Gabriela C. Weaver

Roy Tasker

John McMurry

John C. Kotz

Paul M. Treichel

Peter G. Mahaffy

Bob Bucat

Taking an evidence-first big picture approach, Chemistry: Human Activity, Chemical Reactivity encourages students to think like a chemist, develop critical understanding of what chemistry is, why it is important and how chemists arrive at their discoveries. Flipping the traditional model of presenting facts and building to applications, this text begins with contexts that are real-life and matter to students – from doping in sports, to the chemistry behind the treads of wall-climbing robots. Informed by the latest chemical education research, Chemistry: Human Activity, Chemical Reactivity presents chemistry as the exciting, developing human activity that it is, rather than a body of facts, theories, and skills handed down from the past. Along with the innovative MindTap Reader and OWLv2 learning platform, this text uses unique case studies and critically acclaimed interactive e-resources to help students learn chemistry and how it is helping to address global challenges of the 21st century.

Human Activity, Chemical Reactivity (International Edition)

Chemistry

Wilella D. Burgess

Amy L. Childress

Linda Slakey

Higher education is coming under increasing scrutiny, both publically and within academia, with respect to its ability to appropriately prepare students for the careers that will make them competitive in the 21st-century workplace. At the same time, there is a growing awareness that many global issues will require creative and critical thinking deeply rooted in the technical STEM (science, technology, engineering, and mathematics) disciplines. However, the existing and ingrained structures of higher education, particularly in the STEM fields, are not set up to provide students with extensive skill development in communication, teamwork, and divergent thinking, which is needed for success in the knowledge economy. In 2011 and again in 2014, an international conference was convened to bring together university leaders, educational policymakers and researchers, and funding agency representatives to discuss the issue of institutional transformation in higher education, particularly in the STEM disciplines. Central to the issue of institutional transformation is the ability to provide new forms of instruction so that students can gain the variety of skills and depth of knowledge they will need. However, radically altering approaches to instruction sets in motion a domino effect that touches on learning space design, instructional technology, faculty training and reward structures, course scheduling, and funding models. In order for one piece to move, there must be coordinated movement in the others, all of which are part of an entrenched and interconnected system. Transforming Institutions brings together chapters from the scholars and leaders who were part of the 2011 and 2014 conferences. It provides an overview of the context and challenges in STEM higher education, contributed chapters describing programs and research in this area, and a reflection and summary of the lessons from the many authors' viewpoints, leading to suggested next steps in the path toward transformation.

21st Century Undergraduate STEM Education

Transforming Insitutions

Gabriela C. Weaver

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