University Directory

Madhu Mahalingam, PhD

Professor of Chemistry and Biochemistry

Department

Department of Chemistry and Biochemistry

Office

Griffith Hall Room 140A

Phone

215-596-7549

Contact

I am interested in the development and adoption of methodologies in chemistry instruction that enable students to become engaged learners, shifting the focus from faculty instruction to student learning. The goal is to improve students understanding of chemistry, their ability to apply learning to new situations, and enhance their critical thinking and problem solving skills. Currently, ‘scaffolding’ of student learning is achieved by interweaving asynchronous online learning, in the form of online homework and timed online quizzes, with face-to-face learning, in lecture and recitation. This is designed to help transition students’ knowledge levels and problem solving abilities from level 1 skills (recall, repeat, reproduce, state) to level 2 (explain, classify, recognize), and finally to higher order thinking skills, level 3 and 4 (application, analysis, interpretation, comparison) (Anderson et. al. (2001)). All of the activities enable students to assess their comprehension and skills relative to their peers, therefore, developing their metacognitive skills. Assessment of student learning as a result of adoption of these methodologies is an important component of the research.

BS (University of Delhi)
MS (Indian Institute-New Delhi)
Ph.D (SUNY Stony Brook)
<ul>
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Online Asynchronous Presentation: M. Mahalingam, E. Fasella “Scaffolding Student Learning in General Chemistry for Online Synchronous Classes” Lilly ITLC Online Conference, May 2021</li>
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Poster: E. Fasella, M. Mahalingam “Adopting a free textbook in general chemistry: usage and efficacy”, Temple University Faculty Conference on Teaching Excellence, Temple University, Jan 2020, Philadelphia, PA.</li>
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Madhu Mahalingam, Phyllis Blumberg, ‘Using Sustained Assessment Practices for Improving Student Learning Outcomes at Course and Program levels’ The Journal of Assessment and Institutional Effectiveness, JAIE 8.1-2, (2019)</li>
<li>
Mahalingam, M.; Morlino, E.; Fasella, E. The Impact of Technology Assisted ‘Scaffolding’ on Student Learning in General Chemistry. In Technology Integration in Chemistry Education and Research (TICER); ACS Symposium Series #1318, Edited by Tanya Gupta and Robert E. Belford, p 233-245, (2019)</li>
<li>
Madhu Mahalingam and Elisabetta Fasella, ‘Effective Use of Technology for Asynchronous Learning to Elevate Students’ Knowledge and Problem Solving Ability, in ‘Unplugging from the Classroom”, Editors: S. P. Ferris & H. A. Wilder, Elsevier Publishing, p149-158, (2017)</li>
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Madhu Mahalingam and Sarah Saylor, General Chemistry I Lab Manual and General Chemistry II Lab manual, Bluedoor Publishing, (2016)</li>
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Podium presentation: ‘Using Group Discussions to Improve Student Engagement and Learning in General Chemistry Laboratories’, ACS National Meeting, Boston, August 2015</li>
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Poster: ‘Effect of Cooperative Prelab and Postlab group discussions in University Level General Chemistry Laboratories’, European Conference on Research in Chemical Education, July 2014</li>
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Madhu Mahalingam, Elisabeth Morlino and Elisabetta Fasella, ‘ Case Study on MasteringChemistry website: ‘Redesigning the general chemistry course to increase the level of student problem solving via the use of MasteringChemistry, clickers, and collaborative activities resulted in higher exam scores and increased student success rates’. (2013)</li>
<li>
Madhu Mahalingam and Elisabeth Morlino, ‘Technology as a Tool to Develop Problem Solving Skills in General Chemistry’ in ‘The Plugged-In Professor”, Editors: S. P. Ferris & H. A. Wilder, Chandos Publishing, (2013)</li>
<li>
Madhu Mahalingam, Fred Schaefer and Elisabeth Morlino, “Promoting Student Learning Through Group Problem Solving in General Chemistry Recitations”, J. Chem. Educ. 85, 1577 (2008).</li>
</ul>
<ul>
<li>
Develop and evaluate effective approaches for ‘scaffolding’ student learning with appropriate use of learning technology both synchronously and asynchronously.</li>
<li>
Develop and adopt new methodologies in chemistry instruction that promote a shift from faculty-centered teaching to learner-centered teaching.</li>
</ul>