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October 2009 522 This project is the result of a “teachingcircle” collaboration. Our teaching commons group consisted of two chemistry graduate students, a reference librarian, and a faculty member from the English department. Over the course of three semesters, we developed, implemented, and assessed the effects of a radical transformation of the organic chemistry lab curriculum at Baylor University. Beginning with the spring 2007 semester and continuing through the spring 2008 semester, the curricular redesign has integrated a sequence of discipline-specifi c writing (WID), writing-to-learn, and information literacy activities, in addition to the traditional lab reports. When our group met for the fi rst time in fall 2006, our fi rst thought was “What are we going to do?” Each member of the group came with different talents, so we wanted to do something that would be meaningful to each of us. We also decided we wanted to do something that would benefi t the students with whom we had daily contact. Several weeks after our fi rst meeting, we learned that one of our chemistry graduate students, Tiffany Turner, had a real passion for chemical education. At the time she was the head teaching assistant for the organic chemistry lab (ochem lab). Under the current curriculum, students in the ochem lab had fi lled out a series of handouts and executed the assigned experiments to fulfi ll the expectations for the class. Turner felt there should be more to the lab besides handouts. Students, particularly ones who would be chemists, doctors, or educators, should know how to research and write like professionals. After listening to Turner and having her ask about library instruction classes, we decided to work with her in adding information literacy and writing skills to the ochem lab curriculum.

Not your parents’ chemistry class: Integrating library skills into the organic chemistry lab