Introductory Chemistry I Lecture - CHEM 151
Spring 2001
Lansing Community College
Lansing, MI

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During the Spring 2001 semester I taught the General Chemistry I Lecture (CHEM 151) Class at Lansing Community College in Lansing, MI. The class was worth four credits, with four hours of lecture and no recitation section. The laboratory component was a separate class. CHEM 151 was the first of two semester courses designed to provide an in-depth introduction to general chemistry for students who plan careers in the health professions, physical sciences, biological sciences, or engineering. Topics discussed include measurement, aqueous reactions, stoichiometry, thermochemistry, atomic structure, bonding, and acids and bases.

The text used was Chemistry, 5th Edition, by S. S. Zumdahl and S. A. Zumdahl, which was the text adopted by the department. I had little control over the course content. The text, the syllabus, examinations and schedule were all determined by the department, and provided to me upon my arrival.

The Spring 2001 semester was a typical 15 week semester, consisting of 29 students, all with either first or second year class standing. Most (62%) of the students intended to transfer to a four year institution to continue their studies. I issued a final grade to 26 students, resulting in an 90% retention rate. Several students had previously taken CHEM 125, a class that was intended for students who did not have high school chemistry or required a refresher course. Measurement, problem solving, chemical formulas, chemical equations, stoichiometry, atomic structure, chemical bonding, gas laws, solutions, and acids and bases were emphasized in CHEM 125, as preparation for CHEM 151.

My primary function in this class was to teach. I used the resources from teaching a similar class at Michigan State University as a guide to teach here at LCC. I found that I preferred to have more input into the syllabus and the examinations for the courses that I was responsible for.

I was responsible for writing and administering short quizzes. Examples of these quizzes are available below. Examination reports with my post-administering observations are also available. All documents on this page are in Adobe Acrobat Reader format (PDF.)

Faculty evaluations indicated that 95% of the respondents (20) would recommend me as an instructor to another student, thought that I answered students questions satisfactorily, and that I expressed ideas clearly. 100% of the respondents indicated that I treated students with respect, communicated a positive attitude, and that I helped students to feel free to ask questions. Collectively, I believe this can be interpreted as that I created a supportive educational environment that allowed students to interact freely and learn efficiently in my classroom.