Are you ready to embark on a journey that promises to revolutionize the way we teach and learn physical chemistry? At Loyola University Chicago, we’re thrilled to introduce you to our exciting new initiative, the PEC-LEAP Project!

Before we dive into the details, let’s start with the basics. What is PEC-LEAP? It stands for Physical Chemistry Learning Enhancement and Advancement Project.

Why PEC-LEAP Matters

Physical chemistry is a fundamental branch of chemistry that explores the underlying principles governing chemical systems and reactions. However, it’s not uncommon for students to find this subject challenging. At Loyola University Chicago, we believe that every student should have the opportunity to excel in physical chemistry, regardless of their background or prior knowledge.

That’s where PEC-LEAP comes in. Our project is dedicated to transforming the learning experience in physical chemistry. We’re on a mission to make this subject more accessible, engaging, and ultimately, more enjoyable for students.

What Makes PEC-LEAP Special

So, what sets PEC-LEAP apart from traditional educational approaches? Here are some key highlights:

1. Cutting-Edge Pedagogy: PEC-LEAP incorporates innovative pedagogical approaches like student-centered design and Constructivist Epistemology. We’re reimagining how physical chemistry is taught to create a more interactive and dynamic learning environment.

2. Research-Driven: Our project is grounded in solid research and supported by experts in the field of chemistry education. We’re not just experimenting; we’re applying evidence-based strategies to ensure the best outcomes for our students.

3. Collaborative Effort: PEC-LEAP is a collaborative endeavor. We’re working closely with faculty members from the Department of Chemistry and Biochemistry at Loyola University Chicago, combining our expertise to bring about meaningful change.

4. Student-Centered: At the heart of PEC-LEAP is a focus on the students themselves. We’re dedicated to understanding their needs, addressing their misconceptions, and empowering them to succeed in physical chemistry.

How You Can Get Involved

We believe that the success of PEC-LEAP lies in community involvement. We invite you to explore our project further by visiting our PEC-LEAP page. There, you’ll find detailed information about our research phases, pedagogical frameworks, and expected outcomes.

Join Us on this Educational Adventure

PEC-LEAP is not just a project; it’s an adventure in education. We’re committed to reshaping the landscape of physical chemistry learning, and we invite you to join us on this exciting journey.

Keep an eye on our website and social media channels for updates, and let’s work together to make physical chemistry an accessible and rewarding subject for all. Together, we can achieve greatness in education, one leap at a time!

Stay tuned for more updates and announcements. Together, we’re making a difference in physical chemistry education.

On May 8, 2023

Hi Professor,

I just wanted to say thank you for everything I have learned in your class this semester. I truly enjoyed this class and your enthusiasm for teaching. I hope you have a wonderful summer!

Sincerely,

Sakhee

Sakhee took CHEM 112 General Chemistry Lab B in Spring 2023. This email correspondence was posted with Sakhee’s written permission via email on 5/8/2023.

On May 7, 2023

Dear Dr. Kahveci,

I just wanted to say thank you for a good semester! I enjoyed the different labs that we did and all the new information that we learned. I also appreciate how the information aligned with what we learned in Chem 102 lecture. It made me feel like I was getting extra information about the topics and seeing them be conceptualized. I enjoyed how hands-off you were as well because it allowed me to explore the topics on my own and work with group members.

Thanks again for your help through the semester. Have a great summer!

Regards,

Tawonga

Tawonga took CHEM 112 General Chemistry Lab B in Spring 2023. This email correspondence was posted with Tawonga’s written permission via email on 5/8/2023.

I am thrilled and honored to announce that I have been selected as a member of the 2nd cohort for the Faculty Fellowship in the Scholarship of Teaching and Learning (SOTL) at Loyola University Chicago.

When I first learned about the fellowship (many thanks to Polina Pine), I was immediately drawn to the opportunity to explore and advance my knowledge and skills in teaching and learning. As a lifelong learner and passionate educator, I knew that the SOTL Fellowship would be a perfect fit for me.

The application process was challenging, but I felt confident in my proposal and was excited to share my ideas with the selection committee. When I received the news that I had been chosen as a SOTL Fellow, I was overjoyed and grateful for the opportunity to work with such a talented group of educators.

Over the next two years, I will have the chance to collaborate with my fellow SOTL Fellows and the Faculty Center for Ignatian Pedagogy to bring my proposed project to life. This project will allow me to explore a topic that I am deeply passionate about and to contribute to the field of teaching and learning in a meaningful way. I will share the details of my propsed project later.

I am eager to dive into this new chapter of my professional development and to learn from the expertise of my colleagues. The SOTL Fellowship will provide me with the resources, support, and guidance that I need to achieve my goals and to grow as an educator.

As I reflect on this exciting news, I am filled with gratitude for the opportunity to pursue my passions and to make a positive impact on the education community. I look forward to sharing my experiences and insights with others, and to contributing to the ongoing conversation about the importance of teaching and learning in chemistry education research (CER).

Thank you to Loyola University Chicago and the Faculty Center for Ignatian Pedagogy for this incredible opportunity. I am ready to embrace this challenge and to make the most of this fellowship.

Dual-process theories propose that human decision-making involves two separate cognitive systems: a fast, automatic, intuitive system (System 1) and a slower, reflective, deliberate system (System 2)¹. Social-emotional learning (SEL) is related to dual-process theories because it involves the development of both automatic and reflective processes for managing emotions, regulating behavior, and making decisions.

SEL interventions aim to strengthen both System 1 and System 2 processes. For example, teaching students to recognize and label their emotions (System 1) and then to regulate their behavior based on their goals and values (System 2)². SEL also involves developing metacognitive skills that help individuals become more aware of their thinking processes and make more deliberate, intentional decisions³.

Examples of Applying Dual-Process Theories to Social Emotional Learning

One example of applying dual-process theories to SEL is the use of mindfulness practices in the classroom. Mindfulness involves paying attention to present moment experiences with an attitude of openness and non-judgment⁴. Mindfulness practices can strengthen System 1 processes by increasing students’ awareness of their automatic thoughts and reactions to stressors. At the same time, mindfulness practices can strengthen System 2 processes by encouraging students to engage in deliberate, intentional reflection on their thoughts, emotions, and behaviors.

Another example is the use of decision-making frameworks that explicitly integrate System 1 and System 2 processes. For example, the Decision-Making Triangle model⁵ encourages individuals to consider their emotions, thoughts, and values when making decisions. This model involves both automatic (System 1) and reflective (System 2) processes, and can be a useful tool for teaching students how to make more intentional, values-driven decisions.

Benefits of Incorporating Dual-Process Theories into Social Emotional Learning

Incorporating dual-process theories into SEL can have several benefits. First, it can help students develop a more nuanced understanding of their own thinking processes, which can enhance their self-awareness and metacognitive skills⁶. Second, it can help students develop more effective strategies for managing their emotions and regulating their behavior, by teaching them to balance automatic and reflective processes⁷. Finally, it can help students become more intentional and values-driven decision-makers, by providing them with a framework for integrating System 1 and System 2 processes.

References

Social-Emotional Learning (SEL) is an approach to education that focuses on developing social and emotional competencies in students to help them succeed in school and beyond.¹ On the other hand, science education aims to teach scientific concepts and principles to students. However, both these educational approaches are not mutually exclusive. SEL can be integrated into science education, including chemistry education, to improve students’ learning outcomes.

Social and emotional competencies such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making are essential for success in any discipline, including chemistry. For example, in chemistry education, self-awareness helps students to recognize their learning strengths and weaknesses, which in turn allows them to tailor their learning strategies accordingly. Social awareness, on the other hand, can help students to appreciate the perspectives of others and to collaborate effectively with their peers during laboratory experiments or group projects. Responsible decision-making skills can assist students in making informed and ethical decisions, such as handling chemicals safely and appropriately.

Integrating SEL into Chemistry Education

There are several ways to integrate SEL into chemistry education. One approach is to incorporate SEL-based teaching strategies such as cooperative learning, problem-based learning, and project-based learning. These approaches encourage students to work collaboratively, think critically, and communicate effectively, thereby promoting social and emotional competencies.²

Another way to integrate SEL into chemistry education is by designing laboratory experiments that promote SEL skills. For example, experiments that require students to work in pairs or small groups to solve problems can help develop social awareness and relationship skills. Additionally, experiments that require students to reflect on their learning can promote self-awareness and responsible decision-making skills.

Benefits of Integrating SEL into Chemistry Education

Integrating SEL into chemistry education has several benefits. Firstly, it can improve students’ academic performance and engagement by promoting a positive learning environment and reducing behavioral problems.³ Secondly, it can prepare students for success in the workforce by developing essential social and emotional competencies such as collaboration, communication, and problem-solving skills.⁴ Lastly, it can help to create a more inclusive and equitable learning environment that supports the diverse needs of all students.⁵

Conclusion

Integrating SEL into science education, specifically chemistry education, can enhance students’ learning outcomes by promoting essential social and emotional competencies. By using SEL-based teaching strategies and designing laboratory experiments that promote SEL skills, chemistry teachers can create a positive and inclusive learning environment that prepares students for success in school and beyond.

References

Social-Emotional Learning (SEL) is an approach to education that focuses on developing the social and emotional skills of students to help them become successful in school and in life.¹ The principles of SEL include:

1. Self-awareness

Self-awareness involves understanding one’s own emotions, thoughts, and values. This principle helps students identify their strengths and weaknesses, which can lead to increased self-confidence and self-esteem. An example of how self-awareness can be applied in a real-world situation is through journaling, where students can reflect on their thoughts and emotions and gain a better understanding of themselves.

2. Self-management

Self-management involves regulating one’s emotions and behaviors in different situations. This principle helps students learn how to control their impulses, manage stress, and set and achieve goals. An example of how self-management can be applied in a real-world situation is through mindfulness practices, where students can learn techniques to manage stress and regulate their emotions.

3. Social awareness

Social awareness involves understanding and empathizing with others, including their emotions, perspectives, and backgrounds. This principle helps students develop empathy and compassion for others, which can lead to better communication and relationships. An example of how social awareness can be applied in a real-world situation is through community service projects, where students can learn about and help people in their community who may be facing challenges.

4. Relationship skills

Relationship skills involve building and maintaining positive relationships with others. This principle helps students learn how to communicate effectively, resolve conflicts, and work collaboratively. An example of how relationship skills can be applied in a real-world situation is through group projects, where students can practice communication, collaboration, and conflict resolution skills.

5. Responsible decision-making

Responsible decision-making involves making informed and ethical choices based on one’s values and goals. This principle helps students learn how to think critically, weigh the consequences of their actions, and make decisions that are in line with their values. An example of how responsible decision-making can be applied in a real-world situation is through a classroom discussion on current events, where students can practice critical thinking skills and learn how to make informed decisions.

Benefits of Social-Emotional Learning

Research has shown that social emotional learning can have many benefits for students, including:

• Improved academic achievement²
• Increased social and emotional competence³
• Better behavior and reduced disciplinary incidents⁴
• Increased motivation and engagement in learning⁵
• Improved mental health and well-being⁶

Overall, social-emotional learning can help students develop the skills they need to succeed in school and in life, and can lead to better outcomes for individuals and society as a whole.

References

Social-Emotional Learning (SEL) refers to the process of acquiring and applying the knowledge, skills, and attitudes that help individuals understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. SEL encompasses both intrapersonal and interpersonal competencies that are essential for success in school, work, and life.¹

Importance of Social-Emotional Learning

SEL has gained recognition as a critical component of education because it has been shown to have a positive impact on academic achievement, mental health, and overall well-being. Research suggests that students who participate in SEL programs demonstrate improved academic performance, fewer behavior problems, and better social and emotional skills.² SEL also helps students to develop resilience, coping mechanisms, and problem-solving skills that are valuable throughout their lives.³

Brief History and Evolution of Social-Emotional Learning

SEL has its roots in humanistic psychology and the work of theorists like Maslow, Rogers, and Erikson, who emphasized the importance of emotional and social development in shaping individuals’ behavior.⁴ However, the formalization of SEL as a field of study and practice began in the 1990s, with the publication of influential reports such as “The Collaborative for Academic, Social, and Emotional Learning (CASEL) Framework”⁵ and “Promoting Social and Emotional Learning: Guidelines for Educators”⁶.

Since then, SEL has evolved from a relatively niche field to a mainstream educational approach, with a growing number of schools and districts implementing SEL programs and curricula. SEL has also become an area of research, with studies examining the effectiveness of various SEL interventions and identifying best practices for implementation.⁷

Core Components of Social-Emotional Learning

CASEL’s Framework identifies five core competencies that form the foundation of SEL:

1. Self-Awareness: The ability to recognize one’s emotions, thoughts, and values and how they influence behavior.
2. Self-Management: The ability to regulate emotions, thoughts, and behaviors in different situations.
3. Social Awareness: The ability to understand and empathize with others, including those from diverse backgrounds.
4. Relationship Skills: The ability to communicate, cooperate, and solve problems with others in healthy ways.
5. Responsible Decision-Making: The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.⁸

By incorporating these competencies into education, SEL aims to foster the development of the whole child, preparing them for success in school and in life.

References