequate ... Chemical education needsboth new joumals andelectronic dissemination. ""New technology opensaccess to vast data bases and information systems atrelatively low cost, butcomputational power has notimpacted, by and large, the
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National Science Foundation: nsf9419
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