Introducing New Learning Tools into a Standard Classroom: A Multi-Tool Approach to Integrating Fuel-Cell Concepts into Introductory College Chemistry
Matthew J. D’Amato
Materials Science Program and Materials Research Science and Engineering Center, University of Wisconsin–Madison, Madison, WI 53706
Kenneth W. Lux
Department of Engineering Physics and Materials Research Science and Engineering Center, University of Wisconsin–Madison, Madison, WI 53706
Kenneth A. Walz and Holly Walter Kerby
Chemistry Department, Arts and Sciences, Madison Area Technical College, Madison, WI 53704
Barbara Anderegg
Consortium for Education in Renewable Energy Technologies, Madison Area Technical College, Madison, WI 53704
Bringing cutting-edge scientific research into the general curriculum can be challenging for educators at all levels. We describe an approach to deliver the science and engineering concepts involved in fuel-cell technology to the introductory college chemistry classroom. This approach includes using traditional lectures, multimedia learning objects, and a lab activity to enhance student learning in a hands-on, interactive manner. The learning objects and lab activity are both new learning tools and are implemented in a two-year college classroom. A simple, first assessment of this approach is described along with preliminary results from a second, more rigorous assessment. The potential to satisfy various learning styles is discussed based on feedback from students about the new learning tools. We also highlight the collaboration between several educational institutions and research and education programs that made the development and implementation of this unit possible.
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