Spotlight on Learning, March 6 to 7, is an annual universitywide "show and tell" about best learning-centered practices. Outlook is bringing you a sneak peek with profiles of participating faculty members appearing in each issue through March 5.

Spotlight on Learning: Chemical reactions

By Susan Green

During a workshop on managing class time, offered by the Center for Teaching Excellence, Martha Kline, associate professor of chemistry at the Lancaster campus, experienced a "lightbulb" moment.

"I began teaching chemistry the way I was taught, which was very teacher-centered," Kline said. "This approach didn't seem very effective, though, and I thought about ways to improve both the physical space and the class format."

Armed with ideas from the workshop and inspired by last year's Spotlight on Learning, Kline moved toward a more student-centered format that shifted responsibility for "first exposure" to course material to the students. She created take-home packets for her students containing reading assignments and exercises that cover the basic concepts. Kline said this allowed her to spend more class time helping students process the material, the most difficult part of learning chemistry.

After re-focusing her teaching format, Kline turned her attention to the physical needs of the classroom. Fortunately, the building housing the chemistry laboratories was under renovation, giving her the opportunity to design a new science classroom. "I wanted a hybrid of a classroom and lab," she said. "A room that allowed for demonstrations, hands-on activities, discussion and access to the Internet for Web-based activities."

The new classroom features an instructor's table for demonstrations, eight lab tables that accommodate four students each, and soon, a computer, projector, DVD/VCR and an ELMO visual presenter.

Spotlight on Learning: Voice of the people By Susan Green Travel opportunities for undergraduates abound and many provide cultural and educational experiences. But a growing number of these experiences give undergraduates the chance to do qualitative field research. David Lucas, assistant professor of communication at Ohio University's Southern campus, gives undergraduates their first exposure to the world of research and an opportunity to apply what they learn in class through a research method he developed called "folknography." "Folknography is the outgrowth of something that I've been doing for many years," Lucas said. "It's a method used to gather information and to describe and understand the social realities of a community, from the perspective of its citizens." Not only are students exploring another culture with a practical purpose in mind, they are also encouraged to pursue their own interests when documenting what they see and hear. Many write narratives or poetry, make digital recordings or take photographs that reflect the perceptions and ideas of the people in the community. During spring break Lucas and his students will travel to the Dominican Republic to assess the medical needs of a small community. The student researchers will talk with community members about their need for a medical clinic and the type of services a clinic should offer. Once the research project is completed they will present their findings and recommendations to the mayor. To see folknography at work visit the Equine World research project in the United Kingdom Web site at www.southern.ohiou.edu/ia/equ_world/

Kline's students were already working in groups, but this new set-up facilitates a wider range of active learning activities. Students have freedom to move around and participate in other groups. Kline also walks around the classroom observing and offering assistance. She encourages her students to ask questions and to work together to learn concepts and their applications.

A project under development links general chemistry and society. Working in groups, students will identify a topic, gather information regarding the fundamental principles of chemistry involved and describe issues relevant to making responsible decisions regarding the topic. The students will prepare posters summarizing their findings and present their work in a mock poster session. The class will vote on the best presentation.

Kline said her students feel frustrated when they struggle to figure something out on their own, but they feel challenged to learn.

"I'm cultivating an environment where students are engaged and feel comfortable taking risks. I want them to gain confidence in presenting their ideas and to become more involved with their own learning," she said.

Susan Green is a writer with University Communications and Marketing.