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Pedagogical practices, focused on active learning, have evolved to facilitate greater student engagement in classrooms, better performance and retention in chemistry courses. However, as qualitative and quantitative results have demonstrated, regardless of ability, students’ interests, motivations, and beliefs about themselves have a far-reaching impact on their performance and persistence in chemistry courses and in their intended majors.
This symposium, targeted at the college level, will highlight the influence of affective factors on cognitive outcomes, retention, and enacted pedagogical practices in face-to-face, remote and/or hybrid learning environments. Researchers and practitioners using techniques to assess, evaluate and better understand affective dimensions in the undergraduate chemistry classroom are welcome to contribute to this symposium.

Organizer 1

Shalini Srinivasan

Organizer 1 Email
ssriniva@msudenver.edu
Organizer 2

Sachel Villafane-Garcia

Organizer 2 Email
svillafane@fullerton.edu