In introductory chemistry courses, our students arrive on the first day of class with a broad range of problem-solving skills, prior chemistry background, and commitment to learning. Many of our students are actually in the course against their will, and even our best students have conceptual misunderstandings that must be dislodged in order for them to master the subject. Despite these challenges, it is possible to deliver a good course that students will remember as one of the best they have taken in college. In this workshop, I would like to share my experience and perspective on what works and what doesn’t work and learn from others about their ideas for enabling student success in undergraduate chemistry.
All graduate students are welcome. This event grows out of concerns in the Chemistry department, and so may be most useful to students in related fields.
Counts toward the CETLI Teaching Certificate.