Learning Across Multiple Experiences

Many skills need to be taught and assessed in several courses throughout the program because it takes repeated cycles of practice to reach the required level of proficiency. Learning activities should then be sequenced to build upon students previous experiences rather than starting over in each course or learning 

A technical report and rui oral presentation of the group s proposal 

Technical reports, oral presentations, multimedia, emd electronic communication 

Communication, critical thinking, writing as a method for reflection, form rmd content of written presentations 

Graphic communication skills (sketching), oral presentation, report writing 

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As noted above, the textbook is designed as a collection of short sections each of which is devoted to a particular topic. Most topics can tie directly to the variety of experiments distributed across the four-year curriculum. Thus, we hope that a chemistry department can assign the sections to the various lab experiments and courses as the content matches the topic of the experiment. The book can be used on a need to know basis. Some topics appear multiple times (e.g., gloves, eye protection) since, for example, first-year students need learn only a little about gloves and advanced students need to learn additional information. The numbering of the section in the book is used as a guide the second digit (e.g., 3.2.1) indicates the level of the instruction where ... 

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