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ERIC Number: EJ1127242
Record Type: Journal
Publication Date: 2017-Jan
Pages: 9
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-0047-231X
Using a Practical Instructional Development Process to Show That Integrating Lab and Active Learning Benefits Undergraduate Analytical Chemistry
Goacher, Robyn E.; Kline, Cynthia M.; Targus, Alexis; Vermette, Paul J.
Journal of College Science Teaching, v46 n3 p65-73 Jan 2017
We describe how a practical instructional development process helped a first-year assistant professor rapidly develop, implement, and assess the impact on her Analytical Chemistry course caused by three changes: (a) moving the lab into the same semester as the lecture, (b) developing a more collaborative classroom environment, and (c) increasing active learning. Key elements of the instructional development process described here are the voluntary, nonpunitive format in which the subject matter instructor is always in control, "driving" the course for his or her continual self-improvement, and the collaboration between subject matter experts (science faculty) and "guiding" educational experts. We describe how Analytical Chemistry lecture and lab content were aligned, and how in-class activities were changed to include more active learning. The effects of the changes were assessed using student perception surveys and test scores. Overall, this demonstrates how science faculty can catalyze the development of their teaching approaches.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York