How to Advance Engagement and Equity in STEM
Use these tried-and-true tools to improve equity in science, technology, engineering and math (STEM) education. Test out these ideas using Aktiv Learning today.
The Tools You Need To Help All Students Succeed
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5 Reasons Students Love Aktiv Chemistry
Valentine’s Day is all about celebrating great chemistry, so we’re sharing some reasons higher ed chemistry students love Aktiv Learning.
OpenStax Organic Chemistry from John McMurry
Aktiv Chemistry has been chosen as a supporting technology partner for the forthcoming new edition of Organic Chemistry by John McMurry
Student Survey on STEM Learning
In a nationwide survey of 6,200+ college chemistry students across 440+ colleges and universities, we found textbooks were “not at all helpful” to learning
Making Your Classroom a Joyful Learning Environment
Following up on her recent ACS presentation, Beverly Meinzer shares her journey from lecture-driven to student-centered, explaining the specific ways she has adjusted her approach to engage students. Shifts include recognizing students’ needs for more affordable course materials, positive reinforcement for their efforts, mobile-friendly tech for in-class problem-solving, and empathy for the challenges they face outside the classroom.
Assessments Of, For, and As Learning
Let’s unlock the full impact of assessments! This presentation explains how we can go beyond the usual ‘assessment OF learning.’ By creating contextualized applications, we can improve student understanding, and by introducing metacognitive processes, we can develop lifelong learning capabilities.
ACS Spring 2022 Highlights
Not attending ACS Spring 2022? Check out the research presentation abstracts by Aktiv Chemistry (Chem101) instructors here!
Recipe for Recitation: Best Practices for Discussion Sections
Join a webinar with chemistry faculty Scott Reid (Marquette University) and Tara Todd (Vanderbilt University) on best practices for recitation/discussion sections.
An Alternative to the Misconceptions-View of Learning and Assessment
Dr. Stowe explains the benefit and process of shifting our teaching practices away from considering “incorrect” student answers as indicators of define-able “misconceptions.” If we, instead, assume a “wrong answer” represents a momentary coalescence of small bits of knowledge, we can identify these “bits” and focus instruction on supporting useful “bit” activation across contexts. Dr. Stowe translates evidence and research into productive takeaways for teachers of first and second-year chemistry courses.
