Self-assessment using short writes and journals eases the students’ anxiety and discourages mindless memorizing. The session presents an example of how these tools are used in an introductory nutritional chemistry course.<br/>Introductory Nutritional Chemistry provides a hands-on learning opportunity through laboratory experimentation of the basic chemistry of nutrition focusing on the six major nutrients. Students taking the class are interested in improving their eating habits. A working knowledge of the chemistry of nutrition will enable them to make better food choices for themselves and also ensures an informed citizenry by promoting healthy nutrition in the larger community.<br/>Although research shows the benefits of writing to learn, writing is an underused tool in science classes. This presentation focuses on using a journal to track questions that arise as well as students' progress in grasping concepts introduced via experimentation. For the teacher, close examination of the journals provides insight in what students learn and identify gaps in their understanding of the chemical concepts encountered. The in-class journal entries are guided by lead questions provided on a handout. A composition notebook graphed ruled is provided to the students at the beginning of the term is used for compilation of the short writes. Another aim in employing these tools is to further provide assistance in changing students’ perception that science, in general is just a collection of concepts that must be memorized in order to pass the courses.<br/>The session offers detailed examples of how short writes and journals are used.

Short writes and journals as effective teaching tools in nutritional chemistry

253rd National Meeting (2017)

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