Integrating Chemical Information Instruction into the Chemistry Curriculum on Borrowed Time: A Multiyear Case Study of a Capstone Research Report for Organic Chemistry

Autor/inn/en	Jacobs, Danielle L.; Dalal, Heather A.; Dawson, Patricia H.
Titel	Integrating Chemical Information Instruction into the Chemistry Curriculum on Borrowed Time: A Multiyear Case Study of a Capstone Research Report for Organic Chemistry
Quelle	In: Journal of Chemical Education, 93 (2016) 3, S.444-451 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.5b00424
Schlagwörter	Science Instruction; Chemistry; Organic Chemistry; College Science; Curriculum; Biochemistry; College Students; College Faculty; Librarians; Information Literacy; Research Reports; Assignments; Student Attitudes; Technology Uses in Education; Learning Modules; Online Searching; Primary Sources; Writing Across the Curriculum; Program Evaluation; Curriculum Development; Grading; Pharmacology; New Jersey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Organische Chemie; Curricula; Lehrplan; Rahmenplan; Biochemie; Collegestudent; Fakultät; Librarian; Bibliothekar; Bibliothekarin; Informationskompetenz; Research report; Forschungsbericht; Assignment; Auftrag; Zuweisung; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning module; Lernmodul; Online-Recherche; Primärquelle; Programme evaluation; Programmevaluation; Curriculum; Development; Curriculumentwicklung; Entwicklung; Notengebung; Schulnote; Arzneikunde
Abstract	To develop information literacy skills in chemistry and biochemistry majors at a primarily undergraduate institution, a multiyear collaboration between chemistry faculty and librarians has resulted in the establishment of a semester-long capstone project for Organic Chemistry II. Information literacy skills were instilled via a progressive research report, supported by a comprehensive modular virtual tutorial catered toward Rider University students, on the efficient use of "SciFinder" and related tasks for searching and using the primary literature. Over a six-year period, both the research report and the tutorial modules have been cyclically evaluated, assessed, and revised in order to meet our student learning objectives. This article describes the assessment-driven evolution of the research report assignment between 2010 and 2015, as well as student perceptions and learning outcomes. The technological development, feedback-driven revisions, and assessment of student learning outcomes of the "SciFinder" tutorial series have been included in a companion article in this "Journal." [For "Integrating Chemical Information Instruction into the Chemistry Curriculum on Borrowed Time: The Multiyear Development and Evolution of a Virtual Instructional Tutorial," see EJ1093732.] (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01