Implementing a Multidisciplinary Program for Developing Learning, Communication, and Team-Working Skills in Second-Year Undergraduate Chemistry Students

Since 2002, a multidisciplinary program has been used to encourage science students to build on their chemical knowledge and to appreciate how it applies to the world around them. The program is interactive and instills a new set of core learning skills that are often underrepresented in undergradua...

Full description

Saved in:
Bibliographic Details
Published in:Journal of chemical education 2013-03, Vol.90 (3), p.338-344
Main Authors: Mc Goldrick, Niamh B, Marzec, Bartosz, Scully, P. Noelle, Draper, Sylvia M
Format: Article
Language:English
Subjects:
Chemistry
College Science
College students
Communication Skills
Cooperative Learning
Curricula
Inquiry
Interdisciplinary Approach
Interpersonal communication
Knowledge Level
Learning
Online Surveys
Organic chemistry
Problem Solving
Science education
Science Instruction
Science Process Skills
Skills
Student Attitudes
Students
Teamwork
Theater Arts
Undergraduate Study
Writing Assignments
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Since 2002, a multidisciplinary program has been used to encourage science students to build on their chemical knowledge and to appreciate how it applies to the world around them. The program is interactive and instills a new set of core learning skills that are often underrepresented in undergraduate curricula, namely, cooperative learning, communication and presentation skills, and resource mining. The second-year science cohort of 220 students is divided into small groups. Each group proposes a topic through which to explore the societal role played by chemistry. The program has two components: a report written by pairs of students and a short competitive group presentation. The multiple positive outcomes of the program have been assessed, including the less tangible benefit of a renewed connectivity between students and staff engaged in the pursuit of chemistry.
ISSN:0021-9584
1938-1328
DOI:10.1021/ed200643g