How do we integrate students’ lived experiences into the chemistry classroom? One strategy is to implement authentic project-based assignments into the course curriculum. This talk will highlight results of students utilizing the scientific method to modify their own recipe. Our study was conducted with varied student populations – first years only and mixed grade levels – and course formats (one-month versus full-semester). Assessment of student learning of the scientific method was obtained through both exam and presentation formats for comprehension and application, respectively. Student proficiency was evaluated by a series of assessment administrators, including students themselves, peers, instructors and an external panel of chemistry faculty who have not taught the course. While all evaluators indicate that nonscience majors achieve proficiency in applying the scientific method, disparities in perception of student performance were noted. These findings have implications on how to create and implement assessments that are more equitable.

Recipe for increasing Inclusivity in undergraduate non-laboratory chemistry courses: Exploring the scientific method in the kitchen

Where thousands of chemistry professionals meet to share ideas and advance scientific and technical knowledge. Spring 2023 abstracts, posters, and presentations will launch at the end of March.

ACS Spring 2023

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