The enrollment in first-year chemistry courses typically includes majors from a variety of STEM disciplines as well as those students outside STEM who are fulfilling a general education requirement. Recognizing that this diverse population of students would benefit from increased engagement during class, we sought ways to draw frequent connections between course content and their chosen field of study. Using the “iElement” assignment in fall 2014, each student assumed the role of an element for the semester, and as the course unfolded students were encouraged to experience topics through the lens of their element. By knowing the areas of study represented by the students enrolled in the course, instructors were able to draw connections between the elements explored and the course content, as well as efficiently highlight links between the elements, those disciplines, and societal impacts. In fall 2015 this project was updated by adding a scaffold of assignments, as well as shifting the focus to a molecule instead of an element. Both the element and molecule projects culminated with a student-produced video, highlighting important attributes of the substance, such as atomic or molecular structure; bonding patterns and resulting properties; compounds and mixtures containing the substance; and the connection of the substance to the world around us. Video projects were shared with the class through an online forum, where classmates provided feedback. Finally, a semester-ending showcase of the “winning” videos was held to highlight successful projects and celebrate the students’ creativity in sharing what they had learned through the project. The design and assessment of this project, including student perceptions and understanding of societal impact, will be discussed.

iSubstance: Walking a semester in a substance’s shoes

251st National Meeting (2016)

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