Pearson’s Chemistry webinars offer professional development opportunities for educators. Learn more about the sessions below, and read about the speakers on our Physical Sciences page.
Educators who participate in a live webinar will have the opportunity to earn Acclaim professional development badges. For select webinars, Acclaim badges are available for participants who satisfactorily complete a webinar. Learn more about digital badges.
New Ready-to-Go Teaching Modules for Chemistry
Dr. Michael Burand, Oregon State University
It can be challenging to come up with effective before-, during-, and after-class materials to help students overcome challenging topics in general chemistry. Many instructors have developed a program that works well for teaching these topics, but often only after years of experience and a significant amount of trial and error. A group of experienced general chemistry instructors has created a collection of Ready-to-Go Teaching Modules that equip the instructor with interactive in-class activities, active learning suggestions, before- and after-class assignments, media resources, and more. The newer instructor will find information to streamline the teaching and learning process for certain difficult chemistry topics; the experienced instructor will find new suggestions for actively engaging students both in and outside of the classroom. Join us as we describe how the new Ready-to-Go Teaching Modules can be a powerful resource for effectively teaching difficult topics in general chemistry.
Student Engagement in General Chemistry
Dr. Nivaldo Tro, Westmont College
In this webinar, Professor Tro will discuss the tools he has created to help instructors engage students in General Chemistry. He will discuss specific examples that use relevance to generate student interest. He will also discuss and demonstrate interactive videos, questions, and quizzes that you can use to keep your students actively learning before class, during class, and after class.
Active Learning with an Atoms First Approach for General Chemistry
In this webinar, Professor Tro will discuss the tools he has created to help General Chemistry instructors implement active learning with an atoms first approach. Many of these tools are available with the newly published 2nd edition of Professor Tro’s book, Chemistry: Structure and Properties. Professor Tro will discuss the strengths of an atoms first approach as well as a strategy for implementing this approach in the classroom. He will also discuss and demonstrate interactive videos, questions, and quizzes that you can use to keep your students actively learning before class, during class, and after class.
Active Learning in the General Chemistry Classroom: Lessons Learned and Best Practices to Increase Student Engagement
Technology is becoming cheaper and more accessible to our students, and as a result, both students and administrators are expecting instructors to integrate technology in the classroom. There has also been a concerted push away from passive lecturing to active engagement in the classroom. Should we stick with traditional lecture or should we modify our approach? What role does technology play in this decision? Are there research-based principles educators can use to engage students? How can instructors ensure students are prepared for every class? Can technology be used in large lecture courses? Do these methods increase exam scores? All of these questions can be addressed by utilizing “Chemistry the Central Science,” Mastering Chemistry, and Learning Catalytics. Best practices and examples will be shared based on integrating these tools in a general chemistry course, which can be adopted to any class or discipline.
Creative Ways to Engage Organic Chemistry Students with Mastering
Dr. Ennis will discuss how he uses Mastering Chemistry for Organic to engage his students while giving them scaffolded support outside of class time. Problem types discussed will be synthesis, mechanism, structure drawing, and tutorials. Elliot will explore the tools he uses to help students come to class more prepared as well as common student mistakes and the feedback that Mastering provides similar to what they would experience in an office hours meeting.
Active Learning in General Chemistry
In his courses last year, due to the conclusive data on the benefits of active learning, and because of the new digital tools we now have available, Niva implemented a before, during, and after strategy for his students. The idea is simple: engage students in active learning before lecture, during lecture, and after lecture. To that end, Niva assigns a Key Concept Video before each lecture. This video introduces the student to the key concept and gets them thinking about it before they come to class. During class, Niva expands on the concept and uses Learning Catalytics™ to question his students in class. Instead of passively listening to a lecture, they are interacting with the concept through questions that he poses to them. Some of these questions they answer individually; for others they pair up with a partner. This has changed his classroom. Students are engaged in the material: they have to think and process and interact. It is incredibly fun for Niva to see his students so engaged. Then, after class, he gives them another assignment, often an Interactive Worked Example with a follow-up question. Now they have to apply what they have learned to solve a problem. The results have been spectacular. His students are enjoying the process and learning more than ever because they are engaged throughout, rather than just engaging the night before a problem set is due.
Learning Is Not a Spectator Sport: Strategies for Active Learning
Many studies have shown that students in collaborative learning classrooms have higher outcomes than those in traditional lecture settings. However, active learning does not have one clear definition and can greatly vary in the extent of use. A simple and practical framework for implementing active learning in large and small classrooms will be provided.
Applying the Science of Learning to Your Classroom
Dr. Laura Frost, Florida Gulf Coast University
Did you know that most students study for an exam by re-reading their textbook and notes? Did you also know that this has been shown to be an ineffective study method for most of them? Our colleagues in cognitive science study how people learn (the Science of Learning). We can apply this work to our own classrooms to effectively enhance instruction. Using examples from introductory chemistry, Laura will discuss experiments from the science of learning and, based on this evidence, ask the audience to consider some simple adjustments that can better build understanding in our students.
Discouraging Memorization in Organic Chemistry: Tools and Techniques
Dr. Paula Bruice, University of California, Santa Barbara
Dr. Paula Bruice has experimented in how to best organize the organic chemistry course in order to foster understanding rather than memorization, as well as develop problem-solving skills, while still finding the time to teach the material students are expected to know for the new MCAT®. Dr. Bruice has spent many years teaching the only section of the year-long organic chemistry course at the University of California, Santa Barbara. Because she did not have to turn students over to other faculty or inherit students from other faculty, she had the opportunity to experiment with the structure of the course. The structure that eventually emerged resulted in her students telling her that they had to spend relatively little time reviewing organic chemistry for the MCAT® or DAT because their knowledge of organic chemistry had stayed with them.
Chemistry Primer in MasteringChemistry™
Dr. Valerie Frerichs, SUNY Buffalo
The General Chemistry Primer is a digital tutorial originated at the University at Buffalo, SUNY (UB) to help students identify and address chemistry concept and skill gaps before beginning college chemistry. The included concepts correspond to an annual, onsite, three-day summer workshop for incoming students. The primer exercises were developed through collaboration with Pearson, Inc., using MasteringChemistry’s recent update supporting video enabled tutorials. The digital course format allows for far greater participation than the onsite course, with a simple implementation format. The tutorial exercises can be classified into three groups: mathematics for chemistry calculations, chemistry literacy, and selected pervasive chemistry themes (i.e. balancing chemical equations, mole theory, and stoichiometry). Tutorials include instructor-led examples similar to assigned problems, and hints with interactive, step-wise models to coach students. The question structure enables students proficient in a particular concept to efficiently proceed and allows students needing help to select the provided tools. This format was piloted and assessed for 200 incoming General Chemistry 101 students at UB prior to the fall 2015 semester. The General Chemistry Primer and UB implementation will be presented, including optional modifications and assessment results to date.