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Welcome to the

222nd 2YC3 Conference

“Potion Masters of the

21st Century”

March 29th – 30th, 2019

1800 South Kirkman Road Orlando, FL 32811

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222nd 2YC3 Conference Coordination Team

Program Chair: Amanda Norbutus

anorbutus@valenciacollege.edu 407-582-2657

Exhibits Coordinator: Daeri Tenery dtenery@valenciacollege.edu

407-582-2483

Local Arrangements Chair: Kelsey Bryceson kbryceson@valenciacollege.edu

407-582-2583

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222nd 2YC3 Conference “Potion Masters of the 21st Century”

Valencia College Orlando, FL

March 29-30, 2019 2019 Chair Peter Larkowski Chair Elect 2019 Robert Kojima Chair Elect 2020 Scott Donnelly Online Conference Coordinator Tamika Duplessis Membership and College Sponsors Jason Jadin DivCHED Representative Kathy Carrigan Treasurer Julie Ellefson-Kuehn Workshops Liason Amy Jo Sanders Industrial Sponsors Chair DeeDee Allen Future Sites Coordinator Mary Roslonowski Newsletter Editor Jonathan Gittins Webmaster Luca Preziati

Conference Exhibitors: American Chemical Society Bluedoor Publishing Cengage Learning Chem101, 101 Edu Inc Chem21Labs Knewton Adaptive Learning Macmillan Learning McGraw-Hill Higher Education MicroLAB, Inc Morton Publishing Company Nanalysis Corp. Vernier Software and Technology Wiley Publishing W.W. Norton & Company, Inc For a complete list of 2YC3 Industrial Sponsors, visit 2yc3.org Special Thanks: Tonaysha Askew – Administrative Assistant to the Dean (Science) Zenobia Aviles – Administrative Assistant to the Dean (Science) Ryan Hodges – Webmaster Dr. Stacey Johnson – President, East and Winter Park Kelley Matlock —Administrative Assistant, Word Processing, West Campus Dr. Jennifer Snyder – Science Dean, East Craig Oberg – Print and Design Specialist, East Campus Whitly Charles – Print and Design Specialist, East Campus Jonathan Perry – Print and Design Specialist, East Campus

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Friday, March 29, 2019

8:00am – 4:30pm Exhibits Location: HSB-105, West Campus

8:00am Registration, Refreshments and Exhibits Location: HSB-105, West Campus

9:00am Welcome and Opening Remarks Dr. Jennifer Snyder, Dean of Science East Campus, Valencia College Location: HSB 105, West Campus

9:15am Keynote Address: Teaching Chemistry is Magical Chemical Kim, Kim Hilton, Florida Southwestern State Location: HSB 105, West Campus

10:15am Refreshments Break and Exhibits Location: HSB 105, West Campus

10:45am 2YC3 General Membership Meeting Location: HSB 105, West Campus

11:30am – 12:15pm Presentation Session I Presenter Title Location a. Laura Frost When the going gets tough, how do

students evaluate and adjust their learning approaches

1-148

b. Wm. Douglas Urban

The latest ingredients to create a palatable chemistry potion for pre health majors

1-153

c. See Workshop below starting at 11:30 1-113

11:30am – 1:15pm Active Learning in Chemistry Classroom and Laboratory Experiences Tom Wenzel and Donna Barron Location: 01-113, West Campus

12:15pm – 1:00pm Presentation Session II Presenter Title Location a. Kathleen

Carrigan Tips for getting a teaching position at the community college

1-148

b. Arsalan Mirjafari

Two-stage collaborative testing as an efficient pedagogical technique to transform introductory organic chemistry courses

1-153

1:00pm Lunch Break and Exhibits Location: HSB 105, West Campus

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1:45pm – 2:30pm Presentation Session III Presenter Title Location

a. Bryant Jones

The art and value of ‘edutaining’ in chemical education

1-148

b. Dharshi Bopegedera

An effective approach to teaching and learning mole concepts and stoichiometry

1-153

c. See Workshop below starting at 2:00pm 1-113

1:45pm – 3:45pm Active Learning In Chemistry Classroom and Laboratory Experiences (Duplicate of morning session) Tom Wenzel and Donna Barron Location 01-113, West Campus

2:30pm Refreshment Break and Exhibits Location: HSB 105, West Campus

3:00pm – 3:45pm Presentation Session IV Presenter Title Location a. Stephanie

Morris It's not reading, 'riting, 'rithmancy but recitation, review, revitalization with Flavorful Bertie Bott’s Beans!

1-148

b. Jason Overby

Addressing student preparation for general chemistry and beyond

1-153

3:45pm – 4:30pm Presentation Session V Presenter Title Location a. Gary

Pennycuff Increasing student engagement and inquiry with a Harry Potter twist

1-148

b. Holly Wiegreffe

Study skills as co-curricular content in STEM classes - if they know better, will they do better?

1-153

6:00pm – 9:00pm Welcome Banquet Hyatt House Hotel 5915 Caravan Ct, Orlando, FL 32819

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Saturday, March 30, 2019

8:00am – 4:30pm Exhibits Location: HSB 105, West Campus

8:00am Registration, Refreshments and Exhibits Location: HSB 105, West Campus

9:00am Opening Remarks Dr. Jennifer Snyder, Dean of Science East Campus, Valencia College Location: HSB 105, West Campus

9:15am Panel Discussion Have you found your patronus? Demystifying course–embedded undergraduate research experiences in a two-year college Dr. Jennifer Snyder, Dr. Vasudha Sharma, Dr. Melonie Sexton Location: HSB 105, West Campus

10:15am Refreshments Break and Exhibits Location: HSB 105, West Campus

10:45am – 12:15pm Workshop: From TA to Assistant Professor: A Resources for Excellence workshop Amy Jo Sanders and Kathleen Carrigan Location: 1-113, West Campus

10:45am – 11:30am Undergraduate Research Poster Session Location: HSB 105, West Campus

11:30am – 12:10pm Presentation Session I

Presenter Title Location a. Kevin

Revell Perfecting the mix: finding the blend for student success

1-148

b. Mark Bishop

Chemical weapons and a relevant-issues driven chemistry course

1-153

c. See concurrent workshop above that started at 10:45am.

1-113

12:15pm Lunch Break and Exhibits Location: HSB 105, West Campus

1:00pm – 1:45pm Presentation Session II Presenter Title Location a. Jessica

Fautch A magic formula? Supporting underprepared STEM students in general chemistry with adaptive learning

1-148

b. See concurrent workshops available below starting at 1:00pm

1-113 1-153

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1:00pm-2:00 pm Workshop: A conversation about training in evidence-based teaching for 2-year college faculty through the ACS New Faculty Workshop Ashley Donovan and Dr. Andrew Feig Location: 1-113, West Campus

1:00pm-2:30pm Workshop: Writing to learn(WTL) and STEM: a match made in heaven or a visit to Azkaban?! Dr. Vasudha Sharma and Stephanie Spong Location: 1-153, West Campus

1:45pm – 2:30pm Presentation Session III Presenter Title Location a. Matt

Morgan Labs for Distance Learning 1-148

b. William Miller

The science of coffee course: What studying coffee can teach us about making a better cup of coffee…and about doing better science

1-152

2:30pm Refreshments Location: HSB 105, West Campus

2:45pm-3:15 pm Presentation Session IV

Presenter Title Location a. Mark

Bishop Textbooks in transition: a new low-cost model for distributing chemistry textbooks and tools.

1-148

b. Bal Barot Student diversity and impressions of teaching in three colleges simultaneously in the same semester

1-152

c. MacMillan Learning and Tyler Dewitt

Meeting Students Where They Are: Using a Digital Medium to Teach Effectively

1-113

3:15pm

Closing Remarks Location: HSB 105, West Campus

4:30pm Meet at Universal Studios

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Abstracts Keynote Panel – Jennifer Snyder, Vasudha Sharma, and Melonie Sexton, HAVE YOU FOUND YOUR PATRONUS? DEMYSTIFYING COURSE–EMBEDDED UNDERGRADUATE RESEARCH EXPERIENCES IN A TWO-YEAR COLLEGE. Daily life decisions require people to be able to think critically and be scientifically literate. Hence, educational reform has called for inclusion of more inquiry-based activities in curriculum (American Association for the Advancement of Science, 1990, 1993). 21st century workforce will need to use intellectual process skills – critical thinking, analysis and information processing as well as “soft” practical skills such as problem-solving, communication, and collaboration to be successful in academics and work (National Research Council 2013). In STEM, students learn majority of these skills leading to becoming scientifically literate through a laboratory setting. Often this robust pedagogical tool is diminished to a mere ‘cookbook’ style science. Authentic undergraduate research experience is a venue where students can develop these necessary “life” skills. While mentoring research for undergraduate students is considered a high-impact practice (Kuh,G.D. 2008), resource and time are major impediments in running programs successfully in a two-year college. Course-embedded research experience provides a model that is of significant value to both the students and faculty.

Presentations (Alphabetical by Author) Bal Barot, Student diversity and impressions of teaching in three colleges simultaneously in the same semester. Abstract: From January to May 2017, I had the unique experience of teaching Introductory Chemistry at three colleges. From chemistry classes at Phoenix College in downtown Phoenix, AZ, to Scottsdale Community College in Scottsdale, AZ and Lake Michigan College in Benton Harbor, MI, there were several trends that became evident over the semester. An interesting aspect was student diversity and grade distribution. I will also discuss interesting points of travel and how to implement distance education mechanisms. The use of Application of New Learning Pedagogy will also be presented. Mark Bishop, Chemical weapons and a relevant-issues driven chemistry course. Abstract: I have flipped the way I decide what to cover in my chemistry class for non-science majors at Monterey Peninsula College. Instead of picking the fundamental chemistry topics to cover and then finding real-world applications to support them, I first choose the relevant real-world issues I want to describe and then teach just enough chemistry to help students to understand these topics. They learn most of the chemistry core of what is traditionally taught in a chemistry course for non-science majors, but the focus is on the issues. Because I’ve become the chemical weapons specialist at the Middlebury Institute of International Studies at Monterey, I will use them in my talk as an example of how choosing a real-world topic leads to the presentation of many fundamental chemistry topics. For example, to understand the structure and behavior of Novichok nerve agents, such as the one used against the Skripals in the UK, students must learn about atomic structure, orbital diagrams, covalent bonding, Lewis structures, protein structure, transfer of nerve impulses, enzyme reactions, and more. The description of chemical weapons leads to a variety of topics that are rarely discussed in a chemistry class, such as attitudes toward war, international agreements (such as the Chemical Weapons Convention), and the issues associated with the production, storage, and transportation of chemicals. After my presentation, you can find a PDF of my slides at my textbook’s website at http://preparatorychemistry.com/Bishop_2YC3_2019_chemical_weapons.pdf. Mark Bishop, Textbooks in transition: a new low-cost model for distributing chemistry textbooks and tools. Abstract: Things are changing rapidly in the world of textbook creation and distribution. For example, the creation of electronic books, including wiki-textbooks, and their supporting tools have made it possible for students to bypass the traditional publishers to get high quality textbooks and tools at a much lower cost. Although the form of textbooks is evolving rapidly, the concept of a textbook that provides a complete, self-consistent description of chemistry is still extremely important. I will also explain how it’s possible for me to provide my text (An Introduction to Chemistry) and tools to students for anywhere from no cost at all to less than half of the cost of what students usually pay for a chemistry textbook. I will describe the various forms of my textbook, including a traditional printed text and electronic forms for iPads, iPhones, Android devices, and Kindle. The electronic forms of the text are freely available on the Net at preparatorychemistry.com. For those who are considering doing something similar to what I have done, I’ll describe the tools you’ll need, where you can get them at the lowest cost, and some idea of the time it will take to create your own materials. After my presentation, you can find a PDF of my slides at my textbook’s website at http://preparatorychemistry.com/Bishop_2YC3_2019_textbooks.pdf.

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Dharshi Bopegedera, An Effective Approach to Teaching and Learning Mole Concepts and Stoichiometry. Abstract: It is reported in the chemical education literature that a high fraction (at least 30% and sometimes as high as 75%) of first-year chemistry students fail their first college chemistry course because of lack of understanding of mole concepts and stoichiometry. Given these statistics, it is no wonder that many students have a negative impression about chemistry and perceive it as an obstacle that prevents them from pursuing their academic and career goals. Chemistry educators around the world are also concerned about changing this disheartening statistic as evidenced by the number of articles published in the chemistry education literature on this topic as well as suggested solutions to overcome the challenge. In one extreme scenario, a college professor expressing his concern that mole concepts and stoichiometry is annihilating students’ interest in a splendid subject, suggest that teaching these concepts should be X-rated! Since successful completion of first-year chemistry is required for most science and engineering majors, helping students master mole concepts and stoichiometry will have a positive impact on a large group of students from multiple disciplinary majors. Non-science majors could also benefit greatly from completing their first year of chemistry because they will learn about the positive impact chemistry has on their everyday lives.

This presentation will highlight the workbook I published titled “Mole Concepts and Stoichiometry: A Chemistry Workbook for Success” (Linus Learning, 2017, ISBN: 978-1-60797-744-5). This workbook is a collection of worksheets on fourteen topics under the umbrella of mole concepts and stoichiometry starting from the simple (average atomic mass) to the more complex (molarity, reaction stoichiometry, limiting reactants, and quantitative dilution). I will share the philosophy of how I designed these worksheets that make connections between mole concepts and students’ life experiences. Educators can choose to use the worksheets to develop teamwork among students or assign them as individual student work. I will share my experience of using this workbook in multiple first-year general chemistry and introductory chemistry courses with science majors and non-majors. High school teachers have also used this workbook successfully. Evidence for the effectiveness of the workbook as demonstrated in students’ exams, including the ACS standardized General Chemistry Exam, will be shared.

Kathleen Carrigan, Tips for Getting a Teaching Position at the Community College. Abstract: This seminar is for potential candidates for Faculty Positions at the Community College. You may be a graduate student looking for your first adjunct position, or an experienced adjunct looking for your first Full Time position. I plan to outline the general process of application, but share tips to get an interview. I will then share interviewing tips and how to get 100% on the Teaching Demo you will likely be asked to do. I will include references to excellence in teaching practices in Chemistry, resources for equity and inclusion in teaching chemistry, in addition to how to find course materials if you are asked to teach a class with little preparation time.

Tyler Dewitt, Meeting Students Where They Are: Using a Digital Medium to Teach Effectively Abstract: Tyler DeWitt, the creator of a popular educational channel on YouTube and new video creator for the new, Interactive General Chemistry from Macmillan Learning will host a webinar to talk about how to engage students and show how he uses whiteboard videos to effectively teach chemistry concepts

Jessica Fautch, A magic formula? Supporting underprepared STEM students in general chemistry with adaptive learning. Abstract: At the national level, undergraduate programs in STEM are facing low enrollment and a high rate of attrition. At the institutional level, low success rates in entry level science courses can contribute to a deterioration of retention in STEM. As part of an institutional effort to increase persistence in STEM, we aimed to close the gap for underprepared students in general chemistry. This course is populated by biology, chemistry, and engineering majors, and has one of the highest DFW rates on campus. In fall 2017 adaptive homework using ALEKS was implemented in one section of general chemistry, while the remaining sections worked with the historical department standard, Mastering Chemistry (MC). Student performance was compared between the students working with ALEKS and those working with MC. Students utilizing ALEKS had higher rates of success and also reported positive experiences with ALEKS. Recently, the chemistry department implemented ALEKS for all sections of general chemistry, utilized a summer prep course in ALEKS, and introduced a recitation course for more general chemistry support. Taken together, these applications aim to close the chemistry achievement gap in order to support all students pursuing a STEM degree.

Laura Frost, When the going gets tough, how do students evaluate and adjust their learning approaches. Abstract: We have all had the student who comes into our office after the first exam and says that they studied for hours but yet they failed the exam. What are they doing wrong? Is there a magical secret? How can we help them? Many new college students have a difficult time with metacognition; the awareness and control of their thinking for the purpose of learning. Research from cognitive science on metacognitive regulation can help us help our students. This talk introduces metacognitive processes, discusses why subjects like organic chemistry can be so difficult for some students to master, and offers some suggestions (secret potions?) for faculty that can help students evaluate their learning.

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Bryant Jones, The art and value of ‘edutaining’ in chemical education. Abstract: Two-year college chemistry instructors are given the nearly impossible task of taking often underprepared and non-motivated students and teaching them a subject they are often afraid of or have no interest in learning and preparing them to be successful as they move on to the university level. I’ve experienced much success in overcoming these barriers by moving from a traditional educator to a dynamic classroom “edutainer”. By incorporating humorous stories or analogies with real world examples and using visually exciting demonstrations infused with instructor passion and excitement, one can take students beyond the basics and create an excitement and willingness to push beyond what they thought possible. AND…this can be done without watering the course down or lowering expectations! Prepare to be “edutained” by an awesome “Harry Potter” opening day demonstration and an explosive new way to teach kinetics. William Miller, The Science of Coffee Course: What Studying Coffee Can Teach Us About Making a Better Cup of Coffee … and About Doing Better Science. Abstract: Interest in and consumption of coffee are both on the rise in the Sacramento area and nationally, including a significant interest in what makes a good cup of coffee. Based on a course offered through the UC Davis Department of Chemical Engineering by Profs. Bill Ristenpart and Tonya Kuhl, this talk describes a new General Education–Physical Science course at Sacramento City College called "The Science of Coffee" that capitalizes on this interest to teach students to use scientific principles to study making coffee at a level that is suitable for all college students. For example, three topics covered in the course and in this presentation are (i) why the taste of coffee changes over time as it sits in the coffee pot (reaction kinetics and pH), (ii) how a Mr. Coffee Machine makes coffee (process flow diagram with a mass balance), and (iii) how to measure and optimize the amount of "coffee flavor" extracted from the coffee beans as a function of water temperature and grind size (measuring % total dissolved solids with another mass balance). The students then optimize each variable they test to make the best cup of coffee possible. Throughout the course, students drink coffee and "taste the science!" Arsalan Mirjafari, Two-stage collaborative testing as an efficient pedagogical technique to transform introductory organic chemistry courses. Abstract: In collaborative two-stage exams/quizzes, students complete an Organic Chemistry test/quiz as individuals and then immediately complete the same (or very similar), test in groups of 3-4 students. We compared two-stage collaborative testing with individual testing and realized that two-stage testing has greater impact on student learning in an undergraduate Organic Chemistry I and II courses. This pedagogical technique allows students to participate in both the individual and collaborative conditions. Students complete the same set of questions twice, which controlled for any potential performance gain caused by more frequent testing. Matt Morgan, Distance Learning Labs Abstract: A robust laboratory component is the area of online chemistry education that needs the most improvement. Current online chemistry labs incorporate either simulations or take-home experiment kits. Simulations alone are not currently sufficient, and the American Chemical Society acknowledges that an effective student laboratory experience must include wet chemistry experiments. Current take-home lab kits from companies like eScience, Carolina Biologicals, or Hands on Labs offer some simple chemistry experiments, but those kits do not allow students the opportunity to practice important laboratory techniques like spectroscopy or titration. These kits also do not include the capability for automated data acquisition, which is a proven tool that enhances student learning in chemistry lab. The current take-home lab products do not include experiments in any of these areas. What distance learning chemistry courses need is an integrated laboratory program that brings together lab equipment and chemicals, a data acquisition interface, curriculum, and software to provide students a laboratory experience that equals or surpasses the current in-person laboratory courses. The goal of this project is to create that distance learning laboratory program. A strength of distance learning is that students can engage with the course material on their own schedules and not be tied to synchronous class meetings. A distance learning laboratory program can be run synchronously or asynchronously, depending on the requirements of the individual school. Stephanie Morris, It's not Reading, 'Riting, 'Rithmancy but Recitation, Review, Revitalization With Flavorful Bertie Bott’s beans! (A plan to improve student success in general chemistry). Abstract: General chemistry is required for many students wishing to pursue engineering or most sciences at a four-year institution. In addition, the majority of students with a health professions’ goal must take general chemistry. Any student requiring a lab science for an associate degree may also choose to take general chemistry to fulfill this requirement. The general chemistry faculty of Pellissippi State Community College received a Tennessee Board of Regents Course

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Revitalization Grant to fund a novel, two-year college initiative to improve student success. Because most community college course formats do not allow time for the benefits of a practical application session, attaching a 55-minute recitation to the lecture was proposed. The revitalized course introduced this recitation section for students in the first semester of freshman chemistry (CHEM 1110). Regular sections of CHEM 1110 were also taught for comparison with the modified sections with recitations. Presented here are the results of this three-semester grant project with victories and challenges, as well as samples of the active learning strategies that were employed with students. Some of these activities involved a real-life application. For this conference, a couple of these activities were modified to fit the Harry Potter theme (Just what was the yucky ingredient found in the Bertie Bott’s bean that Harry gave Ron?). The activities created and the results of this study have affected nearly all of the chemistry courses at Pellissippi State Community College. Jason Overby, Addressing Student Preparation for General Chemistry and Beyond. Abstract: The uphill battle chemistry instructors face every day in college chemistry courses is only compounded by the wide disparity of student preparation levels. From poor reading comprehension skills to limited math abilities and little prior chemical knowledge, a typical first-year chemistry course begins with virtually every student on an uneven playing ground. How can we begin to systematically address the serious problem of student readiness for general chemistry? Further, how can student preparation be tackled for courses beyond general chemistry, particularly organic chemistry? This presentation will delve into the world of adaptive learning and how it can be best utilized for preparing our students for general chemistry and beyond. Gary Pennycuff, Increasing Student Engagement and Inquiry with a Harry Potter Twist. Abstract: In recent years there have been calls for increasing student engagement and just-in-time assessment in introductory chemistry courses, both for majors and non-majors. Various approaches for introducing concepts before calculations, converting traditional cookbook experiments into guided inquiry, and having activities and experiments that involve formative assessment, with connections to Harry Potter and everyday life will be demonstrated. Kahoot and Nearpod are not spells or hexes but come apparate or fly to Hogsmeade and Hogwarts with us to investigate fun strategies for engaging fans who just also happen to be chemists or students learning chemistry! Kevin Revell, Perfecting the Mix: Finding the Blend for Student Success. Abstract: Student success depends on many factors, including preparation, resources, and mindset. In this workshop, we’ll examine keys and barriers to student success, and then focus specifically on the question of resources. What resources do students need to succeed? What resources do instructors need to optimize the learning experience? And how do resources affect preparation and mindset? This interactive presentation is designed to help teachers think creatively about learning resources. The presentation will highlight several approaches – both pedagogical techniques and new digital tools – to help students engage with chemistry in active, inquiry-driven environments. Specifically, we will examine ways in which a blend of in-class techniques, such as digital guided-inquiry activities, clickers, tablet-driven problem sessions, speed drills, and group problem-solving can to produce a flexible classroom experience to accommodate a variety of learning styles. While the workshop will feature tools from the new Revell Introductory Chemistry curriculum, many of the ideas and practices are also transferrable to general chemistry and higher-level courses. Wm. Douglas Urban, The latest ingredients to create a palatable chemistry potion for pre health majors. Abstract: As faculty we know that to understand medicine it is crucial to have a sound chemistry background. However, many chemistry faculty do not have time to find pertinent medical examples to spice up their potion. As a former community college chemistry faculty and a career medical professional I will provide some easy medical examples and sample problems you can add to your course to help students realize the importance of chemistry in understanding medicine. Holly Wiegreffe, Study Skills as Co-Curricular Content in STEM Classes - If they know better, will they do better? Abstract: Although state/community colleges play a crucial role in STEM education and workforce development, research on these STEM students is limited. Florida State College Jacksonville’s BOSS project addresses this research gap through an evidence-generating project designed to evaluate the impact of strategically embedding key study skills into six cross-sector STEM courses: College Algebra, Earth & Space Science, Life in its Biological Environments, Introduction to General Chemistry, Hardware Configuration and Introduction to Engineering. STEM specific study skill modules were developed and are being utilized in the current semester at FSCJ to measure the effect of this intervention on student self-efficacy and success. This presentation will describe the rationale, experimental design, module development and data collection in addition to the demonstration of one of the study skill modules.

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Workshops (In order of occurrence) Tom Wenzel and Donna Baron, Active Learning in Chemistry Classroom and Laboratory Experiences. Abstract: Traditional methods of teaching chemistry have emphasized the coverage of content areas. Laboratory experiments are often designed to reinforce material covered in the lecture and develop competency at hands-on activities. Many skills that are important for success in employment opportunities (e.g., oral and written communication, ability to work with others, problem-solving, use of the primary literature) are not emphasized in traditional teaching methods. Recent reports on science education emphasize the value of inquiry-based, problem-based and cooperative learning in undergraduate courses as a way of promoting skill development. Incorporation of these pedagogies into the chemistry classroom and laboratory experience has its challenges. This workshop will focus on strategies for including active learning in the classroom and laboratory. While the facilitators will focus on classes with an analytical chemistry focus including forensics and environmental chemistry and resources available through the Analytical Sciences Digital Library (http://community.asdlib.org/activelearningmaterials/) under the Creative Commons Copyright, the general approaches and strategies being discussed will be relevant for all chemistry courses. Amy Jo Sanders and Kathleen Carrigan, From TA to Assistant Professor: A Resources for Excellence Workshop Abstract: Your first few years as an educator at a community college are full of challenges and opportunities. Did you know the ACS Guidelines for Chemistry in Two-Year College Programs provides a comprehensive framework for all your needs? Whether you want to earn tenure, get an undergraduate research program started, develop or assess a technical program, or create online chemistry courses, ACS can help you. Join us as we explore the free resources available to you on the ACS website, Chemical Education in Two-year Colleges. You will learn how to creatively apply ACS resources to make your goals a reality while collaborating with colleagues who have experience in your area of interest. https://www.acs.org/content/acs/en/education/resources/twoyear.html Ashley Donovan and Andrew Feig, A Conversation About Training in Evidence-based Teaching for 2-Year College Faculty Through the ACS New Faculty Workshop Abstract: The ACS New Faculty Workshop (NFW) addresses a number of challenges early-career chemistry faculty face including: teaching, establishing a culture of laboratory safety, supporting student and faculty diversity, and time management. Recognizing that many faculty members at research-intensive institutions had little or no formal training in these areas, the NFW was created in 2012 by Prof. Andrew Feig (Wayne State University) and Prof. Rory Waterman (University of Vermont) thanks to a grant from the Research Corporation for Science Advancement to support adoption of evidence-based practices in the classroom and in the mentoring of students. The NFW maintained a focus on interactively exploring evidence-based instructional practices and was designed to model many of the active learning techniques described during the Workshop. The NFW was held annually at the American Chemical Society (ACS) in Washington, D.C. from 2012-2015, with up to fifty-six faculty participants from research-intensive institutions. In 2016, faculty from primarily undergraduate institutions were invited to attend the NFW, since many of these faculty also have little pedagogical training but are expected to teach a variety of courses. In 2016 and 2017, seventy and seventy-three participants, respectively, attended the annual NFWs. In 2018, thanks to increased financial support from the ACS, three New Faculty Workshops were held across the country in an effort to increase the accessibility of these workshops for faculty at research-intensive, primarily undergraduate, community, and minority-serving colleges and universities. As the number of faculty from non-research institutions attending the Workshops increases, it is important to understand whether the current format of the NFW meets the needs of these faculty. The proposed 2YC3 workshop aims to solicit feedback as to whether the current NFW structure, length, registration fee, and locations are suitable for community college faculty teaching in the chemical sciences. An overview of the NFW will be presented, followed by time for structured interactive feedback. Vasudha Sharma and Stephanie Spong, Writing to Learn and STEM: a match made in heaven or a visit to Azkaban?! Abstract: Student writing skills are important to all educators. In particular, STEM fields use inquiry-based learning in the classroom and often list practical skills such as problem-solving skills, communication, and collaboration as desired learning outcomes (National Research Council 2013). Additionally, critical thinking skills, data analysis and information processing within set time frames can be critical for students to be successful in classrooms and laboratories (Bok, 2006; J. Gen. Ed. 1993). Writing promotes all of these skills, helps deconstruct and reconstruct concepts, and challenges prior knowledge. Yet, many educators encounter logistical problems while incorporating writing into their class and so don't cultivate these skills explicitly. In this workshop, participants will explore both practical and process skills within their course; examine writing to learn activities and integrate a WTL strategy into their course for a specific course outcome or concept.

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TEACHING CHEMISTRY IS MAGICAL Not only is Kim Hilton a professor at Florida South Western State College, she also a charismatic public figure advocating for science. Hilton earned her bachelor’s degree in chemistry as well as a secondary education certification from Michigan Technological University, and a master’s degree in chemistry from Central Michigan University. Prior to joining FSW, she served as a chemistry professor at Kalamazoo Valley Community College, Western Michigan University and Delta College, as well as a chemistry and mathematics teacher at Nouvel Catholic Central High School, and an environmental chemist at Lockwood Jones & Beals Engineering & Architects, Inc. Her professional certifications include small-scale chemistry for pollution prevention in general chemistry, online and blended courses instructor, and learning technology innovation.

ACCOMPLISHMENTS Professor Hilton has received the Outstanding Graduate Teaching Award, the Kalamazoo Public Media Network Spirit Award, and the Philo T Farnsworth Excellence in Media Creation Award. She is a FSW ARC Grant recipient, a Technology Grants author and recipient, an Online Best Practices Course developer, an iPad Educational specialist, an EdTech Teacher Innovation Summit lead presenter, and FSW Critical Thinking Lecture Series Speaker.

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CURRENT PROJECTS She is a member of the American Chemical Society and is the creator of Chemical Kim Science, where she brings science education to local schools, children’s hospital, libraries, Big Brothers Big Sisters, foster care, and scouting organizations. She is also featured in science segments on ABC affiliate stations in West Michigan and Southwest Florida. Professor Kim and her wife have four children and enjoy travel, photography, cosplay, and running.

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WHEN OWLS FAIL MUGGLE MAIL CAN HELP If you are having issues with your owl and you need to get in touch with Kim Hilton, here is her contact information:

www.chemicalkim.com Facebook: chemkimscience Instagram: chemkim Twitter: chemical_kim Youtube: scistudio

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