To meet the rapid changes occurring in society, technology, and the world economy, our students need to become quick learners, critical thinkers, and problem solvers to survive. They also must be computer literate and skillful in communicating, teamwork, management, and assessment. A knowledge of fundamentals and concepts beyond a single discipline is necessary. These issues, as well as the negative perceptions of chemistry and science that many college students have, are being addressed by developing innovations in both course content and methodology. Specifically, lectures and recitation sessions associated with large lecture courses in introductory chemistry are being replaced by process workshops. The novel format involves process skills, student participation, and active learning at the forefront. Students work in cooperative-learning groups on lessons that involve discovery learning, critical thinking, problem solving, reporting, and self-assessment. Computer-based technology is used to provide individualized quizzes, and the workshop lessons are being transported to a computer-network, multi-media format. The objectives of this project are to develop teaching strategies that support a successful cooperative-learning environment, develop lessons (incorporating interdisciplinary and real world perspectives) that enhance the understanding of concepts and promote learning and problem solving through the use of higher order thinking skills, enhance learning with computer-driven technology, develop process skills in key areas (learning, thinking, problem solving, communication, teamwork, management, assessment), and promote positive attitudes toward chemistry, science, and learning.

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 To discover more about the process workshop experience and to learn more about this innovative approach to teaching chemistry, please visit the process workshops' home page.

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