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| Instructional Divisions >> Science and Physical Education >> Faculty >> Tina Mewhinney |
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Professor of
Chemistry General & Organic Chemistry Program Coordinator Office: C-328 Phone: (972) 860-7154 E-mail: Tina.Mewhinney@dcccd.edu |
| Credentials |
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M.S., Chemistry |
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| B.S., Chemistry |
Mary
Washington College |
Additional graduate work in Molecular Biology at UTD and UNT |
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Courses Taught
General Chemistry I & II, Chem 1411/1412
Organic Chemistry I & II, Chem 2423/2425
Introduction to Chemistry I & II, Chem 1405/1407
Teaching Awards:
Who’s Who in Teaching, 1996, 2002, and 2005
Miles Excellence in Full Time Teaching Award, Eastfield College, 2003
Piper Professor Nominee, Eastfield College, 2003
Excellence in Teaching Award for Part Time Faculty, Brookhaven College, 1996
Grant Awards:
Hewlett Packard Technology for Teaching – Higher Ed., 2005-2006
Educational Research Activities:
Process Oriented Guided Inquiry Learning (POGIL), National Committee 2002-present, Faculty Workshop Leader for POGIL, funded in part by the National Science Foundation
Cooperative Learning Workshops
Impact on learning of various types of technology
Teaching Philosophy:
I believe that learning is more than memorizing content and that my students empower themselves by constructing their own knowledge. The learning process is uneven, fraught with struggle and error, and being “wrong” is only a step on the way to being “right”. I have discovered that I do not have the power to transfer knowledge to a student’s mind, but do have the ability to guide a student along the path. Students can provide profound insight to each other. For this reason, my classes contain active, cooperative learning experiences that involve student/student interactions, student/faculty interactions and a wide variety of modes of learning.
I believe that important abilities such as critical thinking, writing, speaking, problem solving, and computer skills are an asset outside the classroom and that these skills can be learned concurrently with the principles of chemistry. My lecture courses are structured in a guided inquiry format, and my lab courses are structured in a problem-solving format, in order to provide opportunities to learn and practice these important skills. This prepares my students for future endeavors such as taking advanced courses, sitting for a professional exam (like the MCAT), or interviewing for a job.
I believe that social, relational and teamwork skills are valued by the working world and are the basis for a successful private life as well. I value the diversity of my students and strive to make chemistry inclusive of women and persons of differing cultures and race. My courses are structured to promote student interaction, interdependence, acceptance, suspension of judgment, and trust.
I believe in using the very latest technology to enhance student learning. However, I will not use technology that decreases interpersonal interaction or that interferes with the learning process. My classes are “High Tech, High Touch”, where technology is used to promote learning but does not isolate students from each other or myself.
I believe that chemical concepts can be taught in ways that emphasize their relevance in students’ lives. Because many of my students are preparing for health care professions I use examples from biology, pharmacy, and medicine in teaching the basic principles of chemistry.
I have a holistic approach to teaching – it is most important to me that each student achieves her full potential as a human being, whatever that may be.
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