Laboratory courses present an excellent opportunity to showcase, for students, the intersection between chemical content and its tangible application. Skills and techniques learned in such courses build the foundation for future career paths. Unfortunately, there is a frequent disconnect between students practicing the learned skills and techniques within a laboratory course and their being  self–aware enough to know that they have actually learned them. This disconnect results in their difficulty to articulate what skills and techniques they have acquired which can impair their ability to self–promote effectively in various settings such as graduate school or job applications. This talk will present an example of how a laboratory exercise can be used to teach students both relevant skills and techniques and also how to articulate those skills and techniques in a resume, personal statement, and cover letter to a potential employer. This authentic and fully integrated approach to teaching professional skills within the content will be compared to previous attempts at effectively teaching professional skills using a more traditional, add–on approach. Student performance data comparing the two approaches will be provided. This talk is the second in a four part series that details a scaffolded undergraduate professional skills curriculum that spans the full four-year undergraduate chemistry/biochemistry experience. While the talk can absolutely be attended as a stand–alone, attending all four in the series will provide audience members with a better understanding of what this type of intentionally scaffolded curriculum can accomplish. <br/>

Increasing student self–awareness through intentionally scaffolded professional skills in an organic chemistry laboratory course

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.