Susan E. Groh, Associate Professor
University of Delaware
218 Brown Lab
Newark, DE 19716
(b. 1952) B.A., 1974 Douglass College; Ph.D., 1980, Stanford University; Postdoctoral, 1980 – 1984, Massachusetts Institute of Technology
My interests in the area of chemical education center on the application of problem-based learning in undergraduate education, particularly in general chemistry. In problembased learning, complex, real world problems are used to introduce and develop concepts. As small groups of students work together to find solutions for these problems, they learn concepts in a meaningful context, rather than as abstractions. This setting also provides an opportunity for the development of higher-order thinking, communication and information-seeking skills, and encourages students to take an active part in their own learning. Traditionally, problem-based learning has been used in upper-division and graduate level classes, with mature, motivated learners. My work has focused on developing a hybrid model of problem-based learning that blends key elements of the technique into a setting structured to provide the greater degree of support required by novice learners in their first year of college.
- G. H. Watson and S. E. Groh “Faculty Mentoring Faculty: The Institute for Transforming Undergraduate Education,” in The Power of Problem-Based Learning: A Practical “How-To” for Teaching Undergraduate Courses in Any Discipline, Stylus Publishing, Sterling, VA, (2001).
- D. E. Allen, B. J. Duch and S. E. Groh “Faculty Development Workshops: A ‘Challenge’ of Problem-Based Learning?” in Problem-Based Learning: Case Studies, Experience, and Practice. P. Schwartz, S. Mennin and G. Webb, editors. Kogan Page, London, (2001).
- S. E. Groh “Using Problem-Based Learning in General Chemistry”, in The Power of Problem-Based Learning: A Practical “How-To” for Teaching Undergraduate Courses in Any Discipline Stylus Publishing, Sterling, Virginia, (2001).
- B. J. Duch, S. E. Groh, and D. E. Allen (editors) The Power of Problem-Based Learning: A Practical “How-To” for Teaching Undergraduate Courses in Any Discipline.Stylus Publishing, Sterling, VA, (2001).
- O. Chen, S. Groh, A. Liechty and D. P. Ridge “Binding of Nitric Oxide to Iron (II) Porphyrins: Radiative Association, Blackbody Infrared Radiative Dissociation and Gas Phase Association Equilibrium,” Journal of the American Chemical Society, (1999) 121(50), 11910 – 11911.
- O. Chen, S. Groh, A. Liechty, J. Lyons and D. P. Ridge “Gas Phase Reactions of Oxidants and Proton Acceptors with Ions Derived from Iron Tetrapyridylporphyrin Chloride,” Proceedings of the 45th ASMS Conference on Mass Spectrometry and Allied Topics, Palm Springs, CA, June 1 – 5 (1997).
- S. E. Groh, B. A. Williams, D. E. Allen, B. J. Duch, S. Mierson and H. B. White III “Institutional Change in Science Education: A Case Study,” in Student- Active Science: Models of Innovation in College Science Teaching. A. P. McNeal and C. D’Avanzo, eds. Saunders College Publishing, Harcourt Brace, Philadelphia, (1997).
- D. E. Allen, B. J. Duch and S. E. Groh “The Power of Problem- Based Learning in Teaching Introductory Science Courses,” in Bringing Problem-Based Learning to Higher Education: Theory and Practice, New Directions for Teaching and Learning in Higher Education, #68, L. Wilkerson and W. Gijlelaers, eds., Jossey-Bass Inc., San Francisco, (1996).
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