Compute-to-Learn: Authentic Learning via Development of Interactive Computer Demonstrations within a Peer-Led Studio Environment

Abstract

In this paper, we report on the implementation of a novel compute-to-learn pedagogy, which is based upon the theories of situated cognition and meaningful learning. The compute-to-learn pedagogy is designed to simulate an authentic research experience as part of the undergraduate curriculum, including project development, teamwork, peer review, and publication. The compute-to-learn pedagogy was piloted during the Fall 2015 semester within a one-semester, peer-led honors studio environment that uses active learning strategies to encourage cooperation and collaboration among students as they learn how to program. The rationale behind the pedagogy, lessons learned, and adjustments made based on three iterations of its execution, and its initial assessment through end-of-semester interviews are discussed.

Twenty years of exceptional success: The molecular education and research consortium in undergraduate computational chemistry (MERCURY)

“…The faculty published 2 peer‐reviewed books, [ 238,239 ] 9 peer‐reviewed book chapters, [ 240–248 ] and 115 peer‐reviewed research papers. [ 249–363 ] This comes to 1.6 peer‐reviewed products/faculty/year during the 3‐year grant period, which is 3.2 times the rate of publication for natural science faculty at PUIs. [ 46 ]…”

Developing and Evaluating an Inquiry-Based Online Course with a Simulation Program of Complexometric Titration

“…Studies have shown that computer simulation and visual teaching methods can present knowledge more directly, concretely, and conveniently than traditional teaching methods. 2−5 Other studies have shown that computer-based teaching is conducive to students' inquiry-based learning 6,7 and independent learning, 8 which may improve students' academic level. 9,10 Moreover, in the emergency context of the COVID-19 pandemic, computer-based chemistry education has been rapidly applied to online teaching.…”

“…Studies have shown that computer simulation and visual teaching methods can present knowledge more directly, concretely, and conveniently than traditional teaching methods. − Other studies have shown that computer-based teaching is conducive to students’ inquiry-based learning , and independent learning, which may improve students’ academic level. , Moreover, in the emergency context of the COVID-19 pandemic, computer-based chemistry education has been rapidly applied to online teaching. For example, Blackboard Collaborate virtual classroom package was used for online lab demonstration; Microsoft Excel was used in data-handling, processing, and analysis; augmented reality application was used in the demonstration of atomic stacking and lattice; WebVR software such as Uptale was used to create the virtual crime scene for the educational situation; embedded video questions were used for online assignments…”

Teach What You Know Day: An Assignment to Bring Peer Learning into Upper Division Chemistry Courses

“…Peer learning and review has also been heavily used in the context of writing to learn , and writing to teach assignments . Additionally, there have been several publications in this Journal and others that report on the use of peer learning in other chemistry classroom contexts such as peer-led studio courses, peer-mentoring in laboratory courses, − peer-led workshops, the use of peer facilitators to help small group work in introductory and sophomore-level courses, − the use of class materials generated by peers, − and peer-led or enhanced graduate-level workshops. In the majority of these cases, the peers who work with the students in the course are advanced students who had previously taken and performed well in the course in which they are serving as peer mentors.…”