Encouraging Disadvantaged Students in Chemistry: Four-Part Harmony (or Disharmony)

• Catherine H. Middlecamp ^[1]
  1. [1] University of Wisconsin–Madison

     University of Wisconsin–Madison

     City of Madison, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 92, Nº 10, 2015, págs. 1589-1592
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • No single factor insures student success in an undergraduate chemistry course. Rather, success involves a complex interplay of the faculty, the students, the curriculum, and the campus climate. When all four “harmonize” to encourage learning, the resulting “melody” brings joy to all who hear it. However, when one player strikes a discord, students suffer and the disharmony is heard through the wider community. This paper, drawn from an awards address at the 2015 ACS National Meeting in Denver, weaves together stories of harmony and disharmony, ones that can help us to better work together to minimize the discords for all involved.