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Table Of Content

• Why comparing matters – on case comparisons in organic chemistry
• Roxane Gay joins MasterClass to teach writing for social change
• 1 CPOE cycle – embedding case comparisons in inquiry processes
• ‘Rebel’ redacted: Rebel Wilson’s book chapter on Sacha Baron Cohen struck from some copies
• Programs & initiatives
• Top Podcasts In Arts

Her writing and illustrations have appeared in the New York Times, the Washington Post, New York Magazine, Print, Design Observer, and Fast Company. Her artwork has been included at prestigious universities and museums around the world. Overall, comparing cases as a task design can offload the working memory and engage multiple cognitive processes that are essential for learning and problem-solving when they match the capability of the learners (Roelle and Berthold, 2015). When we, as interior designers, know how state laws impact us, we can be a more educated, stronger advocacy base to make real change for the interior design profession.

Why comparing matters – on case comparisons in organic chemistry

Design Matters: David Remnick – PRINT Magazine - PRINT Magazine

Design Matters: David Remnick – PRINT Magazine.

Posted: Mon, 08 Apr 2024 07:00:00 GMT [source]

We advocate to be recognized as “registered design professionals” as defined in the International Building Code, which will enable Registered Interior Designers equal access to the permitting process across the state. For 20 years, Debbie was the President of the design division at Sterling Brands, where she worked with over 200 of the world’s largest brands, including the redesign of Burger King, merchandising for Star Wars and the positioning and branding of the No More movement. She is also President Emeritus of AIGA, one of five women to hold the position in the organization’s 100-year history and a past board member and treasurer of the New York Chapter. She has been a juror for competitions including Cannes Lions, The Art Directors Club, The Type Directors Club, Fast Company, HOW Magazine, Print Magazine, ID Magazine, AIGA, The Dieline, and more. Currently, Debbie is the Editorial and Creative Director of Print Magazine, the oldest magazine about design in the United States, and a board member of actor and activist Mariska Hargitay’s Joyful Heart Foundation, legendary Performance Space 122 and the venerable Type Directors Club. Debbie is president emeritus of AIGA and is a frequent speaker on design and branding.

Roxane Gay joins MasterClass to teach writing for social change

They provided industry expertise related to project oversight, project management, coordination with building professionals, detailed specification reviews, and installation support for the sub-contractors. It was a lot of work, but she did it with full charge enthusiasm and made it a worthwhile and fun process for us as well! It's also about creating the friendliest and most welcoming atmosphere, including people from all backgrounds. By joining Design Matters you will expand your knowledge, grow your network, experience new things, find inspiration, and most importantly…have a lot of fun!

1 CPOE cycle – embedding case comparisons in inquiry processes

As educators in chemistry, we would unanimously agree that understanding the relationship between the Lewis structure representations of organic molecules and their chemical properties, the molecular architecture, as named by Laszlo (2002), is essential for explaining or predicting chemical behavior. When learning chemistry, students, thus, encounter various ways of representing structures and processes (i.e., electron-pushing formalism) and must connect this to chemical and physical characteristics and energetic considerations (Goodwin, 2010). As a chemical entity has both a visible structural representation and an underlying conceptual aspect, difficulties in linking these two aspects can lead to a superficial understanding. Studies consistently show that students often focus on surface features or patterns when estimating the reactivity of molecules, overlooking functional or more abstract relational similarities (cf. Cooper et al., 2013; Anzovino and Bretz, 2016; Talanquer, 2017). They tend to equate visual similarity with chemical similarity, potentially missing out on understanding how different structural environments can lead to property changes, i.e., changes in chemical reactivity (Bhattacharyya, 2014; Graulich et al., 2019).

Comparing the outcome of organic reactions, the strength of nucleophiles, or the reaction rate is at the core of organic chemistry. Through asking comparative questions, we gain insight into reaction processes and reactivity patterns, which allow us to predict and explain novel ones. Learning a collection of seemingly unrelated reactions, or even name reactions in organic chemistry, as often the practice in organic chemistry classes, does not allow learners or make it more difficult to understand and derive the underlying principles that govern reactions.

Schween’s group has developed numerous experiments that make intermediate stages “visible,” for example, based on conductivity measurements (cf. Trabert et al., 2023 for an overview). In each case, two or more reactions are compared with each other and learners are prompted to estimate the reaction with the higher reaction rate. Figure 3 illustrates the linkage of Trabert and Schween’s (2020) case comparisons of an alkaline ester hydrolysis, which is focused on inductive effects and their experimental design to the CPOE cycle. Thereby, students first receive contrasting cases of ester hydrolysis, which differ in their substituents on the phenyl group (Figure 3, compare) Based on these two reactions, students have to predict which of the reactions proceed faster including a justification (Figure 3, predict). Students test their hypothesis afterwards in the laboratory with conductivity measurements (Figure 3, observe).

Design Matters: Oliver Jeffers – PRINT Magazine - PRINT Magazine

Design Matters: Oliver Jeffers – PRINT Magazine.

Posted: Mon, 08 Jan 2024 08:00:00 GMT [source]

Programs & initiatives

Purposefully comparing and reasoning through case comparisons can help regain the focus on conceptual understanding in organic chemistry but has not yet been fully explored in instructional design as well as assessments. Multiple studies have documented the potential of using case comparisons compared to more traditional task formats, characterized the type of reasoning that can be elicited from learners, and integrated case comparisons into laboratory experiments. We illustrated therein how, based on various theories of cognition and instruction, comparing can serve as a valuable process for selecting attention, limiting the extraneous cognitive load as well as focusing on implicit and explicit properties and cause-effect relationships.

Top Podcasts In Arts

Chemistry learning, and especially organic chemistry, merely addressed meaningful task design in classes, often using more reproduction-oriented predict-the-product tasks. In recent years, rethinking task design has become a major focus for instructional design in chemistry education research. Variations of this task design in the chemistry classroom and recommendations for teaching with case comparisons based on current state-of-the-art evidence from research studies in chemistry education research are provided. One may now ask, why comparing and contrasting should be an important part of learning in chemistry.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers.

In contrast to the intrinsic cognitive load, the extraneous cognitive load is about how learning materials are designed (Sweller, 2010). The more superfluous or irrelevant information learners are presented with, the greater the possibility that they will not be able to distinguish between relevant and irrelevant information and will be distracted, which increases extraneous cognitive load. To minimize extraneous cognitive load for learners, it is therefore advisable to use design principles such as Mayer’s, which are evidence-based and conducive to learning (Mayer, 2021).

California is the only certification administered by an independent, private organization; it’s also the only state with its own exam. In 2009, Debbie co-founded, with Steven Heller, the world’s first graduate program in branding at the School of Visual Arts in New York City. She is the author of seven books, including her latest, Why Design Matters, and has been published in over 10 languages.