USING ENVIRONMENTAL GEOLOGY TO TEACH RESEARCH SKILLS TO UNDERGRADUATE STUDENTS Louise S. Zipp, SUNY Geneseo,  [email_addre...
Starting Points <ul><li>Environmental geology interests students in other sciences. </li></ul><ul><li>The variety of infor...
Starting Points (con’t)  <ul><li>SciFinder Scholar provides access to substance-related data + articles & patents. </li></...
CHEM100 Chemistry First Year Experience <ul><li>Introduction to chemistry & biochemistry programs at Geneseo for potential...
Goals for our Sessions <ul><li>Learn about a real-world application of chemistry in society. </li></ul><ul><li>Learn to ev...
 
Integrative Interdisciplinary Learning Outcomes <ul><li>Ability to: </li></ul><ul><ul><li>Ask meaningful questions </li></...
Variety of Information Resources <ul><li>Jones, O.A., Lester, J. N., and Voulvoulis, N. (2005).  Pharmaceuticals: a threat...
In-Class Exercise <ul><li>What are the differences between these two articles ? </li></ul><ul><li>From a Chemistry perspec...
SciFinder Scholar  <ul><li>Sophisticated comprehensive data repository & article index for  anything  chemical </li></ul><...
In-Class Exercise <ul><li>Part A: In SciFinder, find the substance sulfamethoxazole (an antibiotic). What types of informa...
In-Class Exercise (con’t) <ul><li>Part C: Using the Internet locate another source of information about your substance. Wh...
Free Internet Sources <ul><li>NIST Chemistry WebBook </li></ul><ul><li>Sigma-Aldrich Catalog </li></ul><ul><li>Student loc...
Active Learning Techniques <ul><li>Students were given an opportunity to evaluate information, develop search strategies, ...
Assessment <ul><li>Brief assessment of learning outcomes  </li></ul><ul><ul><li>Student were able to use Academic Search P...
Conclusion <ul><li>Successfully engaged freshman considering a chemistry/biochemistry major in a real-world issue </li></u...
For additional information, see <ul><li>http://www.geneseo.edu/~swoger/GSA2007 </li></ul>
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Using Environmental Geology to Teach Research Skills to Undergraduates

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Using Environmental Geology to Teach Research Skills to Undergraduates

  1. 1. 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]
  2. 2. Starting Points <ul><li>Environmental geology interests students in other sciences. </li></ul><ul><li>The variety of information resources about environmental issues creates instructional opportunities for establishing the credibility of information under different circumstances. </li></ul>
  3. 3. Starting Points (con’t) <ul><li>SciFinder Scholar provides access to substance-related data + articles & patents. </li></ul><ul><li>Active learning techniques engage students & establish basic information retrieval skills in a context relevant to their interests. </li></ul>
  4. 4. CHEM100 Chemistry First Year Experience <ul><li>Introduction to chemistry & biochemistry programs at Geneseo for potential majors </li></ul><ul><li>Topics include career opportunities, the literature of chemists & biochemists , research opportunities, chemical software, & strategies for success </li></ul><ul><li>1 credit; graded S/U; one 75-minute class per week, class size varies (17– 39) </li></ul>
  5. 5. Goals for our Sessions <ul><li>Learn about a real-world application of chemistry in society. </li></ul><ul><li>Learn to evaluate different types of information about an issue. </li></ul><ul><li>Learn to retrieve scientific information from broad based and focused indexes. </li></ul><ul><li>Learn and practice some basic navigational skills on the library website and register for interlibrary loan. </li></ul>
  6. 7. Integrative Interdisciplinary Learning Outcomes <ul><li>Ability to: </li></ul><ul><ul><li>Ask meaningful questions </li></ul></ul><ul><ul><li>Locate multiple sources </li></ul></ul><ul><ul><li>Compare & contrast those sources </li></ul></ul><ul><ul><li>Create an integrative framework </li></ul></ul>
  7. 8. Variety of Information Resources <ul><li>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) </li></ul><ul><li>Sapona, I. (2006, March 30). Poison pills for the environment. The Toronto Star , p. A22 (via LexisNexis Academic) </li></ul>
  8. 9. In-Class Exercise <ul><li>What are the differences between these two articles ? </li></ul><ul><li>From a Chemistry perspective, what are the essential issues here? What are chemists doing as a part of this? </li></ul><ul><li>How to do some basic research on this topic? </li></ul><ul><ul><li>General periodical database: Academic Search Premier. </li></ul></ul><ul><ul><li>Boolean operators & truncation. </li></ul></ul>“ Poison Pills for the Environment” “ Pharmaceuticals: a threat to drinking water”
  9. 10. SciFinder Scholar <ul><li>Sophisticated comprehensive data repository & article index for anything chemical </li></ul><ul><li>Article coverage back to 1907 or earlier </li></ul><ul><li>Multiple searching points: chemical name, topic, chemical structure, molecular formula, reaction mechanism </li></ul><ul><li>Substance data: physical & calculated properties and spectra </li></ul>
  10. 11. In-Class Exercise <ul><li>Part A: In SciFinder, find the substance sulfamethoxazole (an antibiotic). What types of information are there? How many references? How many toxicological references? </li></ul><ul><li>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? </li></ul>
  11. 12. In-Class Exercise (con’t) <ul><li>Part C: Using the Internet locate another source of information about your substance. What information is there and how reliable is it? </li></ul><ul><li>Lastly: How do these sources differ? Which would be a better resource for a term paper assigned in a chemistry class? </li></ul>
  12. 13. Free Internet Sources <ul><li>NIST Chemistry WebBook </li></ul><ul><li>Sigma-Aldrich Catalog </li></ul><ul><li>Student located sources: </li></ul><ul><ul><li>National Library of Medicine </li></ul></ul><ul><ul><li>Wikipedia </li></ul></ul><ul><ul><li>ChemFinder.com </li></ul></ul>
  13. 14. Active Learning Techniques <ul><li>Students were given an opportunity to evaluate information, develop search strategies, and interpret search results: building a mental model of the research process </li></ul><ul><li>Evaluation of information sources and search practice. </li></ul><ul><li>Team work & presentations </li></ul>
  14. 15. Assessment <ul><li>Brief assessment of learning outcomes </li></ul><ul><ul><li>Student were able to use Academic Search Premier to locate article information </li></ul></ul><ul><ul><li>About 85% of students were able to effectively evaluate the credibility of a given article </li></ul></ul><ul><li>Student Attitudes </li></ul><ul><ul><li>“ I learned of different databases that can help me in research. I learned how to tell if a source is credible.” </li></ul></ul><ul><ul><li>“ Finding articles on a variety of topics is much easier than I thought” </li></ul></ul><ul><ul><li>“ I all ready knew how to search databases for information.” </li></ul></ul>
  15. 16. Conclusion <ul><li>Successfully engaged freshman considering a chemistry/biochemistry major in a real-world issue </li></ul><ul><li>Used active learning techniques and SciFinder Scholar in a freshman class </li></ul><ul><li>Organic Chemistry lab sessions will build on this material in students’ 2 nd year. </li></ul><ul><li>Special thanks to Dr. Jim Boiani from the SUNY Geneseo Chemistry Department for giving us this opportunity. </li></ul>
  16. 17. For additional information, see <ul><li>http://www.geneseo.edu/~swoger/GSA2007 </li></ul>

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