Chemical Education

I designed the studio general chemistry course to integrate the typically separate and unique lecture and laboratory courses. The studio course provides students with a learning community (they have the same GSI for both lab and discussion) and a total class size of only 100. Students also engage in unique hands-on learning activities. A more traditional emphasis on exams is replaced by a Water Chemistry project where students acquire a realistic research experience.

Integrating undergraduate research opportunities into introductory courses also led to the creation of the Honors Cup challenge in the 216H course. Student teams propose a three -step synthesis for a small organic molecule. Proposals are peer reviewed and the top four projects are selected for students to try.

I am also in charge of the midterm GSI feedback. CHEM 125, 130, 210, 211, and 216 GSIs are given feedback on aspects of their teaching. The goal is for GSIs to get feedback from their students while they can use it (as opposed to after the semester is over.) It can be a great opportunity to start a dialog with students about how their learning can be improved as well as to catch something simple that GSIs can do to make their experience even better.

Evaluating methods to improve teaching in engineering. C.J. Finelli, A.C. Gottfried, M.L. Kaplan, V.M. Mesa, C. M. O'Neal, M.E. Piontek, Proceedings of the ASEE Annual Conference and Exposition, Chicago, IL. June 18-21, 2006.

Design and Implementation of a Studio-Based General Chemistry Course at the University of Michigan. A.C. Gottfried, R.D. Sweeder, J.M. Bartolin, J.A. Hessler, B.P. Reynolds, I.C. Stewart, B.P. Coppola, and M.M. Banaszak Holl, J. Chem. Educ. 2007, 84, 265-270.

The Great Wakonse Earthquake of 2003! A short, problem-based introduction to the titration concept. B.P. Coppola, A.C. Gottfried, R.L. Gdula, A.L. Kiste, N.W. Ockwig, J. Chem. Educ. 2006, 83, 600-603.