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CHED 1
Chemistry knowledge nursing students need to be prepared for today's
nursing practice
Louise F. Timmer, Department of Nursing, President, American Nurses Association
of California, CSU, Sacramento, 6000 J Street, Sacramento, CA 95819, Fax: 916-
965-5605,
The educational preparation of nurses must include a solid understanding of the
biochemistry of the human body. Nursing practice includes the administration of
drugs and assessment of the biochemical interactions of multiple drug therapy,
physical assessment of metabolic homeostasis and its compromised conditions,
interpretation of patient laboratory profiles, recognition of clinical symptoms
produced by biochemical imbalances, an understanding of the biochemical reactions
in cells that are infected with pathogens, affected by trauma or cellular altered
growth and the progression of the disease or condition on the individual.
The prerequisite chemistry course that would be most beneficial for the preparation
of nurses is an integrated chemistry course that includes inorganic, organic and
biochemistry content. A five unit course with a laboratory component is needed that
applies the chemistry content to conditions of the human body in wellness and
illness. An integrated chemistry course would provide the nursing students with an
excellent foundation to learn the pathophysiology of diseases, treatments and
recovery processes in the nursing program
CHED 2
Covering GOB's of chemistry: An integrative strategy
S. Todd Deal and Laura D. Frost, Department of Chemistry, Georgia Southern
University, PO Box 8064, Statesboro, GA 30460, Fax: 912-681-0699,
The topic of what material should be covered in the allied health chemistry course is
a longstanding issue in chemistry and has resulted in a syllabus that is a
smorgasbord of topics intended to enrich the knowledge base of future healthcare
professionals. The reality is that the course contains an overwhelming amount of
information that is delivered too quickly to allow assimilation, much less learning! We
will discuss the historical development of the "recommended" syllabus and provide
specific examples of a novel integrated approach that we've developed to highlight
the relevant topics without sacrificing the fundamentals.
CHED 3
A capstone project linking concepts in a GOB course: The molecule project
CLASSROOM CLASSROOM CLASSROOM
,CLASSROOM CLASSROOM CLASSROOM
Laura D. Frost and S. Todd Deal, Department of Chemistry, Georgia Southern
University, P.O. Box 8064, Statesboro, GA 30460, Fax: 912-681-0699,
A molecule project has been instituted in a one-semester GOB course in an effort to
link course concepts. Each student receives the name of a different biologically active
molecule during the first week of class. Over the course of the semester topics
covered in the class are applied to the molecule assigned. These topics include the
molecule's Lewis structure, three-dimensional ball and stick representation,
functional groups, chiral centers, water solubility, chemical reactivity, and biological
relevance. Preliminary portions of the project are submitted during the semester to
monitor progress. A final written project is submitted near the end of the semester
containing all topics. This project was inspired by Tracy's Molecular Model Project
(Tracy, H.J., J. Chem. Educ., 1998, 75, 1442-1444.). The results of a student survey
assessing whether students think the molecule project helped them make
connections throughout the course as well as other student comments will be
presented.
CHED 4
Reading, writing, and chemistry: Incorporating general education pedagogy
into a single semester GOB course
Jennifer Whiles Lillig, Department of Chemistry, Sonoma State University, 1801 E.
Cotati Ave., Rohnert Park, CA 94928,
A recent decline in the number of nurses across the nation has been a driving force
behind the compression of the full-year GOB course into a single semester. In
addition, the GOB course at Sonoma State has been designed to meet the physical
science general education (GE) requirement in order to reduce the overall unit load
for students interested in entering the SSU nursing program. A general education
course must meet specific requirements that include enhancing students' abilities to
1) write and speak, 2) work in groups, and 3) be informed citizens. The use of case
studies and writing assignments to meet these goals will be presented. This talk will
also address GOB topics that have been included/removed from the semester in
order to provide the time to address the GE goals, as well as the manner in which
the activities have been modified for a large class size.
CHED 5
Diagnosing the problem: Using case studies in GOB courses
Colleen Kelley, Department of Chemistry, Pima Community College, 2202 W.
Anklam Rd., E203, Tucson, AZ 85709, Fax: 520-206-6902,
The case studies approach to teaching the GOB course is particularly effective
because it is so conducive to clinical situations. Most of the students in the GOB
courses are pursuing careers in the allied health arena and are both surprised and
excited to make the connections between their chosen careers and chemistry.
CLASSROOM CLASSROOM CLASSROOM
,CLASSROOM CLASSROOM CLASSROOM
Learning through case studies is integrative and dimensional. Students are able to
suggest a solution (or a diagnosis) to a case study based on chemical concepts
presented throughout the course.
CHED 6
Teaching nursing students organic chemistry and biochemistry “from the
top down”: Integrating molecular and biochemical with the practical
Lori Isom, Department of Chemistry, University of Central Arkansas, Laney Hall,
Conway, AR 72035,
In contrast to traditional teaching methods, teaching chemistry from the top down,
involves integrating the topics that pique student curiosity into the teaching of the
concept objectives at the beginning and not just as addendums or interesting trivia.
For example, an in-depth discussion of the enzyme alcohol dehydrogenase (ADH) is
incorporated first when discussing the importance of molecular geometry. Then
functional groups are introduced by discussing the chemical basis for hangovers,
methanol, and ethylene glycol toxicity. Then, these topics are related to alcohol
metabolism and a discussion of the biochemical basis of fetal alcohol syndrome.
Later ADH is revisited and its 3D structures investigated when we discuss protein
structure, enzyme specificity, and classification. This consistency in the subject
matter allows the students to see the same subject from a variety of perspectives,
revealing the depth and the complexity of biological systems as well as reinforcing
the relevance of organic and biochemistry.
CHED 7
What is your drug?
William A. Wallace, Department of Science and Mathematics, Barton College, P.O.
Box 5000, Wilson, NC 27893,
I have taught a one-semester organic and biochemistry course to predominately
nursing students the past ten years. The college has currently adopted an engaged
learning format across the campus. I will present a brief overview of how the course
has changed the past ten years with emphasis on the latest material, which fits in
with the new edict. I have adopted a molecular model approach in which students
gain ownership of a pharmaceutical the first day of class. The students determine the
molecular formula and molecular structure of the compound. Molecular models are
made using hand-held models and computer models are drawn using Wavefunction
software. Additional properties are investigated using Drug Bank, which gives
information about the drug target. At the completion of the project,which counts one
third of the grade, the students do a presentation on their findings.
CHED 8
Chemistry for nurses: GOBs of fun in one semester
CLASSROOM CLASSROOM CLASSROOM
, CLASSROOM CLASSROOM CLASSROOM
Koni Stone, Department of Chemistry, California State University, Stanislaus, 801
West Monte Vista Avenue, Turlock, CA 95382, Fax: 209-667-3845,
We recently redesigned our pre-nursing chemistry and biochemistry class to fit into a
five credit hour course that includes a lab. While working closely with the Nursing
Department faculty, we jointly determined what chemistry and biochemistry content
(e.g. buffers, solutions, metabolism, cell membranes) was essential for these
students. We also made a list of skills that these nursing students need to be
successful in their subsequent biology and and nursing classes: e.g. strong verbal
and written communication skills, strong quantitative reasoning skills, ability to make
precise measurements, ability to read and follow directions. The new class has
several class exercises to help students learn massive amounts of material and
connect this information to their future profession.
CHED 9
Chemical education faculty: What did you say you do?
Barbara A. Sawrey, Department of Chemistry & Biochemistry, University of
California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0303, Fax: 858-534-
7687,
A lot of variation exists among faculty positions in chemical education. That's one
reason there can be confusion and misunderstanding between a department and a
candidate. The DivCHED Task Force on Hiring and Promotion in Research,
Development, and Practice of Chemical Education has been formed to write a "white
paper" on the issues involved. This will include questions that a department should
ask itself when considering hiring a faculty member in chemical education, as well as
what a candidate should consider at hiring and promotion time. This presentation will
outline the goals and timeline of the task force, as well as providing a status report
on its deliberations.
CHED 10
What chemistry faculty members say about hiring and promoting chemical
education colleagues
Christopher F. Bauer, Department of Chemistry, University of New Hampshire,
Parsons Hall, Durham, NH 03824, , Maria T. Oliver-Hoyo,
Chemistry, North Carolina State University, Renee S. Cole, Department of Chemistry
and Physics, Central Missouri State University, Paul B. Kelter, School of Chemical
Sciences, University of Illinois - Urbana Champaign, John Clevenger, Department of
Chemistry, Truckee Meadows Community College, and Barbara A. Sawrey,
Department of Chemistry & Biochemistry, University of California, San Diego
This presentation attempts to illuminate the professional status of people who have
occupied or applied for positions labeled “chemical educator” at a variety of academic
institutions. We solicited the anonymous participation of key individuals who have
CLASSROOM CLASSROOM CLASSROOM
CHED 1
Chemistry knowledge nursing students need to be prepared for today's
nursing practice
Louise F. Timmer, Department of Nursing, President, American Nurses Association
of California, CSU, Sacramento, 6000 J Street, Sacramento, CA 95819, Fax: 916-
965-5605,
The educational preparation of nurses must include a solid understanding of the
biochemistry of the human body. Nursing practice includes the administration of
drugs and assessment of the biochemical interactions of multiple drug therapy,
physical assessment of metabolic homeostasis and its compromised conditions,
interpretation of patient laboratory profiles, recognition of clinical symptoms
produced by biochemical imbalances, an understanding of the biochemical reactions
in cells that are infected with pathogens, affected by trauma or cellular altered
growth and the progression of the disease or condition on the individual.
The prerequisite chemistry course that would be most beneficial for the preparation
of nurses is an integrated chemistry course that includes inorganic, organic and
biochemistry content. A five unit course with a laboratory component is needed that
applies the chemistry content to conditions of the human body in wellness and
illness. An integrated chemistry course would provide the nursing students with an
excellent foundation to learn the pathophysiology of diseases, treatments and
recovery processes in the nursing program
CHED 2
Covering GOB's of chemistry: An integrative strategy
S. Todd Deal and Laura D. Frost, Department of Chemistry, Georgia Southern
University, PO Box 8064, Statesboro, GA 30460, Fax: 912-681-0699,
The topic of what material should be covered in the allied health chemistry course is
a longstanding issue in chemistry and has resulted in a syllabus that is a
smorgasbord of topics intended to enrich the knowledge base of future healthcare
professionals. The reality is that the course contains an overwhelming amount of
information that is delivered too quickly to allow assimilation, much less learning! We
will discuss the historical development of the "recommended" syllabus and provide
specific examples of a novel integrated approach that we've developed to highlight
the relevant topics without sacrificing the fundamentals.
CHED 3
A capstone project linking concepts in a GOB course: The molecule project
CLASSROOM CLASSROOM CLASSROOM
,CLASSROOM CLASSROOM CLASSROOM
Laura D. Frost and S. Todd Deal, Department of Chemistry, Georgia Southern
University, P.O. Box 8064, Statesboro, GA 30460, Fax: 912-681-0699,
A molecule project has been instituted in a one-semester GOB course in an effort to
link course concepts. Each student receives the name of a different biologically active
molecule during the first week of class. Over the course of the semester topics
covered in the class are applied to the molecule assigned. These topics include the
molecule's Lewis structure, three-dimensional ball and stick representation,
functional groups, chiral centers, water solubility, chemical reactivity, and biological
relevance. Preliminary portions of the project are submitted during the semester to
monitor progress. A final written project is submitted near the end of the semester
containing all topics. This project was inspired by Tracy's Molecular Model Project
(Tracy, H.J., J. Chem. Educ., 1998, 75, 1442-1444.). The results of a student survey
assessing whether students think the molecule project helped them make
connections throughout the course as well as other student comments will be
presented.
CHED 4
Reading, writing, and chemistry: Incorporating general education pedagogy
into a single semester GOB course
Jennifer Whiles Lillig, Department of Chemistry, Sonoma State University, 1801 E.
Cotati Ave., Rohnert Park, CA 94928,
A recent decline in the number of nurses across the nation has been a driving force
behind the compression of the full-year GOB course into a single semester. In
addition, the GOB course at Sonoma State has been designed to meet the physical
science general education (GE) requirement in order to reduce the overall unit load
for students interested in entering the SSU nursing program. A general education
course must meet specific requirements that include enhancing students' abilities to
1) write and speak, 2) work in groups, and 3) be informed citizens. The use of case
studies and writing assignments to meet these goals will be presented. This talk will
also address GOB topics that have been included/removed from the semester in
order to provide the time to address the GE goals, as well as the manner in which
the activities have been modified for a large class size.
CHED 5
Diagnosing the problem: Using case studies in GOB courses
Colleen Kelley, Department of Chemistry, Pima Community College, 2202 W.
Anklam Rd., E203, Tucson, AZ 85709, Fax: 520-206-6902,
The case studies approach to teaching the GOB course is particularly effective
because it is so conducive to clinical situations. Most of the students in the GOB
courses are pursuing careers in the allied health arena and are both surprised and
excited to make the connections between their chosen careers and chemistry.
CLASSROOM CLASSROOM CLASSROOM
,CLASSROOM CLASSROOM CLASSROOM
Learning through case studies is integrative and dimensional. Students are able to
suggest a solution (or a diagnosis) to a case study based on chemical concepts
presented throughout the course.
CHED 6
Teaching nursing students organic chemistry and biochemistry “from the
top down”: Integrating molecular and biochemical with the practical
Lori Isom, Department of Chemistry, University of Central Arkansas, Laney Hall,
Conway, AR 72035,
In contrast to traditional teaching methods, teaching chemistry from the top down,
involves integrating the topics that pique student curiosity into the teaching of the
concept objectives at the beginning and not just as addendums or interesting trivia.
For example, an in-depth discussion of the enzyme alcohol dehydrogenase (ADH) is
incorporated first when discussing the importance of molecular geometry. Then
functional groups are introduced by discussing the chemical basis for hangovers,
methanol, and ethylene glycol toxicity. Then, these topics are related to alcohol
metabolism and a discussion of the biochemical basis of fetal alcohol syndrome.
Later ADH is revisited and its 3D structures investigated when we discuss protein
structure, enzyme specificity, and classification. This consistency in the subject
matter allows the students to see the same subject from a variety of perspectives,
revealing the depth and the complexity of biological systems as well as reinforcing
the relevance of organic and biochemistry.
CHED 7
What is your drug?
William A. Wallace, Department of Science and Mathematics, Barton College, P.O.
Box 5000, Wilson, NC 27893,
I have taught a one-semester organic and biochemistry course to predominately
nursing students the past ten years. The college has currently adopted an engaged
learning format across the campus. I will present a brief overview of how the course
has changed the past ten years with emphasis on the latest material, which fits in
with the new edict. I have adopted a molecular model approach in which students
gain ownership of a pharmaceutical the first day of class. The students determine the
molecular formula and molecular structure of the compound. Molecular models are
made using hand-held models and computer models are drawn using Wavefunction
software. Additional properties are investigated using Drug Bank, which gives
information about the drug target. At the completion of the project,which counts one
third of the grade, the students do a presentation on their findings.
CHED 8
Chemistry for nurses: GOBs of fun in one semester
CLASSROOM CLASSROOM CLASSROOM
, CLASSROOM CLASSROOM CLASSROOM
Koni Stone, Department of Chemistry, California State University, Stanislaus, 801
West Monte Vista Avenue, Turlock, CA 95382, Fax: 209-667-3845,
We recently redesigned our pre-nursing chemistry and biochemistry class to fit into a
five credit hour course that includes a lab. While working closely with the Nursing
Department faculty, we jointly determined what chemistry and biochemistry content
(e.g. buffers, solutions, metabolism, cell membranes) was essential for these
students. We also made a list of skills that these nursing students need to be
successful in their subsequent biology and and nursing classes: e.g. strong verbal
and written communication skills, strong quantitative reasoning skills, ability to make
precise measurements, ability to read and follow directions. The new class has
several class exercises to help students learn massive amounts of material and
connect this information to their future profession.
CHED 9
Chemical education faculty: What did you say you do?
Barbara A. Sawrey, Department of Chemistry & Biochemistry, University of
California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0303, Fax: 858-534-
7687,
A lot of variation exists among faculty positions in chemical education. That's one
reason there can be confusion and misunderstanding between a department and a
candidate. The DivCHED Task Force on Hiring and Promotion in Research,
Development, and Practice of Chemical Education has been formed to write a "white
paper" on the issues involved. This will include questions that a department should
ask itself when considering hiring a faculty member in chemical education, as well as
what a candidate should consider at hiring and promotion time. This presentation will
outline the goals and timeline of the task force, as well as providing a status report
on its deliberations.
CHED 10
What chemistry faculty members say about hiring and promoting chemical
education colleagues
Christopher F. Bauer, Department of Chemistry, University of New Hampshire,
Parsons Hall, Durham, NH 03824, , Maria T. Oliver-Hoyo,
Chemistry, North Carolina State University, Renee S. Cole, Department of Chemistry
and Physics, Central Missouri State University, Paul B. Kelter, School of Chemical
Sciences, University of Illinois - Urbana Champaign, John Clevenger, Department of
Chemistry, Truckee Meadows Community College, and Barbara A. Sawrey,
Department of Chemistry & Biochemistry, University of California, San Diego
This presentation attempts to illuminate the professional status of people who have
occupied or applied for positions labeled “chemical educator” at a variety of academic
institutions. We solicited the anonymous participation of key individuals who have
CLASSROOM CLASSROOM CLASSROOM
