Preresearch Seminars I · Chemistry
Non-optional review of STAT week; sadly it repeats most of it without going in greater depth.
The first half with professor talks was very interesting and provided great exposure towards us incoming students. The teaching exercises, while informative, felt largely redundant and I wish that there were more opportunities for social engagement and active learning.
I learned what different faculty members are working on and appreciated some insightful discussions on teaching philosophy/techniques to engage students.
Review for ACS exams, research opportunities in the Chemistry department, teaching strategies
In this course, I have learned how to teach and, at the same time, how to learn to learn, in the sense of metacognition. The materials provided in the course have been very helpful because every time we meet, we critically and analytically discuss them in terms of how to improve our teaching and learning styles to be more inclusive and instructive. It’s not just about knowing the subject matter but about how to present and demonstrate what you know in a pedagogical way.
Teaching Pedagogy and student-centered learning for the most part.
Talk to my friends in class, and help me adapt to grad school.
Pedagogical techniques for both lecture and lab settings. Got to review information relevant to our chemistry degrees in preparation for ACS exams, though there was a bit less pressure as a chemical physics student that may have biased my perspective more positively.
I recommend that the course include different educational styles, such as bringing in external resources that provide real-life examples of what educational approaches have worked and how effective they have been in their respective experiences. Additionally, incorporating more group activities among students would be beneficial, as it fosters group bonding and helps students feel a stronger sense of belonging. However, the professors in charge of the course consistently contributed critically, offering insights on how to use educational and even psychological tools to address difficult situations with students or the challenges of graduate-level courses taken during the semester. Moreover, this course was a great source of emotional and educational support, both in practical and theoretical terms, as discussions were based on scientific evidence rather than unfounded opinions.
I liked hearing from the professors regarding their research, this was very useful.