Pooling of ideas after writing the individual weekly reflection paper: Collaborative reflection

Joint Event on 23^rd International Conference on Advanced Materials & 10^th International Conference on Chemistry Education and Research

June 20-22, 2018 Oslo, Norway

M Gloria Quintanilla, Jose Luis Copa-Patino, Antonio Guerrero, Marta Gonzalez-Santander, Nieves Hernandez, M Selma Arias, M Isabel Dominguez-Aroca, Carmen Munoz and M Angeles Pena

University of Alcal�¡, Spain

Posters & Accepted Abstracts: J Chem Sci

Abstract :

According to the recommendation of the EEES, one of the challenges of the university practice is the enhancing of the employability skills of their graduates. In this context, the active and meaningful learning and the reflection ability play a key role. Going further with the methodology of the Weekly Reflection Papers (WRP) implemented by our innovation group, we present in this communication the results obtained from the collaborative reflection during this academic year 2017/18, both for our undergraduate as for international students. The application of the WRP tool has allowed us to observe that the answers given by the students are enough deep, diverse and attractive as to consider the possibility to pool and share them among all students and use this discussion in a collaborative way as a richness source. We organize the students in groups of 4-5 members, depending on the total number of students in the class, to discuss, deepen and debate about the reflective part of the previously individually written WRP and correspondingly corrected by the teachers. This improvement of our methodology requires a team work, which would achieve the development of relation abilities as communication and engagement with the group, both skills initially not included in the WRP. In any case, the individual work is not excluded, the benefits of which are its strength and an essential part of the tool. Additionally, we present the reflections of our international students in which they carry out a comparative analysis of the teaching-learning process in the University of Alcal�¡ and in their respective universities.

Biography :

M Gloria Quintanilla is a Titular Professor in Organic Chemistry at the University of Alcalá in 1985. Her teaching task is focused mainly to the students of Health Biology, Chemistry and Pharmacy. As a Researcher, she has dealt with Organic Synthesis and Electrochemistry. She is Erasmus Coordinator for the Chemistry Faculty since 1989 and organized the Choir of the University for the last 39 years. From last ten years, she is the Coordinator of a Teaching Innovation Group of the University of Alcalá based in the “Reflection activity”.

E-mail: gloria.quintanilla@uah.es