One way to make chemistry relevant is by having in-class discussions. In my large-enrollment (N = 190) chemistry for non-science majors course, we have four discussions throughout the semester. Each topic is Nebraska-specific and related to the chemistry being presented in the preceding lectures. For instance, the first three-week unit is about atoms and elements so the first discussions have been about arsenic in drinking water, possibly the world's largest niobium deposits located just south of campus, and a Superfund lead pollution clean-up project. Students are rewarded by the discussions in three ways – a 10-point discussion quiz, five 2-point short answer questions on each unit exam, and 10 bonus points for participating in the discussions. Two days before each discussion, two required readings are posted (usually newspaper articles) and two or more recommended readings on Blackboard. These discussion help students see chemistry long after they have taken my course. In the small-enrollment (N = 6) chemistry course at Nebraska's two tribal colleges, the pre-lab discussions about a local chemical topic are linked to a list of community topics created by a Nebraska Tribal College Advisory Board. In their lab reports, these students link the discussion material to their lab results and many say that these are the most interesting parts of the laboratory experience.

Discussions during lecture in a large-enrollment chemistry course and during lab in a small-enrollment tribal college chemistry course

253rd National Meeting (2017)

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