Abstract
ABSTRACTThe Chemistry Seminar course at Rutgers University–Newark consists of newer graduate students and upper-level undergraduate students. To maximize student learning, the physical sciences librarian and professor assessed the knowledge and needs of both groups at the beginning of the course and utilized the results in course redesign. The course objectives of learning chemical information literacy skills to prepare for an oral presentation and engagement in department seminars remain of utmost importance, but addressing general curriculum gaps is also considered. Postcourse assessments show that students find the redesigned course highly useful and valuable for their short- and long-term needs.
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