“Science learning is an active process, the teacher’s task necessarily involves more than the mere dissemination of information. …the teacher’s fundamental task is to get students to engage in learning activities that are likely to result in their achieving these outcomes, …it is helpful to remember that what the student does is actually more important in determining what’s learned than what the teacher does.”

Shuell, T. (1986). Review of Educational Research, 56(4), 411-436.

This quote sums up my teaching philosophy. My goal is to establish a classroom climate and culture that supports students as they prepare for the hard work of learning. Most of this work is done outside of the classroom and by the student. I must use the limited time I have with the students in class or discussion to prepare for this work. My teaching has been heavily influenced by the the following:

> Bain, K. (2004).  What the Best College Teachers Do, Cambridge, MA: Harvard University Press.

> Biggs, J.B. (1996). Enhancing teaching through constructive alignment, Higher Education, 32, 347 – 364.

> Biggs, J.B. (2003). Teaching for Quality Learning at University, 2nd Ed., Buckingham: Open University

    Press.

> Prosser, M., & Trigwell, K. (1999). Understanding Learning and Teaching:  The Experience in Higher        

    Education. Buckingham, UK:  Open University Press.

> Ramsden, P. (2003).  Learning to Teach in Higher Education, 2nd Ed., London: Routledge.

The links below open a copy of the syllabus and learning objectives for my recent courses. In these documents I have tried to enact what I have learned from the readings above.

Chemistry 351 - Introduction to Physical Chemistry

351 Syllabus Pentecost F12.pdf

Chemistry 115 - General Chemistry I

115 Syllabus Pentecost F11.pdf            CHM 115 F11 Objectives.pdf

Chemistry 116 - General Chemistry II

116 Syllabus Pentecost W11.pdf       CHM 116 Objectives W11 Tro 2nd Edition.pdf