The “Problems in Chemistry” sequence at Mercer University is a two-semester laboratory course originally designed to bridge between introductory level laboratory experiences and independent research. Traditionally, these courses were designed to be taught by multiple faculty members each semester in order to introduce various laboratory techniques and encourage the use of multiple instruments. Student grades were heavily dependent on laboratory work and a final written report in the style of an appropriate journal. Over time, faculty noticed that more laboratory time was needed to develop student writing in lieu of the laboratory experience. In order to facilitate enhanced student writing this laboratory sequence changed to incorporate writing instruction during the first five weeks of the course. Therefore, students learned the ‘how to’ of scientific writing through food preparation. Through a scaffolded writing assignment, students are introduced to the chemical literature and related databases, the construction of a peer-reviewed manuscript, and the core concepts of technical writing. These assignments have resulted in improved writing in addition to peer-reviewed publications that include student coauthors from the course.      <br/>

Kimchi, rice beer, and color-changing sauerkraut: Incorporating writing instruction in a junior-level, capstone laboratory course

2019 Spring National Meeting

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