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Using Environmental Geology to Teach Research Skills to Undergraduates

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Information about Using Environmental Geology to Teach Research Skills to Undergraduates

Published on October 31, 2007

Author: bonnie.swoger

Source: slideshare.net

Description

Presented at the 2007 GSA conference in Denver, CO
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USING ENVIRONMENTAL GEOLOGY TO TEACH RESEARCH SKILLS TO UNDERGRADUATE STUDENTS Louise S. Zipp, SUNY Geneseo, [email_address] Bonnie J. M. Swoger, SUNY Geneseo, [email_address]

Starting Points Environmental geology interests students in other sciences. The variety of information resources about environmental issues creates instructional opportunities for establishing the credibility of information under different circumstances.

Environmental geology interests students in other sciences.

The variety of information resources about environmental issues creates instructional opportunities for establishing the credibility of information under different circumstances.

Starting Points (con’t) SciFinder Scholar provides access to substance-related data + articles & patents. Active learning techniques engage students & establish basic information retrieval skills in a context relevant to their interests.

SciFinder Scholar provides access to substance-related data + articles & patents.

Active learning techniques engage students & establish basic information retrieval skills in a context relevant to their interests.

CHEM100 Chemistry First Year Experience Introduction to chemistry & biochemistry programs at Geneseo for potential majors Topics include career opportunities, the literature of chemists & biochemists , research opportunities, chemical software, & strategies for success 1 credit; graded S/U; one 75-minute class per week, class size varies (17– 39)

Introduction to chemistry & biochemistry programs at Geneseo for potential majors

Topics include career opportunities, the literature of chemists & biochemists , research opportunities, chemical software, & strategies for success

1 credit; graded S/U; one 75-minute class per week, class size varies (17– 39)

Goals for our Sessions Learn about a real-world application of chemistry in society. Learn to evaluate different types of information about an issue. Learn to retrieve scientific information from broad based and focused indexes. Learn and practice some basic navigational skills on the library website and register for interlibrary loan.

Learn about a real-world application of chemistry in society.

Learn to evaluate different types of information about an issue.

Learn to retrieve scientific information from broad based and focused indexes.

Learn and practice some basic navigational skills on the library website and register for interlibrary loan.

 

Integrative Interdisciplinary Learning Outcomes Ability to: Ask meaningful questions Locate multiple sources Compare & contrast those sources Create an integrative framework

Ability to:

Ask meaningful questions

Locate multiple sources

Compare & contrast those sources

Create an integrative framework

Variety of Information Resources Jones, O.A., Lester, J. N., and Voulvoulis, N. (2005). Pharmaceuticals: a threat to drinking water? TRENDS in Biotechnology, 23(4), 163-167 (via ScienceDirect) Sapona, I. (2006, March 30). Poison pills for the environment. The Toronto Star , p. A22 (via LexisNexis Academic)

Jones, O.A., Lester, J. N., and Voulvoulis, N. (2005). Pharmaceuticals: a threat to drinking water? TRENDS in Biotechnology, 23(4), 163-167 (via ScienceDirect)

Sapona, I. (2006, March 30). Poison pills for the environment. The Toronto Star , p. A22 (via LexisNexis Academic)

In-Class Exercise What are the differences between these two articles ? From a Chemistry perspective, what are the essential issues here? What are chemists doing as a part of this? How to do some basic research on this topic? General periodical database: Academic Search Premier. Boolean operators & truncation. “ Poison Pills for the Environment” “ Pharmaceuticals: a threat to drinking water”

What are the differences between these two articles ?

From a Chemistry perspective, what are the essential issues here? What are chemists doing as a part of this?

How to do some basic research on this topic?

General periodical database: Academic Search Premier.

Boolean operators & truncation.

SciFinder Scholar Sophisticated comprehensive data repository & article index for anything chemical Article coverage back to 1907 or earlier Multiple searching points: chemical name, topic, chemical structure, molecular formula, reaction mechanism Substance data: physical & calculated properties and spectra

Sophisticated comprehensive data repository & article index for anything chemical

Article coverage back to 1907 or earlier

Multiple searching points: chemical name, topic, chemical structure, molecular formula, reaction mechanism

Substance data: physical & calculated properties and spectra

In-Class Exercise Part A: In SciFinder, find the substance sulfamethoxazole (an antibiotic). What types of information are there? How many references? How many toxicological references? Part B: On the Internet, find the same substance in either NIST Chemistry Webbook or the Sigma-Aldrich Catalog. What types of information are available?

Part A: In SciFinder, find the substance sulfamethoxazole (an antibiotic). What types of information are there? How many references? How many toxicological references?

Part B: On the Internet, find the same substance in either NIST Chemistry Webbook or the Sigma-Aldrich Catalog. What types of information are available?

In-Class Exercise (con’t) Part C: Using the Internet locate another source of information about your substance. What information is there and how reliable is it? Lastly: How do these sources differ? Which would be a better resource for a term paper assigned in a chemistry class?

Part C: Using the Internet locate another source of information about your substance. What information is there and how reliable is it?

Lastly: How do these sources differ? Which would be a better resource for a term paper assigned in a chemistry class?

Free Internet Sources NIST Chemistry WebBook Sigma-Aldrich Catalog Student located sources: National Library of Medicine Wikipedia ChemFinder.com

NIST Chemistry WebBook

Sigma-Aldrich Catalog

Student located sources:

National Library of Medicine

Wikipedia

ChemFinder.com

Active Learning Techniques Students were given an opportunity to evaluate information, develop search strategies, and interpret search results: building a mental model of the research process Evaluation of information sources and search practice. Team work & presentations

Students were given an opportunity to evaluate information, develop search strategies, and interpret search results: building a mental model of the research process

Evaluation of information sources and search practice.

Team work & presentations

Assessment Brief assessment of learning outcomes Student were able to use Academic Search Premier to locate article information About 85% of students were able to effectively evaluate the credibility of a given article Student Attitudes “ I learned of different databases that can help me in research. I learned how to tell if a source is credible.” “ Finding articles on a variety of topics is much easier than I thought” “ I all ready knew how to search databases for information.”

Brief assessment of learning outcomes

Student were able to use Academic Search Premier to locate article information

About 85% of students were able to effectively evaluate the credibility of a given article

Student Attitudes

“ I learned of different databases that can help me in research. I learned how to tell if a source is credible.”

“ Finding articles on a variety of topics is much easier than I thought”

“ I all ready knew how to search databases for information.”

Conclusion Successfully engaged freshman considering a chemistry/biochemistry major in a real-world issue Used active learning techniques and SciFinder Scholar in a freshman class Organic Chemistry lab sessions will build on this material in students’ 2 nd year. Special thanks to Dr. Jim Boiani from the SUNY Geneseo Chemistry Department for giving us this opportunity.

Successfully engaged freshman considering a chemistry/biochemistry major in a real-world issue

Used active learning techniques and SciFinder Scholar in a freshman class

Organic Chemistry lab sessions will build on this material in students’ 2 nd year.

Special thanks to Dr. Jim Boiani from the SUNY Geneseo Chemistry Department for giving us this opportunity.

For additional information, see http://www.geneseo.edu/~swoger/GSA2007

http://www.geneseo.edu/~swoger/GSA2007

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