On Friday, April 21, 2017, I Attended A Poster Presentation

In order to fully engage students and make personal connections/ownership to the content, it is vital to connect a topic to the student’s life. Unit II is the smallest chemistry unit that provides the necessary background knowledge students need for

Participating in the MCORE program is a significant bridge towards achieving the set goals for chemistry students of Michigan as the program offer various education related opportunities. Being part of the MCORE program enables one to interact with other students and possibly expand knowledge by sharing ideas. Again, the program exposes one to important presentation skills as it allows its members to attend presentation sessions with other senior students. Another benefit of MCORE program towards achieving education goals is the opportunity of touring cutting-edge research facilities that is a significant tool in personal development as an aspiring chemistry professional. Finally, the MCORE program has an objective of providing advice to chemistry

ABSTRACT: Based on our long-standing Intensive Training Program for Effective Teaching Assistants in Chemistry, we have developed an Advanced Training Course for Teachers and Researchers in Chemistry at The University of Chicago. The topics in this course are designed to train Graduate Teaching Assistants (GTAs) to become excellent teachers and well-rounded PhD candidates. The goals of the course are to build ethics, critical thinking, and a strong self-image through the use of innovative pedagogical tools. Concurrently, the GTAs are transitioned into independent researchers with the skills to prepare high quality written reports and oral presentations. This course was successful based on the results of multiple assessments. The experience gained and issues identified from the course can be used to guide future training courses.

Not only are GTAs a vital component in teaching chemistry to undergraduates, but the training that they themselves receive impacts their own development.

Collaboration is huge in science. As a team begins to tackle a hypothesis, they rely on their peers to combat the issue. While collaborating with others, students can learn from mistakes, and other’s interpretation of the experiment. Communication is key to collaborating effectively. In this part of science, students can use multimedia to communicate with another student in a completely different state, or country. With this use of technology and collaboration, students can delve deeper into their experiment and uncover answers on a larger scale.

The development of course topics was focused on transforming GTAs from students to effective teachers and professional researchers. This was done by progressively building up the GTAs’ self-image and providing them with the best pedagogical practices in chemistry with each course meeting. Based on social and scientific development and in consultation with relevant experts, the course covered a series of advanced training modules, as listed in Table 1.

My name is Crisol Escoto. My prior experience with chemistry was in my senior year of high school. That was over three years, so I hope that I remember the basis of it. I distinctly remember that the subject was a bit challenging, but it was incredibly fascinating. I hope that through this course I can successfully grasp the concepts that I struggled with previously.

My educational background at Carleton has prepared me with both the knowledge of chemistry as well as tangible skill in the laboratory. Beside general chemistry I have explored the fields of analytical, organic, and biochemistry. The laboratory

During high school, biology and chemistry were my two favorite branches of science. As a result, organic chemistry, which existed at the boundary of these two disciplines, naturally attracted me. I even self-studied a bit of organic chemistry from David Klein’s textbook during the summer, after finishing AP Chemistry.

On the first day of school, I walked into room 113 and it was then that I realized that I was in for a crazy year. My teacher explained to the class, “In chemistry you will either understand it or you won’t. There is no inbetween.” This statement made me fear the worst because

When I attend college, I would like to major in Chemical Engineering and minor in Global Studies; furthermore, I aspire to someday change the standards and quality of healthcare around the world through my knowledge of Chemistry and international affairs. In order to achieve these goals, I must thrive in all of my college courses but this is far easier said than done.

-Informing future students and parents about our grade 12 senior chemistry course by demonstrating labs and the chemistry behind them.

I have never been particularly strong in S.T.E.M. classes, leaning more towards humanitarian and artistic classes, but I’ve always enjoyed learning how things work. But when my AP Chemistry class began, I immediately started to fall behind.

I aspire to become a Biochemist. I trust that university will enable me to develop and enhance existing skills and knowledge to achieve my registration. I look forward to learning and adapting new techniques at university and throughout the placement, which will help me prepare for a meaningful career as a

The topics learned in college algebra are detrimental to the success of a chemistry major, as much of the subject involves mathematical analysis and problem solving. Without this basic form of algebra, students are unable to move on to higher math classes, some of which are prerequisites to high level chemistry classes that are required for a degree in