6. An introductory course in green chemistry: Progress and lessons learned

2018 ◽  
pp. 105-134
Keyword(s):  
Green Chemistry ◽  
Lessons Learned ◽  
Introductory Course

An introductory course in green chemistry: Progress and lessons learned

2018 ◽  
Vol 4 (3) ◽  
Author(s):  
Dalila G. Kovacs ◽  
James Krikke ◽  
Kristina Mack
Keyword(s):  
Green Chemistry ◽  
Chemistry Education ◽  
Pollution Prevention ◽  
State Level ◽  
Round Table ◽  
Lessons Learned ◽  
State University ◽  
Green Engineering ◽  
Introductory Course ◽  
Upper Level

Abstract This work provides a description of our experience with designing and implementing green chemistry elements in higher education. It addresses the problem of content and methodology in green chemistry education and provides models of innovative approaches in design and teaching practices. An introductory course, Pollution Prevention, Green Chemistry and Green Engineering, supported by a grant from Michigan Department of Environmental Quality, was designed at Grand Valley State University (GVSU), in Michigan, in 2008 and run for the first time in 2009, with 12 students. The positive response from the students who took the class coupled with increasing visibility of green chemistry initiative at the state level (MI Governor’s Green Chemistry directive and Green Chemistry Round Table) led the GVSU administration to recognize the need of such a course and, after revision, to its inclusion into the Chemistry Department curriculum, under the designation “Introduction to green chemistry”, CHM 111. This remains to be a sought-after course for freshmen and upper-level undergraduates interested in the issues of green chemistry who have no chemistry background in their education. Since 2011, the course ran twice a year with a total of 302 students to date (December 2017). From semester to semester, it underwent several modifications, in order to accommodate the most recent, up-to-date developments in green chemistry and green engineering. The repository of teaching materials created is growing continuously. The progress and lessons learned throughout the years in running this course are summarized here.

scholarly journals Pinpointing Where to Start: A Reflective Analysis on the Introductory Evaluation Course

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
Robyn Thomas Pitts
Keyword(s):  
Learning Outcomes ◽  
Design Process ◽  
Course Design ◽  
Student Learning Outcomes ◽  
Lessons Learned ◽  
Learning Needs ◽  
Theory Theory ◽  
Introductory Course ◽  
Theory To Practice ◽  
Integrated Course Design

Th is reflective analysis details four approaches to an introductory course for evaluation learners within a methodologically focused graduate-level program on statistics, measurement, and research design. Evidence of student learning outcomes, or SLOs, was utilized within Gibbs’ reflective cycles to redesign the course using Fink’s integrated course design process. The purpose of each approach varied along a theory-practice continuum, including theory, theory-to-practice, practice, and evidence building. The purpose, SLOs, and learning experiences of each approach are accompanied by longitudinal reflections on evaluation learners, course purposes, and the creation of a multi-course learning progression. Th is exploration offers perspectives and lessons learned that may assist new and experienced instructors in determining how an introductory course may best fi t the learning needs of their students.

scholarly journals Lessons Learned: Revising an Online Introductory Course

CHANCE ◽  
2020 ◽  
Vol 33 (4) ◽  
pp. 50-55
Author(s):  
Ella Burnham ◽  
Erin Blankenship
Keyword(s):  
Lessons Learned ◽  
Introductory Course

scholarly journals Faculty As Filmmakers: On The Cutting Edge Of Classroom Technologies

2011 ◽  
Vol 3 (1) ◽  
pp. 19
Author(s):  
Susan G. Rozensher
Keyword(s):  
Digital Video ◽  
Learning Experience ◽  
Lessons Learned ◽  
College Faculty ◽  
Cutting Edge ◽  
Visual Images ◽  
Good Sense ◽  
Introductory Course ◽  
Learning Module

Digital video equipment and studios newly available for faculty use can be incorporated into the technological repertoire of college faculty, enabling professors to customize and enhance the learning experience of their students. Todays students are particularly attuned to analyzing visual images and data, so the use of customized films in the classroom makes very good sense from a pedagogical standpoint. The present paper examines the lessons learned from the process of producing a documentary-style digital video that serves as the centerpiece of a thought-provoking learning module for the introductory course in marketing.

scholarly journals «Quick, Convenient, and Clean»: Advancing Education in Green Chemistry and Nanocatalysis Using Sol-Gel Catalysts Under Flow

2021 ◽  
Author(s):  
Antonino Scurria ◽  
Mario Pagliaro ◽  
Rosaria Ciriminna
Keyword(s):  
Green Chemistry ◽  
Chemistry Education ◽  
Sol Gel ◽  
Flow Chemistry ◽  
Lessons Learned ◽  
Digital Tools ◽  
Pharmaceutical Ingredients ◽  
New Ideas ◽  
Specialty Chemical ◽  
Key Barrier

Removing one key barrier to the industrial uptake of green chemistry and nanocatalysis in the fine and specialty chemical industry requires to fill an ongoing “talent shortage” via expanded chemistry education. In this study we show how the use of hybrid sol-gel catalysts to synthesize fine chemicals and active pharmaceutical ingredients in flow chemistry reactors illustrates new ideas to reshape chemistry education based on recent research outcomes, visualization and digital tools. Several lessons learned from the industrial and academic utilization of these materials in continuous-flow conversions conclude the study.

scholarly journals SHORT DESIGN PROJECTS FOR AN INTRODUCTORY THERMOFLUIDS ENGINEERING COURSE

2015 ◽  
Author(s):  
Michele Hastie ◽  
Jan Haelssig
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Theoretical Work ◽  
Lessons Learned ◽  
Team Work ◽  
Engineering Programs ◽  
Design Project ◽  
Introductory Course ◽  
Design Projects ◽  
Second Year

The Faculty of Engineering at Dalhousie University offers a common introductory course that covers the basic principles of thermodynamics and fluid mechanics in a unified manner. This introductory course is a mandatory part of the curriculum for all engineering programs offered at Dalhousie. In this course, students are required to perform six laboratory experiments, and since 2012 students have also completed short, four-week design projects.The short design project helps students to acquire more of the graduate attributes defined by the Canadian Engineering Accreditation Board (CEAB), including design, communication, and team work skills. They also provide students with a well-deserved break from purely theoretical work in lectures and tutorials, and a chance to develop some hands-on abilities.This paper describes the lessons learned from the last three design projects, which were focused on modifications to a Ranque-Hilsch vortex tube, design of a pop-pop boat, and design of a double pipe heat exchanger. The primary challenges have been the limited engineering design experience possessed by students in their third semester of studies, the heavy workload that second-year engineering students already have, and the relatively large class size. Even though there are clear challenges related to integrating a design project into a large second-year class, the results seem to indicate that these design projects provide a positive learning experience for the students.

Teaching Qualitative Research

2007 ◽  
Vol 35 (3) ◽  
pp. 431-458 ◽  
Author(s):  
Karen L. Poulin
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Student Learning ◽  
Counseling Psychology ◽  
Graduate Programs ◽  
Qualitative Inquiry ◽  
Lessons Learned ◽  
Formal Training ◽  
Potential Contribution ◽  
Introductory Course

Qualitative research has become increasingly perceived as well suited to the advancement of counseling psychology, yet opportunities for formal training in qualitative inquiry remain inconsistently available within and across graduate programs. For the potential contribution of this approach to counseling psychology to be realized, graduate students need routine access to adequate and appropriate coursework. In this article, the author shares a design and rationale for an introductory course in qualitative research, describes typical challenges faced by students, and offers strategies for fostering student learning and success. Limitations of the approach are discussed and recommendations offered based on lessons learned from practice.

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