000			02058nam a22002777a 4500
005			20231020144421.0
008			231020b ||||| |||| 00| 0 eng d
022			_a0021-9584
037			_bRIEBPL Library
082			_a540.7
100			_aViki Kumar Prasad and Tamara K. Freeman
245			_a Development of an Infographic Assignment for an Introductory Chemistry Laboratory Curriculum _b (Journal Article)
260			_aUSA _b:American Chemical Society _c,May 2023
300			_a1926–1933p.
490			_aAmerican Chemical Society, Volume 100, Issue 5
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- In recent years, pedagogical advancements have allowed the adoption of more engaging forms of course assignments to help students better understand and communicate chemistry. In this context, informational graphics, known as infographics, emerge as an effective teaching aid in educational settings and in disseminating scientific content to the public. This article describes the design of an infographic assignment and its implementation in a first-year chemistry laboratory course at the University of British Columbia’s Okanagan campus. The overarching goal of this assignment was to incorporate the thematic framework of the United Nations Sustainable Development Goals into the laboratory curriculum while encouraging systems thinking and promoting science communication initiatives. The students’ attitudes toward this assignment via submitted self-reflection survey results are also discussed. Our findings reveal an overall positive student experience suggesting the infographic assignments’ ability to foster student engagement and critical thinking skills.
650			_aStudent-Centered Learning
650			_aFirst-Year Undergraduate/General
650			_aCurriculum
650			_a Communication
650			_a Multimedia-Based Learning
650			_aProfessional Development
856			_u https://doi.org/10.1021/acs.jchemed.3c00023
942			_cPER
999			_c44566 _d44565