Preface of Basic Concepts of Chemistry, Eighth Edition by Leo J. Malone & Theodore Dolter.
Leo Malone, sole author of the first seven editions, has joined forces with Ted Dolter to create Basic Concepts of Chemistry, Eighth Edition. Professor Dolter’s academic background in chemical education and professional duties as chairman of the chemistry program at Southwestern Illinois College uniquely qualifies him to integrate this new dimension of outcomes assessment into Basic Concepts of Chemistry. Although the new edition continues its focus on the preparatory and basic chemistry market, it now includes emphasis on chapter objectives and their assessment.
Why Did We Write This Book?
Basic Concepts of Chemistry was originally written in 1981 to address the needs of students planning to take the general chemistry course, but with little or no background in chemistry. Over the next seven editions, its mission has evolved, so that in this new eighth edition we have focused on integrating meaningful assessment and timely feedback into the book as well as the accompanying online course management course (WileyPLUS). This book has been used extensively in one semester, general-purpose courses, where professors find students at a variety of levels. For some of these students a main sequence in chemistry may follow, but for others the course precedes a semester of organic and biochemistry. Still others enroll to satisfy a science requirement or a one semester stand-alone chemistry requirement. The text was written at a level and with the functionality designed to accommodate the needs of each of these groups of students, by structuring itself so that an instructor could emphasize or omit certain clearly delineated sections.
Basic Concepts of Chemistry Today
Today, more and more students are entering post secondary education with a wider variety of learning styles and varied levels of preparedness. Recent data on student populations indicate that many of them are visual and kinesthetic learners and it is vital that textbook authors both recognize and integrate this pedagogy into their books. We have focused hard on accomplishing this goal. Furthermore, the students that take this course have very diverse math backgrounds and we have provided many valuable resources to allow those students with weak math skills to succeed in this course. To accommodate the visual and kinesthetic learner and to support those students with weaker math backgrounds, we have introduced several new features, principle among these is a focus on outcomes assessment.
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