{"id":1581,"date":"2012-10-24T02:10:11","date_gmt":"2012-10-24T06:10:11","guid":{"rendered":"https:\/\/mitcet.mit.edu:443\/?p=1581"},"modified":"2024-12-19T17:02:36","modified_gmt":"2024-12-19T22:02:36","slug":"chemistry-bridge","status":"publish","type":"post","link":"https:\/\/mitcet.mit.edu\/2012\/10\/24\/chemistry-bridge\/","title":{"rendered":"Chemistry Bridge"},"content":{"rendered":"
Modules for self-paced learning and review of complex and recurring core concepts<\/div>\n

\u201cChemistry Bridge will allow digital resources to complement what I do one-on-one\u201d<\/p>\n

\u2014John Essigmann, Leitch Professor of Chemistry and Biological Engineering<\/div>\n<\/blockquote>\n

The opportunity:<\/h3>\n

Across the sciences, certain key concepts have traditionally proven challenging for students at all levels. These concepts are typically taught in introductory classes, but faculty must review them repeatedly in advanced classes across the curriculum. The Chemistry Bridge project is developing self-paced modules to assist mastery of these key concepts outside the classroom setting. The modules can be used independently by students, or as a faculty tool to supplement instruction.<\/p>\n

The project:<\/h3>\n

Students visit the Chemistry Bridge web site (currently under development) and take a \u201cpre-test\u201d to assess their understanding of the subtopics that constitute a core concept. Upon submitting their responses, students are presented with a \u201clearning pathway\u201d\u2014a curated set of web sites, videos and simulations that have been selected to address that student\u2019s learning goals. After completing the steps in the pathway, the student takes a \u201cpost-test\u201d to assess how well they understood the concept.<\/p>\n

Areas of innovation:<\/h3>\n

These modules are expected to advance teaching and learning at several levels:<\/p>\n