On Thu, 6 Mar 1997 19:25:01 GMT "Jeffrey L. Nauss" <Jeffrey.Nauss@UC.Edu> wrote:

On Mar 6, 6:40pm, RICHARD SINGER wrote:

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Dr Nauss wrote regarding marking emailed UG work....

I think this is an important point and coincides with with what I had previously stated - "Students may have to learn the software. They probably would need to become fairly adept at using it for attachments and such." Teaching the proper use of the computers and software would probably have to be a significant part of the course - at least for now.

I agree,: word processing, spreadsheets, graphs, chemical structure-drawing,email(with MIME attachments), www and file managing(local and networked)are now basic techniques for chemistry. We teach them from day 1 and find some students need considerable help, others can nearly teach us!.

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the thought of 150 word processed first year experiment reports with bitmap graphics appearing on my hard drive is frightening!

Fear not !! I teach 250-300 students(1st & Second Year UK University) in a single, totally electronic, class(Organic Chemistry and Molecules of Life), comprising mainly Pharmaceutical & Forensic Chemists/Pharmacists. The way I get round the above problem is to divide the class into sets(about 10 students per set). They work on specified exercises, mounted on a central server, and then circulate, using email with MIME attachments, within the set their individual answers. Each member saves his answer and those received from other set members on a floppy, then checks the answers of the other members of the set. The set then discuss their answers and circulate corrections amongst themselves. A specified time is given for both stages . After this time the set "leader" sends me a simple email list( cc to all his set members) of all who have contributed to the set discussion( and more importantly anyone who has not). I can also request copies of any set's work & discussion(email+ attachments). For the next exercise the set "leader" moves alphabetically down the set and the procedure is repeated. At the end of the series of exercises I ask each member of the set to assign and email me integer marks(-2 to +2) to others in the set which they feel reflects their contribution to the set's activities. The chemistry material in the exercises also forms the basis of a traditional short answer exam at the end of the course. This approach is still in its early stages(1 year experience + 1 year trial run) and is still evolving. Overall student feedback is that it is good, interesting,novel stimulating( and very modern!!). Workshy students do not like it at all. Clearly a sympathetic and careful pace is essential if students with initially poor IT skills are to be encouraged rather than discouraged . I apologise for possible duplication but I am cross posting this reply to Chem-education list in response to the similar enquiries arisng there( see: d.c.nonhebel@strath.ac.uk ..... I have been asked to chair an ECEN group - an education group of the EU -investigating the teaching of Communication and Management Skills in Chemistry programmes within the EU.......) Bernard ---------------------- Dr.Bernard Blessington . Bradford University . Dept. of Pharmaceutical Chemistry. Bradford BD7 1DP, England. Tel +44 (0) 1274 384704 FAX +44 (0) 1274 305340 e mail - b.blessington@bradford.ac.uk ----- chemweb: A list for Chemical Applications of the Internet. Archived as: http://www.ch.ic.ac.uk/hypermail/chemweb/ To unsubscribe, send to listserver@ic.ac.uk the following message; unsubscribe chemweb List coordinator, Henry Rzepa (rzepa@ic.ac.uk)