Friday, March 1 at 4:00pm to 5:00pm
A. Paul Schaap Science Center, Auditorium 1000
35 East 12th Street, Holland, MI 49423-3605
Building a Chemistry Community for First Gen/Low - Income Students
Abstract: Building a Chemistry Community for First Gen/Low - Income Students Stanford University’s Leland Scholars Program (LSP) is a four-week summer bridge program focusing upon academic skills
development, academic empowerment, community support, sense of belonging, and institutional empowerment. LSP students are low-income and/or first generation and/or from under-resourced
communities. A combination of carefully structured seminars, class work, research/career talks and lunches with faculty, and hands-on lab activities help achieve these multifaceted goals and build a
strong cohort that becomes a foundational support structure through their next four years. The STEM course component centers on ideas of sustainability, allowing students to learn about and
debate issues in nutrition, pollution, fossil fuels, and nuclear energy. Instructors embed chemistry content that engages students in significant practice with problem solving and critical thinking. As a
final project, students select a topic within these themes in which they apply skills and content from lecture to an impactful societal issue. Students create posters in which they propose and defend a
solution with supporting research. The talk will provide details regarding key structural elements of LSP that promote attainment of these goals. Furthermore, we will present data on the impacts on
student performance and retention in science courses.
Biography: Dr. Charlie Cox’s primary interests lie in the field of chemical education with a focus on methods to promote active learning in organic and general chemistry, to improve problem solving strategies and metacognition, to build active learning communities. Charlie took a strong interest in chemistry beginning in high school. His doctoral study at Clemson U. (Ph.D. 2006) required two
projects—one chemistry-based and another education-oriented. He completed the first in a physical organic research group analyzing fullerenes and porphyrins. For the latter, he worked with
Dr. Melanie Cooper, developing interventions in general and organic chemistry and evidence-models to support curricular reform. Charlie joined the Stanford Department of Chemistry in 2010, and is currently Lecturer of Chemistry and Coordinator for T.A. Teaching and Safety Training. Charlie won the ACS Stratus Award in 2017 for his role in developing the undergraduate and graduate safety training program, and he won the 2018 Dean’s Award for outstanding teaching and
service in Humanities and Sciences at Stanford. Charlie teaches in the organic, biological, andphysical divisions at Stanford.