PASSchem

Impact Stories

Written by Ananya Kamboj

“PASSchem” by Sharon Brewer and Lindsay Blackstock

Dr. Sharon Brewer and Dr. Lindsay Blackstock, both distinguished Chemistry professors at Thompson Rivers University (TRU) along with two Research Assistant students – Ashlynn Jensen and C. Esther Ojukwu, introduced an innovative educational initiative, the PASS Chem Project. This project, backed by TRU’s Open Press, aims to address a critical gap in first-year chemistry education by providing scaffolded, interactive practice solutions to students outside the classroom.

The PASS Chem Project emerged from the need to support diverse learning needs and offer guided practice for students who struggle to find reliable resources. Dr. Brewer and Dr. Blackstock collaborated with instructional designer, Dr. Verena Roberts, to create comprehensive solutions. Their goal was to design resources based on educational literature and their extensive teaching experience, ultimately helping students practice chemistry problems effectively and confidently.

“The whole idea for this project is to increase student abilities and student success and confidence,” Sharon and Lindsay emphasize.

Dr. Blackstock explained that the project started when they took advantage of funding opportunities available through TRU Open Press. They leveraged their existing work on creating scaffolded solutions and transformed it into an interactive, polished resource for general chemistry students. The resulting platform, called PASS Chem, provides a framework for students to choose their own learning paths, offering hints and step-by-step guidance to build confidence and mastery in chemistry.

One of the project’s standout features is its focus on inclusivity and accessibility. Dr. Brewer emphasized that their collaboration with TRU Open Press brought invaluable expertise in accessibility, ensuring the resources cater to all students. By incorporating diverse voices and relevant examples, the project aims to inspire students from various backgrounds and interests to engage with chemistry. The platform is designed to support students at different levels of understanding, from those needing basic guidance to those looking to reinforce their knowledge.

The project supports the institution’s efforts towards sustainability because it is not only environmentally friendly in its digital rather than hard-copy format, but also financially accessible for students. The team continues to apply for funding to support the project’s growth and to hire student research partners. The platform’s content, based on fundamental chemistry principles, remains relevant over time, ensuring its longevity and continuous impact on student learning.

Looking ahead, Dr. Brewer and Dr. Blackstock envision expanding the PASS framework to other disciplines, such as biology and engineering. They also welcome collaboration with other educators to further refine and adapt their resources. The PASS Chem Project stands as a testament to the power of collaborative, open-access educational resources in enhancing student success and fostering a love for learning in the sciences.  

PASSchem Student Research Assistants Experience

Ashlynn Jensen and C. Esther Ojukwu, both passionate Chemical Biology majors in the Batchelor of Science program, embarked on a transformative project called PASSChem, which not only challenged their technical skills but also reinforced their commitment to the field. Their journey began in the summer of 2023, shortly after Ashlynn completed her first year. She was tasked with transforming a set of practice questions into a structured template for educational use. Esther joined the project a month later, and her contributions were essential in the subsequent phase, where they transitioned the work from LibreTexts to the Pressbooks platform. Both LibreTexts and Pressbooks are digital platforms that facilitate the creation, sharing, and publishing of open-access educational materials and interactive eBooks.

The technical aspects of the project presented significant challenges. Ashlynn explained that the biggest challenge she faced was getting used to Pressbooks, as the coding and occasional mistakes made it a bit overwhelming. Esther echoed this sentiment, highlighting the steep learning curve associated with the new platform. Despite these hurdles, both students persevered, eventually mastering the tool and improving their workflow efficiency.

Their journey was not just about overcoming technical difficulties but also about personal growth and confidence-building. Ashlynn admitted that she didn’t really trust herself at first, being in her first year and constantly questioning if she knew what she was doing. However, as she progressed, she found her rhythm and began to enjoy the work, gaining confidence with each completed template. Aspiring to be a teacher, she discovered new methods to help students learn, which she plans to incorporate into her future career. She noted that the project has given her a new perspective on addressing students’ diverse needs. Esther found the project enlightening in another way as it’ll help her to pursue career in Nursing.

Both Ashlynn and Esther have shared their working experiences of this project with peers and mentioned that her friends think it’s cool, especially those who are not comfortable with chemistry, as it is a great resource for them. Esther added that she brags about this project because it is so helpful, taking a lot of pressure off of students, especially when juggling other courses. 

Their journey through this project highlights the importance of early research involvement for students. It opens new perspectives, helps solidify career aspirations, and fosters a deeper understanding of their field. Ashlynn and Esther’s story is a testament to the transformative power of academic projects and the personal and professional growth they can foster.