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  Home > JCE Print > Journal of Chemical Education > Issues > 2004  > July  >
In the Classroom
Students as Letter Writers: How Letters Inform Instructors
Lynn M. Kirms
Department of Chemistry, Southern Oregon University, Ashland, OR 97520
Cover
July 2004
Vol. 81 No. 7
p. 982
Abstract
The enhancement of faculty understanding of students through student letter writing is explored. Two short letter-writing assignments are described and their value in the teaching process is outlined. An argument is presented for gaining a realistic picture of who our students are so as to enrich our communication and teaching effectiveness in the classroom. The letter-writing assignments were made in an organic chemistry lecture setting, but could be applied throughout a chemical curriculum, at the high school and at the university level.
More Information
*  Citation
 Kirms, Lynn M. J. Chem. Educ. 2004 81 982.
*  Keywords
 General Chemistry; Interdisciplinary / Multidisciplinary; Introductory / High School Chemistry; Organic Chemistry; Teaching / Learning Aids; Teaching / Learning Theory / Practice
*  History
 Created:
Last Updated:		 May 27, 2004
January 19, 2005
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