Abstract:

The Interactive Network of Inorganic Chemists (IONiC) has worked with inorganic chemistry instructors across the country through a two-year Fellows program. IONiC’s research with the Fellows aims to provide insight into how course reform impacts student learning. Data was collected from student surveys, student responses to content-based questions, student exam performance, faculty interviews, and video recordings of class sessions. An analysis of student responses to conceptual questions on molecular orbital theory and conductivity in solids has contributed to new pedagogical content knowledge in inorganic chemistry, which is being used to develop more effective curricular materials. The association between student motivation and learning was also examined, reaffirming the importance of intrinsic motivation for learning. Faculty interviews provide insight into the types of support that can lead to faculty change. This work shows how a community of practice can be leveraged to understand the inorganic chemistry classroom, engage faculty, and ultimately advance student learning.

About the Speaker:

Dr. Stewart is a leader of an international inorganic chemistry community of practice called IONiC (www.ionicviper.org). She is studying how professional communities enable faculty to engage in more effective teaching practices, and how changes in teaching practice impact student learning, motivation, and self-confidence.

Dr. Stewart received her B.A. in Chemistry from Kalamazoo College and her Ph.D. from the University of California, Berkeley with Professor Richard A. Andersen. She is a faculty member in the chemistry department at Hope College where she has worked with 70 undergraduate research students. She started her adventures in chemical education as part of the NSF-sponsored ChemLinks consortium in the mid 90’s. Although she thinks balance is a crock, she does believe in spending time with her family, working for safety and rights in her community, and fitness training at the gym.