Member Spotlight: Melody Kelley

Growing Pains: An Introduction to My Expanding Pedagogical Toolbox

Melody Kelley, Ph.D. (Georgia State University/Perimeter College)

In 2016, Georgia State University did something that at first glance- seemed fairly unoriginal. They acquired a smaller associate degree-granting institution, Georgia Perimeter College. This consolidation would in turn make GSU the largest university in the state of Georgia and expand its geographic footprint across the Metro Atlanta region by adding four additional campuses. Of greater interest to me as a new faculty member within this freshly added “Perimeter College” was what I perceived as the academic mandate that accompanied this merger. My job would not be to simply teach organic chemistry- but to cultivate an accessible pipeline of scholars at an institution now capable of supporting students from an associate degree to a doctoral degree.

Operating in the open access unit of an R1 institution is not without its challenges. My classrooms are an eclectic mosaic of backgrounds, aspirations, and literacies reflective of the unique cultural and pedagogical richness of the Metro Atlanta region.  Suffice it to say- that my traditional doctoral training in organic chemistry did not prepare me for this task.

Throughout the years, I have relied upon the evidence-based practices of chemistry classrooms to not only address difficulties such as math remediation but to also seize opportunities like technological savviness and diversity. Studies from researchers like Mooring¹ and Shattuck² led me to begin exploring the flipped classroom model for courses. More recently, my teaching philosophy has been informed by general theories and practices- not directly associated with applications to organic chemistry courses.

It is my thesis that the path forward in chemical education will require the reconciliation and application of strategies informed by behavioral, social, and neurological sciences.

In James Lang’s 2016 “Small Teaching,” he delves into the research of human learning to present several practical considerations including spacing out learning opportunities to support students create connections between areas of course content.³

Mary-Ann Winkelmes and the TILT Higher Ed Initiative have shown the impact across multiple disciplines of simply being transparent in the college classroom.⁴ The Transparency in Learning and Teaching (TILT) framework includes explicitly describing the purpose, task, and criteria on student-facing course activity materials. In addition to supporting student metacognitive awareness, TILT can also be a tool for educational equity.

In “The Spark of Learning,” by Sarah Rose Cavanagh, there is a clear call to action- leverage the science of emotion to support student learning.⁵ By bringing together current theories from research in affective neuroscience and psychology, Cavanagh successfully argues that emotions present a pedagogical opportunity that can be leveraged across disciplines and teaching-styles.

A research project I’m currently developing explores student relationships with failure in the second semester organic chemistry course.  I’m excited about what the future holds for organic chemistry education. Catch you at the next meeting!