Organic Chemistry Reflection

For most of my childhood, I have been fascinated by the power that science has to transform humanity. Due to this belief, I developed a keen interest in the science of chemistry. In my opinion, chemistry is a puzzle that provides insight about our surroundings, similarly, by attending Tufts University I will gain different viewpoints which I will use to pursue my future endeavors. Consequently, the endless opportunities at Tufts University combined with my passion for new discoveries, commitment to fruitful endeavors and the determination required for success will produce a stimulating learning environment in which I feel I belong.

Within this essay I will be concentrating on explaining how an individual can implement reflection in their learning experiences. Applying skills of reflection to a particular learning experience such as induction week will be the main focus of this essay as it will convey the importance of reflecting upon the experience of working with other students.

On all college campuses, gender, religion, social economic and race diversity is also very important for effective academic interactions. Academic interactions refer to student’s involvement in the class room. This includes the way students review, analyze and study assignments given in class by the professors. It is the way students think and analyze information given to them collectively, as a group.

Taught dynamic lab discussions and instruction with up to 100 students per session and tutored students individually and in groups outside of class time to improve their knowledge set and promoted self-motivation

I do not recall learning about reflective practice in my undergraduate studies. Reflective practice according to Barbour (2013), “is the cyclic process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, existing knowledge, and experience; resulting in a changed conceptual perceptive and practice” (p. 7). According to Barbour (2013), reflective process has many positive outcomes to help guide the nurse to become an expert nurse that can make on the spot decisions that do not interrupt patient care. I feel that reflective practice would have been beneficial to help guide me from a student nurse to a practicing nurse with critical thinking skills.

Our high school AP Chemistry classroom will be highlighted by productive learning advancements in both content knowledge and laboratory application. The classroom will have a work-oriented environment similar to industrial laboratories, but the students will perform in a pleasant atmosphere. This relaxed atmosphere will influence the students in engaging the material in an excited manner. This connects with my referent/expert authority basis (Levin, 2005), in which, influences my classroom structure and atmosphere to promote the professional practices of chemistry while forming positive relationships that will enhance productive learning. In order to demonstrate and obtain a safe environment, safety and organizational rules and procedures (only

Volunteering in the Visick Lab was my first exposure to the field of research where I faced numerous challenges learning material and techniques that were foreign to me. Under the direct mentorship of Dr. Visick, I absorbed many important characteristics required to be a successful scientist: maintaining a sterile environment, providing very detailed and thorough observations, thinking outside of the box, and the ability to analyze and interpret scientific data. Maturing as a scientist led me to become increasingly more independent. My ability to write, speak, and understand scientific language advanced exponentially as I participated in numerous seminars and lab meetings. I concluded the summer session knowing I had acquired a brand new skill

The Interaction that I focused my research on involved four of female employees. Ages 17 and 18, and 23, three go to school together, one is a manager and all are white. When subject 1, whose name is Autumn approached subjects two whose name is Sarah, She waved at her and then slouched over the counter and slapped her hand on the counter laughing. Sarah laughed in return and walked over to greet Autumn. They began talking; Autumn seemed to be waiting to clock in. During there discossun Autumn seemed to become upset and began wavering her

While sitting within Kempner High School’s auditorium my sophomore year and watching AP Chemistry students conduct fascinating experiments on stage, I began breaking down each individual’s experiment to its fundamental concepts. Pulling out different concepts from these specific examples, I began watching as each of those concepts interacted with one another. I specifically remember seeing a student prepare a batch of sodium polyacrylate and mixing the compound with water to ultimately completed the students’ goal. But what goal did this AP student accomplish? For the goal of this student may have been simply to create a synthetic snow, but the effects of their actions on myself started shaping my passion for Chemistry. Although the student

In this first section a few things came up that would be helpful in my research. The article mentions, “Today, the CDC recommends that children receive vaccines for 10 diseases, plus the flus vaccine, by age 6, which can mean up to 37 separate shots”. There were stories in this section on different parents even actors against vaccinations. The article did mention that there was a study that identified that usually children who are not vaccinated are from male children from wealthy educated families. This is important because in my personal experience low income families are easily persuaded and even as an adult or child will take anything given by a doctor without even knowing what they are taken. As I become more educated I question anyone

For the last six weeks in both mental and acute setting, I have reflected on events that I had met in each week. Now, I am going to identify essential personal learning outcomes from those events and will include personal awareness of strengths and weaknesses. Among the different models of reflection, I will use the Gibbs model of reflection which entails six stages such as description, feelings, evaluation, analysis, conclusion, action plan.

After choosing to spend the summer in a chemistry lab at Foothill Community College, I discovered just how much I love science while tutoring other college students in the subject. During those unforgettable hours on campus, I learned about the college experience and it was ultimately my favorite learning adventure, so I was somewhat disappointed when it ended. I have found that the lab is like my second home, and am therefore naturally drawn towards the countless research

loftier pursuits than just traditional school subjects, I began to consider myself a part of a small cohort of like-minded individuals interested in moving beyond the typical curricula, eager to instead acquire knowledge and venture into atypical areas of scientific inquiry. This individuality has thus led me to feel a great affinity with NYU.

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.

Interaction also means that students keep in contact with professors to ensure greater success in each of their classes