Innovations in Science Teaching and Research on Student Learning

The department of Chemistry and Physics is dedicated to providing the best possible learning environment for our students.  In order to stay competitive in scientific research, a faculty member must always be engaged in improving their knowledge and skills in their field.  The same is true for teaching.  Effective teaching involves being aware of different types of instructional materials, being aware of student strengths and weaknesses, and building on and adapting curriculum that has proven to be effective. Students in the introductory physics explore Newton’s 2nd and 3rd Laws using PASCO probeware.  Students in the introductory physics explore Newton’s 2nd and 3rd Laws using PASCO probeware. 

Inquiry-based curricula

Faculty in the department actively seek and create inquiry-based curricula to help students think like scientists.  Argument Driven Inquiry is the instructional model that has been adopted for Chem 1410 "General Chemistry I Laboratory" and Chem 1460 "General Chemistry II Laboratory."  In the model, students use a guiding question to make decisions about laboratory procedures.  In small groups, they make a claim answering the question, provide experimental evidence and scientific reasoning to support their claim, and present their argument to the class.  Individual investigation reports are peer-reviewed and revised before submission.  ADI seeks to have students understand science concepts, practices, and discourse.  PhS 1150 "Basic Astronomy" uses Big Ideas in Cosmology which was co-written by faculty member, Dr. Kim Coble.  The curriculum emphasizes drawing inferences from real astronomy data.  PhS 1100 "Practical Physics" uses the Physical Science and Everyday Thinking curricula.  PSET has students predict, observe, and explain hands-on phenomena in physics and physical chemistry.  Additionally students in the course reflect on their own learning processes in science.   Several chemistry faculty members make use of the POGIL (Process Oriented Guided Inquiry Learning) model in designing group activities within lecture classes.  POGIL scaffolds students construction of science concepts using models, data, and probing questions. 

Science Teaching and Laboratories

Chicago State University (CSU) is taking action to make the teaching and learning of science both more welcoming and more effective for students underrepresented in the STEM disciplines. CSU has made a substantial commitment to the teaching of science by renovating classrooms. CSU President Wayne D. Watson called on the department of Chemistry, Physics, and Engineering Studies to build one of the most advanced physical science classrooms in the country.

Students collaborate in the new science teaching laboratoriesTwo students explore a ripple tank simulation with the Starboards

 Each classroom is designed for group collaboration and active learning, with four hexagonal tables in each room that allow students to work in eight groups of three or four groups of six. Whiteboards have been placed on all four walls, with one wall a removable partition that is itself a floor to ceiling whiteboard. Each room is also equipped with eight independent Starboards that each utilize a section of the whiteboards.  These Starboards can work independently, with each having different content. For example students can work on a physics problem, or they can develop a Mathematica workbook, or they can interact with a physics PhET simulation.  An instructor can send any video source to any display destination so that results can be easily shared. For instance, an instructor can say, "I'm interested in what group three came up with for their solution. I would like each group to comment and critique their solution." Group 3's work can then be shared on all the starboards in the room for discussion.

Examples of instrumentation used in the teaching of Chemistry and Physics in our Department

Students at CSU see innovative instructional approaches throughout their academic careers.  In addition to research based instructional materials, the programs regularly use modern pedagogical techniques such as interactive lectures using personal response systems and group problem solving.  The science departments have a number of laboratory areas where students participate in classes and conduct experiments. Many of these laboratories are equipped with modern pedagogical equipment such as PASCO and Vernier Probeware Computer data acquisition systems as well as spectrometers including IR, GC, NMR, and ESM.  Students have opportunities to conduct research with faculty members to learn firsthand about science methods and experimentation.

Students using the NMRRachel Hawkins works in the labLeft: Students use the NMR.  Above: Student, Rachel Hawkins, in the lab.

Inquiry instruction in science and science education

The Department of Chemistry, Physics, and Engineering studies promotes inquiry in the college classroom as well as preparing pre-service teachers to use inquiry in their future K-12 classroom. CSU science education students discuss the educational opportunities available at CSU.

Membership in organizations dedicated to the learning and teaching of science

Two CSU faculty are active members of the planning committee for Excellence in Teaching Mathematics and Science: Research and Practice. Members of the department regularly attend these symposia which are a forum for faculty and graduate students in education, mathematics, and science devoted to improving teaching and learning of mathematics and science. CSU hosts the May 2008 Excellence in Teaching Mathematics and Science Symposium.  CSU CSU has hosted the Excellence in Teaching Mathematics and Science Symposium in 2008, 2011, and 2014. 

CSU faculty are also active members and attend meetings of the following organizations Project Kaleidoscope, the National Association of Research in Science Teaching (NARST), the American Association of Physics Teachers (AAPT), the National Science Teachers Association (NSTA), and the American Educational Research Association (AERA).

Recent Grant support for Promoting Science Education

"Increasing Chemistry and Physics Graduates at Chicago State University" (National Science Foundation, 2014-2018) This program seeks to increase the educational attainment of students and encourage more students to think of themselves as scientists through tuition support, early research experiences, and mentoring. Click here for more information about applying for the program.

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"Physics Teacher Education Coalition Pilot Site at Chicago State University" (National Science Foundation/ American Physical Society, 2010-2013. ) This program seeks to recruit more students into physics teaching.  PhysTEC fellows work as Learning Assistants in physics courses and engage in early teaching experiences in PHYS 3500 Teacher Immersion Institute.

Tasha prepares a PhysTEC lesson

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Establishing a Supportive Environment for the Recruitment, Preparation, and Retention of the Urban Science Teacher, (National Science Foundation, 2008-2013)  The Chicago State University (CSU) Robert Noyce Teacher Scholars Program will facilitate STEM undergraduates and STEM professionals in becoming effective high school science teachers in the Urban School District through scholarships, mentoring, and induction year support.  Click here for more information on this program.NSF logo
Institutionalization of the Chicago Science Van Programs (Illinois Board of Higher Education, 2007-2009)Project to provide inservice and preservice teachers with educational opportunities that strengthen pedagogical content knowledge and offer courses that lead to endorsements in scientific disciplines as well as a masters program in science teaching or science education. Click here for more information on the Physics Van program.  Click here for the Chemistry Van program. IBHE logo
Creating Innovative Physics Learning Environments in the Urban Classroom (National Science Foundation: CCLI, 0632563, 2007-2009) This project involves implementing new instructional materials in the introductory physics classes and assessing whether these materials are effective in promoting student understanding. Click here for more infomation on this program. NSF logo
Microwave Laboratory Systems to Enhance Research Opportunities and Science Education at Chicago State University (Department of Defense, Infrastructure Support Program for HBCU/MI Institutions, 2007-2008) Microwave enhanced chemistry has become the method of choice for many industrial processes. Funding from the DOD has allowed CSU to establish a Center for Microwave Enhanced Chemistry.DOD logo
Creating Research-Based Single Concept Question Sequences for In-Class Polling Systems (National Science Foundation: CCLI, 0618128, 2006-2009) This project is a collaborative project led by the Ohio State University.  The project involves creating question sequences that will be used in the lecture portion of the introductory physics classes.NSF logo
Compact Modular Spectroscopy Stations to Enhance Education and Research Experiences at Chicago State University. (Department of Defense, Infrastructure Support Program for HBCU/MI Institutions, 2005-2006)  Chemistry has undergone a revolution in the past 10 years.  Chemists, even synthetic chemists, no longer rely primarily on beakers and solutions as they prepare new compounds.  Funding from this grant is used across the curriculum to for a phased introduction to scientific research.DOD logo

Central to the departments innovations teaching are its role in assessment.  Click our assessment page for more information on these efforts.