Mai Tsoi | Georgia Gwinnett College (original) (raw)

Papers by Mai Tsoi

Research paper thumbnail of Incorporating the iPod Touch Device in Undergraduate Organic Chemistry: Reflections, Observations, and Discussions on Going Mobile

Research paper thumbnail of Using Cell Phones to Develop a Learning Community in Undergraduate Science Instruction

Research paper thumbnail of Mobile Learning in Organic Chemistry: Discussion of the Student's Role in the 21st Century Classroom

1 Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2 School of Science and Tec... more 1 Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2 School of Science and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology  learning takes place continuously in and beyond the classroom  innovative use of educational technology  integrated educational experience that develops the whole person  wellspring of educational innovation  dynamic learning community  faculty engagement in teaching and mentoring students  innovative approaches to education GGC Vision 1 GGC Vision 1

Research paper thumbnail of The Organic Chemistry iTouch Project

1 Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2 School of Science and Tec... more 1 Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2 School of Science and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology  learning takes place continuously in and beyond the classroom  innovative use of educational technology  integrated educational experience that develops the whole person  wellspring of educational innovation  dynamic learning community  faculty engagement in teaching and mentoring students  innovative approaches to education GGC Vision 1 GGC Vision 1

Research paper thumbnail of Using the Apple iTouch in Undergraduate Organic Chemistry

1 Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2 School of Science and Tec... more 1 Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2 School of Science and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology Ø learning takes place con6nuously in and beyond the classroom Ø innova6ve use of educa6onal technology Ø integrated educa6onal experience that develops the whole person Ø wellspring of educa6onal innova6on Ø dynamic learning community Ø faculty engagement in teaching and mentoring students Ø innova6ve approaches to educa6on GGC Vision 1

Research paper thumbnail of Reorienting Undergraduate Organic Chemistry I Laboratory: Enhancing Student Understanding of Structure, Function and Mechanism via Green Chemistry, Spectroscopy, Computational Chemistry and Stereochemistry

Research paper thumbnail of Realignment of the Undergraduate Organic Chemistry Laboratory-Toward a Four Year Undergraduate Research Experience

Research paper thumbnail of Undergraduate Organic Chemistry I & II Laboratory Manual

This text provides students with a comprehensive organic chemistry laboratory experience that emp... more This text provides students with a comprehensive organic chemistry laboratory experience that emphasizes Green Chemistry principles. The Organic Chemistry I laboratory portion of the text uses classical experiments as vehicles for technique development and spectroscopic analysis. The Organic Chemistry II laboratory text section encompasses a multistep synthesis project specifically designed to leverage the techniques and instrumentation acquired by students during their Organic Chemistry I Laboratory experience.

Research paper thumbnail of Enabling 21 st Century Student Success in Undergraduate Organic Chemistry

ACS Symposium Series, 2012

ABSTRACT Organic chemistry instructors at a newly founded four-year college have integrated 21st ... more ABSTRACT Organic chemistry instructors at a newly founded four-year college have integrated 21st century handheld technology and applications into the organic chemistry class and lab experience, in an effort to further engage students and increase content and skill mastery. The technology and applications enable instructors to implement a philosophy of teaching and learning known as the Thayer method. In this method, students prepare before class and lab; their preparation is supported by a detailed course syllabus and materials available in multiple media formats - textbooks, e-books, videos, electronic flashcards, and content applications (apps) - all of which are easily accessible via computers and mobile devices. Because students come to class and lab already familiar with the fundamentals of the concepts to be covered, the instructor is free to focus specifically on topics and problems as dictated by the students. This helps maximize the efficiency and engagement of the student-instructor contact time, and allows the students to become active participants, rather than passive observers, in the class. In this way, the substantial improvement in student preparation before class and lab (the underlying premise of the Thayer method) goes hand in hand with the improvement of student comprehension and mastery of the material. Student and faculty response to this novel 21st century approach to undergraduate organic chemistry has been overwhelmingly positive, and research efforts are ongoing to determine impact on student learning. An early result is that over 90% of students successfully complete the two-semester organic chemistry class and lab sequence.

Research paper thumbnail of Learning from inquiry-based laboratories in nonmajor biology: An interpretive study of the relationships among inquiry experience, epistemologies, and conceptual growth

Journal of Research in Science Teaching, 2003

The use of inquiry-based laboratory in college science classes is on the rise. This study investi... more The use of inquiry-based laboratory in college science classes is on the rise. This study investigated how five nonmajor biology students learned from an inquiry-based laboratory experience. Using interpretive data analysis, the five students' conceptual ecologies, learning beliefs, and science epistemologies were explored. Findings indicated that students with constructivist learning beliefs tended to add more meaningful conceptual understandings during inquiry labs than students with positivist learning beliefs. All students improved their understanding of experiment in biology. Implications for the teaching of biology labs are discussed. ß

Research paper thumbnail of Adapting to Student Learning Styles: Using Cell Phone Technology in Undergraduate Science Instruction

iiisci.org

Students of science traditionally make 3x5 flash cards to assist learning nomenclature, structure... more Students of science traditionally make 3x5 flash cards to assist learning nomenclature, structures, and reactions. Advances in educational technology have enabled flashcards viewed on computers, offering an endless array of drilling and feedback opportunities for students. The current generation of students is less inclined to use computers, but they use their cell phones 24 hours a day. This report outlines these trends and an even more recent educational technology initiative, that of using cell phone flash cards to help students learn biology and chemistry nomenclature, structures, and reactions. Students responded positively to cell phone flash cards in a pilot study and a more detailed study is planned for the coming year.

Research paper thumbnail of Enhancing Research Skills and Attitudes in Undergraduate Organic Chemistry via Organic Synthesis

and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology  learn... more and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology  learning takes place continuously in and beyond the classroom  innovative use of educational technology  integrated educational experience that develops the whole person  dynamic learning community  faculty engagement in teaching and mentoring students  innovative approaches to education

Research paper thumbnail of Incorporating the iPod Touch Device in Undergraduate Organic Chemistry: Reflections, Observations, and Discussions on Going Mobile

Research paper thumbnail of Using Cell Phones to Develop a Learning Community in Undergraduate Science Instruction

Research paper thumbnail of Mobile Learning in Organic Chemistry: Discussion of the Student's Role in the 21st Century Classroom

1 Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2 School of Science and Tec... more 1 Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2 School of Science and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology  learning takes place continuously in and beyond the classroom  innovative use of educational technology  integrated educational experience that develops the whole person  wellspring of educational innovation  dynamic learning community  faculty engagement in teaching and mentoring students  innovative approaches to education GGC Vision 1 GGC Vision 1

Research paper thumbnail of The Organic Chemistry iTouch Project

1 Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2 School of Science and Tec... more 1 Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2 School of Science and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology  learning takes place continuously in and beyond the classroom  innovative use of educational technology  integrated educational experience that develops the whole person  wellspring of educational innovation  dynamic learning community  faculty engagement in teaching and mentoring students  innovative approaches to education GGC Vision 1 GGC Vision 1

Research paper thumbnail of Using the Apple iTouch in Undergraduate Organic Chemistry

1 Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2 School of Science and Tec... more 1 Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2 School of Science and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology Ø learning takes place con6nuously in and beyond the classroom Ø innova6ve use of educa6onal technology Ø integrated educa6onal experience that develops the whole person Ø wellspring of educa6onal innova6on Ø dynamic learning community Ø faculty engagement in teaching and mentoring students Ø innova6ve approaches to educa6on GGC Vision 1

Research paper thumbnail of Reorienting Undergraduate Organic Chemistry I Laboratory: Enhancing Student Understanding of Structure, Function and Mechanism via Green Chemistry, Spectroscopy, Computational Chemistry and Stereochemistry

Research paper thumbnail of Realignment of the Undergraduate Organic Chemistry Laboratory-Toward a Four Year Undergraduate Research Experience

Research paper thumbnail of Undergraduate Organic Chemistry I & II Laboratory Manual

This text provides students with a comprehensive organic chemistry laboratory experience that emp... more This text provides students with a comprehensive organic chemistry laboratory experience that emphasizes Green Chemistry principles. The Organic Chemistry I laboratory portion of the text uses classical experiments as vehicles for technique development and spectroscopic analysis. The Organic Chemistry II laboratory text section encompasses a multistep synthesis project specifically designed to leverage the techniques and instrumentation acquired by students during their Organic Chemistry I Laboratory experience.

Research paper thumbnail of Enabling 21 st Century Student Success in Undergraduate Organic Chemistry

ACS Symposium Series, 2012

ABSTRACT Organic chemistry instructors at a newly founded four-year college have integrated 21st ... more ABSTRACT Organic chemistry instructors at a newly founded four-year college have integrated 21st century handheld technology and applications into the organic chemistry class and lab experience, in an effort to further engage students and increase content and skill mastery. The technology and applications enable instructors to implement a philosophy of teaching and learning known as the Thayer method. In this method, students prepare before class and lab; their preparation is supported by a detailed course syllabus and materials available in multiple media formats - textbooks, e-books, videos, electronic flashcards, and content applications (apps) - all of which are easily accessible via computers and mobile devices. Because students come to class and lab already familiar with the fundamentals of the concepts to be covered, the instructor is free to focus specifically on topics and problems as dictated by the students. This helps maximize the efficiency and engagement of the student-instructor contact time, and allows the students to become active participants, rather than passive observers, in the class. In this way, the substantial improvement in student preparation before class and lab (the underlying premise of the Thayer method) goes hand in hand with the improvement of student comprehension and mastery of the material. Student and faculty response to this novel 21st century approach to undergraduate organic chemistry has been overwhelmingly positive, and research efforts are ongoing to determine impact on student learning. An early result is that over 90% of students successfully complete the two-semester organic chemistry class and lab sequence.

Research paper thumbnail of Learning from inquiry-based laboratories in nonmajor biology: An interpretive study of the relationships among inquiry experience, epistemologies, and conceptual growth

Journal of Research in Science Teaching, 2003

The use of inquiry-based laboratory in college science classes is on the rise. This study investi... more The use of inquiry-based laboratory in college science classes is on the rise. This study investigated how five nonmajor biology students learned from an inquiry-based laboratory experience. Using interpretive data analysis, the five students' conceptual ecologies, learning beliefs, and science epistemologies were explored. Findings indicated that students with constructivist learning beliefs tended to add more meaningful conceptual understandings during inquiry labs than students with positivist learning beliefs. All students improved their understanding of experiment in biology. Implications for the teaching of biology labs are discussed. ß

Research paper thumbnail of Adapting to Student Learning Styles: Using Cell Phone Technology in Undergraduate Science Instruction

iiisci.org

Students of science traditionally make 3x5 flash cards to assist learning nomenclature, structure... more Students of science traditionally make 3x5 flash cards to assist learning nomenclature, structures, and reactions. Advances in educational technology have enabled flashcards viewed on computers, offering an endless array of drilling and feedback opportunities for students. The current generation of students is less inclined to use computers, but they use their cell phones 24 hours a day. This report outlines these trends and an even more recent educational technology initiative, that of using cell phone flash cards to help students learn biology and chemistry nomenclature, structures, and reactions. Students responded positively to cell phone flash cards in a pilot study and a more detailed study is planned for the coming year.

Research paper thumbnail of Enhancing Research Skills and Attitudes in Undergraduate Organic Chemistry via Organic Synthesis

and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology  learn... more and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology  learning takes place continuously in and beyond the classroom  innovative use of educational technology  integrated educational experience that develops the whole person  dynamic learning community  faculty engagement in teaching and mentoring students  innovative approaches to education