Introducing Undergraduate Students to Electrochemistry: A Two-Week Discovery Chemistry Experiment

2008 ◽  
Vol 85 (8) ◽  
pp. 1116 ◽  
Author(s):  
Lisa P. Nestor ◽  
Mauri A. Ditzler ◽  
Kenneth V. Mills ◽  
Richard S. Herrick ◽  
Louise W. Guilmette ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Chemistry Experiment

The development of Chinese undergraduate students’ competence of scientific writing in the context of an advanced organic chemistry experiment course

2019 ◽  
Vol 20 (1) ◽  
pp. 270-287 ◽  
Author(s):  
Yang Deng ◽  
Gregory J. Kelly ◽  
Lishi Xiao
Keyword(s):  
Organic Chemistry ◽  
Undergraduate Students ◽  
Scientific Information ◽  
Scientific Writing ◽  
Scientific Practices ◽  
Chemistry Experiment ◽  
Development Of Students

This study examines scientific practices associated with scientific writing in organic chemistry in China. Although there is rapidly growing literature on the features and strategies of scientific writing, further research in this area is needed to recognize and treat scientific writing as a social endeavor to evaluate it in a more comprehensive and detailed way in order to effectively convey scientific information to readers. This study shared these important premises and attempted to investigate the development of Chinese undergraduate students’ competence of scientific writing. Twenty-two undergraduate students majoring in chemistry participated in this study. They experienced a researcher-intervenedAdvanced Organic Chemistry Experimentcourse and were asked to write scientific articles on the six course experiments. Their scientific writings were analyzed based on normativity, objectivity, and logicality. These dimensions of the development of students’ competence in scientific writing during the course were portrayed. This study suggested that student's development in scientific writing can be divided into categories, demonstrating the importance and implications of teaching “learn to write” in science.

Exploring Drug Diffusion through a Membrane: A Physical Chemistry Experiment for Health and Life Sciences Undergraduate Students

2015 ◽  
Vol 92 (5) ◽  
pp. 924-927 ◽  
Author(s):  
Isabel A. C. Ribeiro ◽  
Célia M. C. Faustino ◽  
Rita C. Guedes ◽  
António J. I. Alfaia ◽  
Maria H. L. Ribeiro
Keyword(s):  
Physical Chemistry ◽  
Undergraduate Students ◽  
Life Sciences ◽  
Drug Diffusion ◽  
Chemistry Experiment

An Educational Module to Explore what is the Role of an Electrolyte in an Electrochemical cell

2012 ◽  
Vol 1472 ◽  
Author(s):  
Christian Menéndez ◽  
Liz Díaz-Vázquez ◽  
Ana-Rita Mayol ◽  
Carlos R. Cabrera
Keyword(s):  
Fuel Cells ◽  
Undergraduate Students ◽  
Electrochemical Cell ◽  
Electrolyte Solutions ◽  
Assessment Tools ◽  
Strong Electrolyte ◽  
Educational Module ◽  
Energy Devices ◽  
Chemistry Experiment

ABSTRACTA general chemistry experiment has been adapted in which electrochemical principles in fuel cells are applied to the curriculum, thus bringing research into the classroom. It is well documented that students struggle in understanding redox reactions, in particular when applied to an electrochemical cell. There are three basic concepts needed to analyze these energy devices: anode, cathode and electrolyte.In the proposed experiment, undergraduate students explored the role on an electrolyte in an electrochemical cell. Inquiry based methods were used to introduce the experiment. Explanations of fundamental electrochemical concepts involved in fuel cells were introduced to the students with pre- and post-laboratory activities and experimental results discussions. The lesson for the experiment “role of an electrolyte in an electrochemical cell” was planned to improve students’ technological skills and application of knowledge acquired in daily life. The battery was made using household materials: zinc, copper and napkin paper soaked in different electrolyte solutions. Students correlated the voltage of the cells with the substances being used in the experiment and classified these as strong electrolyte, weak electrolyte or non electrolyte. A variety of assessment tools were designed and incorporated during the experience to probe students understanding in the main topics and to identify the struggles during their learning process.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Engaging Undergraduate Students in Child Language Research

2014 ◽  
Vol 17 (1) ◽  
pp. 4-16
Author(s):  
Jade H. Coston ◽  
Corine Myers-Jennings
Keyword(s):  
Undergraduate Students ◽  
Student Growth ◽  
Process Data ◽  
Research Knowledge ◽  
Research Dissemination ◽  
Language Sampling ◽  
Language Research ◽  
Language Sample Analysis ◽  
Turn Taking ◽  
Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

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