1. More than Lab Reports: Integrating Information Literacy and Writing-to-Learn in Organic Chemistry Labs Tiffany Turner, Baylor, Doctoral Candidate, Chemistry (Assistant Professor, Erskine College, January 2009) Carol Schuetz, Library, Baylor Glenn Blalock, Professional Writing, Baylor

2. Today: Two Stories About a successful curricular transformation, integrating assignments and activities that focus on – significant learning (learning that lasts) – information literacy – writing in the disciplines About change in contexts that are structurally resistant and/or systemically indifferent

3. Our plan for today Contexts / Background The Challenges: OChem Lab “before” Solutions: OChem Lab “after” The sequence: what, how, and why So what? Now what? Questions and Discussion

4. Contexts / Background University Library WAC “Teaching Commons” Sciences / Chem / OChem

5. Challenges: OChem Before One semester organic chemistry lab (2 credit) Curricular “Fit” Students Curriculum Coordination Supervision Reputation

6. Solutions: OChem After A story of a semester Objectives Beyond a basic exposure to techniques common to organic chemistry labs, we chose to focus on: –Using writings to expand understanding of chemical concepts associated with reactions performed in the lab –Introducing and developing “information literacy,” exposing students to chemistry scholarship –Transfer (expand) learning from this course to other courses and careers

7. Solutions: OChem After Overview of sequence : Introductions to course (Re)introduction to library and Info literacy Reading a journal article Writing assignments related to lab experiments Abstract Introduction Results & Discussion Experimental Library- database searching Complete journal article related to final lab experiments Portfolio, Reflective overview and Interview

8. Solutions: OChem After The Library: Undiscovered Territory Introducing Information Literacy Develop discerning information users Good information vs bad information Selection criteria

9. Solutions: OChem After Library: Information Literacy

10. Solutions: OChem After Library: Information Literacy

11. Solutions: OChem After Library Scavenger Hunt “Fun” activity Introduce students to library Familiarize students with resources

12. Solutions: OChem After OChem Lab Assignments and Activities Reading a Chemistry Article Analyzing the parts of a journal article Peer review Practice writing the parts of a journal article Experimental Results & Discussion Introduction Abstract

13. Solutions: OChem After Preparing for the Research / Writing Assignment Return to the Library: Information Resources If not the internet, where? Library information resources Electronic Databases Scholarly vs. Trade

17. Solutions: OChem After Using Research to Write Journal Article A sequence Experimental Results & Discussion Introduction Abstract

18. Solutions: OChem After Final Portfolio Reflection / Metacognition Reflective Overview –on learning about chemistry through writing and research –on expanded information literacy

19. What Happened? How Do We Know? Pre / post surveys during semester Focus groups After-course online surveys Reflections / Interviews (pending) Student Writings (pending)

20. So What? Now What? The rest of the story

21. Fall 06 Spring 07 Summer 07 Fall 07 Spring 08 control

22. Fall 06 Spring 07 Summer 07 Fall 07 Spring 08 control

23. Questions? Discussion

24. Anything from here on is not part of the slide show, but is part of whatever resources we offer online?

25. Student Response

26. What follows is all addendum/notes/references We may put this on website?

42. What I’ve learned Two months is not enough time to revamp a course Organization is key – Consistency of grading (rubrics and answer keys) – Consistency of communication (TAs, professors, students) Teamwork and collaboration – Teaching commons group was an invaluable resource – Professors willing to try something new and support it Open to critical statements – Student rebellion Students will rise up to high standards – Summer-Fall 2006: 60% passing rate – Spring-Summer 2007: 85% passing rate Emphasize team work and writing for understanding Student comments: Very helpful but wanted more reviews from TAs (experts) Future: weave peer reviews (student and TA) into all assignments (in-class or as take-home)