Integrating technology and social media into introductory chemistry courses to create inclusive, informed, and engaged citizenry
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Accepted manuscript
Supplemental materials
Date
2018-08-19
DOI
Authors
Vardar-Ulu, Didem
Stelter, David
Version
Accepted manuscript
OA Version
Citation
Didem Vardar-Ulu, David Stelter. 2018. "Integrating technology and social media into introductory chemistry courses to create inclusive, informed, and engaged citizenry." ABSTRACTS OF PAPERS OF THE AMERICAN CHEMICAL SOCIETY. 256th National Meeting and Exposition of the American-Chemical-Society (ACS) - Nanoscience, Nanotechnology and Beyond. Boston, MA, 2018-08-19 - 2018-08-23.
Abstract
The introductory chemistry courses are often viewed as gatekeeping
courses that explicitly or implicitly select the born to be scientists or engineers,
instead of gateway courses for world citizens, who can appreciate chemistry as an
essential aspect of their everyday lives, regardless of their future careers of choice.
Students enter these courses with widely varying backgrounds that impact their level
of prior content knowledge, skillsets, engagement in the material, as well as
intellectual and emotional maturity. Often courses are taught in large classrooms, with
an eclectic presentation of dense course content, broadening the already significant
gap between what students perceive as classroom curriculum and the knowledge and
skillset they need to tackle real societal issues. In our modern world, diverse members
of the society are required to work collaboratively to generate and implement
multidisciplinary solutions to address global problems. Hence, it is crucial that all
educators involved in teaching these introductory courses go the extra mile to create
opportunities for all students to feel, "This material is important to know, I can
understand it, and I can apply it to concerns/topics in my daily life".
At present, we are entrusted with the exciting task and great challenge of educating
the Post-millennials also known as iGens, who were born into a world of internet and
hence have been comfortable with technology and with interacting on social media
since a young age. Since technology can be instrumental in customizing learning
experiences to meet the needs of all learners, can we successfully integrate it into our
introductory chemistry courses to create a more inclusive, engaged and informed
citizenry?
This talk will describe specific ed-tech strategies, including online collaborative tools,
discussion platforms, social media, and student created media implemented in the
introductory chemistry courses taught at two very different undergraduate settings:
one at a small liberal arts college (Wellesley College, MA), and one at a big research
institution (Boston University, MA). The unifying goal of these practices was to help
students practice transferring their learning to new contexts through individual
reflection followed by group communication using a blended course design. What
worked well and what did not in each setting, will be discussed.