Analyzing the value of targeted infographics as supplemental learning material in undergraduate organic chemistry instruction

Catigbe-Cates, Ashley; McMunn, Leah; Vitkin, Natasha; Focsaneanu, Kathy-Sarah; O’Keefe, Geneviève

doi:10.1021/scimeetings.1c01094

Cited by 1 publication

(1 citation statement)

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“…Notably, authentic general audiences found that oral-guided presentations matched impressions formed during their self-guided reading of the infographics and support their use as standalone materials to communicate technical information to general audiences. Prior work has demonstrated the educational benefits of including infographics in primary to university level classrooms, and we envision that infographics could be leveraged in similar ways in public outreach efforts.…”

Section: Discussionmentioning

confidence: 99%

Infographics and Iterative Peer/Near-Peer Review as Tools to Improve Chemistry Communication Skills with General Audiences

et al. 2023

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The ability to communicate scientific concepts to expert and nonexpert audiences is an essential skill for chemistry and STEM students. Current chemistry curricula mainly focus on developing skills to communicate technical information to expert audiences, while relaying the same information to general audiences receives much less attention. Although numerous initiatives work to close this gap, many have logistical or financial barriers that make them difficult to integrate in a large classroom setting. Herein, we present an assignment focused on improving advanced students’ (i.e., graduate and advanced undergraduate students) ability to communicate current organometallic chemistry research (i.e., technical information) to a general audience using infographics. Our assignment features a unique, iterative feedback model incorporating instructor, peer, and near-peer (general audience) groups to provide students with multiple opportunities to refine their communication skills. Anonymous student self-assessments of advanced undergraduate/graduate students (infographic creators and peer reviewers) and first year, non-major undergraduate students (near-peer reviewers and general audience) indicate that the assignment led to (i) increased confidence in communication skills (advanced undergraduate/graduate students), (ii) a broadened understanding of advanced chemistry in everyday life (both), and (iii) increased recognition for the importance of scientific communication to different audiences (both). Reflections on student outcomes as well as recommendations and considerations for instructors are discussed.

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Section: Discussionmentioning

confidence: 99%