000			nab a22 4500
999			_c85848 _d85848
008			180221b xxu||||| |||| 00| 0 eng d
082			_a507
100			_aTalanquer, vicente
245			_aReforming a large foundational course _b: sucessess and challenges
300			_ap.1844-1851
520			_aCalls for educational reform in undergraduate STEM education have become more prominent in recent years, particularly in introductory/foundational courses. Such reform efforts were initiated 10 years ago in the general chemistry program at the University of Arizona. In this contribution, we describe the major successes and challenges encountered during the full implementation of a new chemical thinking curriculum across all sections of a large course serving thousands of science and engineering majors every year. Besides describing the goals and structure of the alternative curriculum, as well as its impact on student learning, our work seeks to provide insights into institutional conditions, resources, and constraints that foster or hinder the success of major educational reforms.
650			_aUndergraduate curriculum
650			_aCollaborative learning
650			_aInquiry based learning
700			_aPollard, John
773	0		_082080 _dNew York American Chemical Society _oS23831 _tJournal of Chemical Education _x0021-9584
856			_uhttps://pubs.acs.org/doi/full/10.1021/acs.jchemed.7b00397
942			_2ddc _cAR