Associate Professor Neiles and Professor Arnett’s Article Published and Selected for ACS Editor’s Choice Michael Bruckler August 26, 2021 - 12:09 pm
August 26, 2021
An article authored by Associate Professor and Chair Kelly Y. Neiles (Department of Chemistry and Biochemistry) and Professor Katy Arnett (Department of Educational Studies) has been published in the Journal of Chemical Education and selected to be part of the American Chemistry Society’s Editor’s Choice Program. As part of the program, the article, “Backward Design of Chemistry Laboratories: A Primer,” will be highlighted on the ACS Editor’s Choice website on August 26, 2021, and made freely available for six months (after which the article will be available through normal subscription channels) thereby increasing the accessibility and potential use of the article.
In the article, Neiles and Arnett provide a primer on how instructors can use Backward Design to develop chemistry laboratory curricula including learning objectives that go beyond chemistry content. In addition to the foundational steps of Backward Design, the article provides curricular considerations that address aspects of teaching and learning that are unique to the field of chemistry and facilitate a more inclusive, scaffolded, and intentional curriculum.
View the full abstract here. Access to full text is available through the library.
August 26, 2021
An article authored by Associate Professor and Chair Kelly Y. Neiles (Department of Chemistry and Biochemistry) and Professor Katy Arnett (Department of Educational Studies) has been published in the Journal of Chemical Education and selected to be part of the American Chemistry Society’s Editor’s Choice Program. As part of the program, the article, “Backward Design of Chemistry Laboratories: A Primer,” will be highlighted on the ACS Editor’s Choice website on August 26, 2021, and made freely available for six months (after which the article will be available through normal subscription channels) thereby increasing the accessibility and potential use of the article.
In the article, Neiles and Arnett provide a primer on how instructors can use Backward Design to develop chemistry laboratory curricula including learning objectives that go beyond chemistry content. In addition to the foundational steps of Backward Design, the article provides curricular considerations that address aspects of teaching and learning that are unique to the field of chemistry and facilitate a more inclusive, scaffolded, and intentional curriculum.
View the full abstract here. Access to full text is available through the library.