Building Learning & Teaching Communities in Analytical Chemistry: From Campus to Textbook
Dr. Charles Lucy(University of Alberta)
ABSTRACT: Too often learning and teaching are done in isolation. When the instructor feels alone in front of a sea of students, they forget that many students feel isolated and alone. Quantitative analysis—where each student receives a unique unknown—provides a powerful context to foster group and peer-to-peer learning, which mitigate isolation and promote deeper learning. I will share some strategies for fostering such learning communities.
But the instructor is still alone. In many colleges there is a single analytical instructor. Regional workshops and national symposia on teaching analytical chemistry build and foster communities of analytical instructors. I will share tactics that I have used to develop both types of forums.
BIO: Dr. Charles (Chuck) Lucy is a Professor Emeritus at the University of Alberta. He has co-authored over 160 research papers, and received the W.A.E. McBryde Medal and Maxxam Award from the Canadian Society of Chemistry. Chuck is also a passionate teacher who has taught classes of 400+ freshman students to discovery based graduate lectures. He was involved in development of a second-year research program1 and a course about careers in chemistry.2 But his primary teaching has been introductory analytical chemistry. He was a contributing author to the 9th edition of Daniel Harris’s Quantitative Chemical Analysis, and is a co-author of the upcoming 10th edition.
Chuck is a 3M National Teaching Fellow; and the Chemical Institute of Canada’s Award for Chemistry Education; and this year the UofA Interdepartmental Science Student Society’s Excellence in Teaching Award and the American Chemical Society’s Calvin Gidding’s Award in Analytical Chemistry Education.
Dr. Lucy is the guest of Dr. Dajana Vuckovic.