Department of Chemistry

Visiting Speaker

Dr. Wendy Benoit, University of Calgary.

will present a seminar titled:

Abstract:

In my current instructor position, held jointly between the Department of Chemistry and the Natural Sciences (NTSC) Program, I have had many opportunities to convey fundamental principles of science to first-year and second-year students, both in chemistry and multidisciplinary science courses.   Although this talk will focus on my work in the Department of Chemistry, my experiences in the NTSC program will also be highlighted as they have strengthened my approach to general scientific topics through diverse team-teaching experiences and exposure to broad topics relevant to science literacy (e.g. scientific writing, the process of science, misconceptions in science, pseudoscience).

In the Department of Chemistry, I have taught both introductory chemistry and organic chemistry to large enrolment (ca. 200-300 students) classes.  I am able to teach most effectively in these courses by consistently reflecting on my classroom experiences, collaborating with colleagues, and drawing on evidence-based practices from current science education research literature.  Two common themes in my teaching that have emerged from these practices are strategies for teaching in context and opportunities for teamwork and collaboration.  I will illustrate how I teach in context using case studies and contextual examples to routinely emphasize links in the course material to both my first-year and second-year classes.  This encourages students to focus on building connections to their previous knowledge instead of compartmentalizing and rote memorizing all new information.  To facilitate learning in context beyond the lecture setting, I encourage students to build their own “toolboxes” for problem solving by building concept maps and schematic diagrams that group information effectively for convenient retrieval.  Building such conceptual frameworks have grown to be useful tools not only for my individual classes, but also for course coordinators and teaching teams.  The use of conceptual frameworks by teaching teams is just one of several specific examples of collaborative course planning and development that will be discussed, emphasizing the necessity of effective teamwork to aid course delivery and quality.

Drawing on examples from my classroom experiences, collaborative projects with colleagues, and science education research literature, I will discuss how I have been able to develop as a teacher and reflect on my own learning process while strengthening the learning environment I provide for my students.

Friday, March 2, 2012 at 3:00 p.m. in ICT 121.

Department Contact:

Dr.  David Cramb

dcramb@ucalgary.ca