Increasing Chemistry Content Engagement by Implementing Polymer Infusion into Gatekeeper Chemistry Courses

• Cherie M. Avent ^[1] ; Ayesha S. Boyce ^[1] ; Richard LaBennett ^[2] ; Darlene K. Taylor ^[2]
  1. [1] University of North Carolina at Greensboro

     University of North Carolina at Greensboro

     Township of Morehead, Estados Unidos

     
  2. [2] North Carolina Central University

     North Carolina Central University

     Township of Durham, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 95, Nº 12, 2018, págs. 2164-2171
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Mastery of core chemistry content is a degree requirement for several STEM majors. Gatekeeper courses, like general and physical chemistry, have a history of weeding out struggling students, and often underrepresented groups underperform. While gatekeeper courses ensure students are prepared for STEM degrees, it is essential they do not create undue obstacles or dampen interest in STEM. This article describes the implementation and evaluation of efforts to infuse polymer science into a two-semester sequence of general and physical chemistry courses. Survey and focus group data revealed positive feedback from students. Also, improved student mastery of polymer concepts and knowledge was demonstrated in pre- and postassessments. Ultimately, these initial efforts provided students with additional foundational skills and increased engagement with chemistry content.