Search results for author:"Thomas A. Holme"
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Journal of Learning Design Vol. 7, No. 2 pp. 28–46
As more instructors articulate learning objectives for their students within one course, or academic staff collaborate to articulate learning outcomes for programs, a robust means to assess student performance within these becomes increasingly...
Classroom Response Systems Have Not "Crossed the Chasm": Estimating Numbers of Chemistry Faculty Who Use Clickers
Journal of Chemical Education Vol. 89, No. 4 (March 2012) pp. 465–469
Results of a national survey of faculty usage of assessment tools are presented and framed within the concept of the technology adoption life cycle. Specifically, the use of classroom response systems as reported by survey participants suggests that ...
Beyond "Inert" Ideas to Teaching General Chemistry from Rich Contexts: Visualizing the Chemistry of Climate Change (VC3)
Peter G. Mahaffy; Thomas A. Holme; Leah Martin-Visscher; Brian E. Martin; Ashley Versprille; Mary Kirchhoff; Lallie McKenzie; Marcy Town
Journal of Chemical Education Vol. 94, No. 8 (2017) pp. 1027–1035
As one approach to moving beyond transmitting "inert" ideas to chemistry students, we use the term "teaching from rich contexts" to describe implementations of case studies or context-based learning based on systems thinking that ...
Building a Database for the Historical Analysis of the General Chemistry Curriculum Using ACS General Chemistry Exams as Artifacts
Cynthia J. Luxford; Kimberly J. Linenberger; Jeffrey R. Raker; John Y. Baluyut; Jessica J. Reed; Chamila De Silva; Thomas A. Holme
Journal of Chemical Education Vol. 92, No. 2 (February 2014) pp. 230–236
As a discipline, chemistry enjoys a unique position. While many academic areas prepared "cooperative examinations" in the 1930s, only chemistry maintained the activity within what has become the ACS Examinations Institute. As a result, the ...