Efforts to transform STEM undergraduate courses have been on-going for decades. The focus of most of these initiatives has either been on enhancing the uptake of evidence-based instructional strategies or transforming the curriculum. Dr. Talanquer had a different approach: He recognized that both should be tackle at the same time if one aims to achieve desired learning outcomes for STEM students. His Chemical Thinking curriculum exemplifies this approach and prompted faculty within his own department to reflect on the role and goals of general chemistry in the preparation of chemists and STEM students. In this talk, we will argue that these reflections and associated conversations among faculty within the same department are fundamental to the transformation of the content and pedagogical approach of courses across the undergraduate chemistry curriculum. We will share results from studies that explore the extent to which these conversations occur within STEM departments and that describe the readiness of STEM departments for a climate focused on teaching across the curriculum.

Fostering instructional change throughout the undergraduate curriculum: A look at departmental climate around teaching

ACS Spring Meeting 2021

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