Principles of SENCER pedagogy were used to develop an integrated, thematic SENCER learning community for first-year, non-declared majors. Integrated STEM concepts were integrated into student writing, speaking, and teamwork assignments. The learning community courses focused on science inquiry, applied data analysis, discovery, and information literacy in the context of water quality and its health consequences in the Cuyahoga River valley as a civic issue.  During the four years of the project, the faculty and staff involved learned many lessons about designing, implementing, and evaluating an unconventionally-structured learning community bringing STEM content to students without a STEM course.  This poster presentation will focus on the lessons learned by the faculty throughout the project, which included significant chemistry content as well as other STEM content.

Faculty lessons learned in the development, implementation, and evaluation of a SENCERized learning community for non-declared majors

247th National Meeting (2014)

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