Collaborative-andProject-basedLearninginthe

Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,Collaborative- and Project-based Learning in the Undergraduate Analytical Chemistry Curriculum,Thomas J. Wenzel,Department of Chemistry,Bates College,Lewiston, Maine,1,Goals Today,Broader Learning Outcomes,Cooperative Learning in the Classroom,Project-based Laboratories,2,Desired Learning Outcomes,Knowledge outcomes, “.particular areas of,disciplinary or professional content,that students can,recall, relate, and appropriately deploy,.”,Skills outcomes, “the learned capacity to do something for example, think critically, communicate effectively, productively collaborate, or,perform particular technical procedures, as either an end in itself or as a prerequisite for further development,3,Affective Outcomes “.usually involve changes in beliefs or in the development of particular values, for example, empathy, ethical behavior, self respect, or respect for others.”,Learned abilities “.typically involve the integration of knowledge, skills, and attitudes in complex ways that require multiple elements of learning. Examples embrace leadership, teamwork, effective problem-solving, and reflective practice”,From Ewell, P.T.,Accreditation and Student Learning Outcomes: A Proposed Point of Departure, Council for Higher Education Accreditation (CHEA) Occasional Paper, Washington, DC, September 2001,4,By its nature, cooperative and project-based learning will involve the development of content and laboratory skills,Decide what content/skills you would like to be included and design activities that include those content/skills,5,My Individual Courses,General Chemistry,“General Chemistry: Expanding the Learning Outcomes and Promoting Interdisciplinary Connections through the Use of a Semester-long Project,” Wenzel, T. J.,Cell Biology Education,2006,5, 76-84.,“General Chemistry: Expanding the Goals Beyond Content and Lab Skills,” Wenzel, T. J.; in,Gender, Science and the Undergraduate Curriculum: Building Two Way Streets, Association of American Colleges and Universities,2001, 29-46.,Upper-level separations course,“The Teaching Learning Process in Analytical Chemistry,” Wenzel, T. J.;,Microchimica Acta,2003,142, 161-166.,A New Approach to Undergraduate Analytical Chemistry, Wenzel, T.J.;,Analytical Chemistry,1995,67, 470A-475A.,Analytical Sciences Digital Library NSF DUE 0816649 (Thanks!),6,Lecture/Cooperative Learning,Carefully constructed research studies show that a lecture format is not that effective a way for many students to learn,“The Lecture as a Learning Device,” Wenzel, T. J.,Analytical Chemistry,1999,71, 817A-819A.,A larger group of carefully constructed research studies show that cooperative learning is a better way for many students to learn,7,Cooperative Learning,Class divided into small groups (3-5),Presented with a problem or question,I serve as a facilitator,If one student sees the point, she or he is to explain it to the others,When the groups appreciate the point, I call timeout and highlight the concept,8,Advantages of Cooperative Learning,More “teacher” resources because the students are teachers as well,Less formal,Active learning I know what they do/dont understand they know what they do/dont understand,Students spend more time on class material,Cooperation, not competition,Students learn more,9,Outcomes of Cooperative Learning from Prior Research Studies,Statistically significant improvements in academic achievement,Better reasoning and critical thinking skills,Proposed more new ideas when presented with problems,Transferred more of what was learned in prior situations to new problems,Reduced levels of stress,Promotes more positive attitudes toward subject and instructional experience faculty get to know students better,10,Decreased absenteeism,Improved student commitment,Greater motivation toward learning,Better student retention (especially for women and minorities),-Socially involved,-Academically involved,“Peer-Assessment and Self-Assessment of Group Activities,” Wenzel, T. J.,Journal of Chemical Education,2007,84, 182-186.,“Practical Tips for Cooperative Learning,” Wenzel, T. J.,Analytical Chemistry,2000,72, 359A-361A.,“Cooperative Student Activities as Learning Devices,” Wenzel, T. J.,Analytical Chemistry,2000,72, 293A-296A.,“Cooperative Group Learning in Undergraduate Analytical Chemistry,” Wenzel, T.J.,Analytical Chemistry,1998,70, 790A-795A.,11,The Role of the Instructor in “Guided Inquiry” or Cooperative Learning,The instructor must serve as a guide,If students are given a problem and no further guidance from the instructor, they are almost certain to get frustrated and learning will be compromised,Process: (1) students allowed to work in groups for some period of time (2) instructor intervenes to provide guidance or to summarize important learning goals,12,Laboratory Findings,Traditional laboratory methods have little measurable effects on the educational achievement of students,Hofstein, A.; Lunetta, V.N., The role of the laboratory in teaching: Neglected aspects of research,Rev. Educ. Res.,1982,52, 201-217.,Higher order cognitive skills occur in inquiry-based as compared to conventional labs,Nakhleh, M.B.; Polles, J.; Malina, E., Learning in a Laboratory Environment, in,Chemical Education: Towards Research-based Practice, Gilbert, J.K.; De Jong, O.; Justi, R.; Treagust, D.F.; Van Dried, J.H., Eds., Kluwer, Dordrecht, Netherlands,2002, pp 69-94.,Reif, F; St. John, M., Teaching physicists thinking skills in the laboratory,Am. J. Phys.,1979,47, 950-957.,Raghubir, K.P., The laboratory investigative approach to science instruction,J. Res. Sci. Teaching,1979,16, 13-18.,Wheatley, J.H., Evaluating cognitive learning in the college science laboratory,J. Res. Sci. Teaching,1975,12, 101-109.,13,General ChemistryLaboratory Project Groups of 4,Do plants grown in soil contaminated with lead take up more lead?,Does the uptake of lead vary with the acidity of the rain water?,14,Some questions the students need to answer:,What to grow?,What soil to use?,How to mimic acid rain?,How much lead to add?,What watering schedule?,What to use as a control?,15,Some advantages of the project:,Conduct a real investigation,Ask/answer questions,Design experiments,Unanticipated problems,Teamwork,Communication Informal/formal,Opportunity for leadership,16,Uncertainty,26 of 29 contaminated samples had higher lead,-other three?,Acidity trend is inconclusive,17,Separation Science Course,Volatiles in coffee,Trihalomethanes in drinking water,Catechins (polyphenols) in chocolate,Caffeine, theophylline, and theobromine in chocolate,Nitrate and nitrite in hot dogs/cured meats,Toxic metals in sludges from waste-water treatment plants,18,Groups of 2 or 3 one project per group,Proposal five weeks into the term,30 hours of minimum lab time (excluding writing of final report),Individually written final reports,Final oral presentations - Powerpoint,19,Emphasizes the entirety of the analytical process a real sense of analytical chemistry,-define the problem,-search the literature,-make decisions (sampling, workup, etc.),-collect samples,-perform the analysis,-interpret data/draw conclusions,-present the findings oral and written,20,So, what do we do?,Scifinder Scholar search,Team work/communication/leadership,3 x 30 = 90 hours,Ability to work “off hours”,6 am air sampling,Most work far more than 30 hours,Problem solving,Unanticipated problems,Independence/empowerment Three-room problem,21,No group completes their project, but they appreciate the process of analytical chemistry,Sampling,Sample workup,Standards,Reproducibility,Accuracy/reliability,Appreciated how difficult it is to obtain a good analytical number, especially when performing trace analysis,Ask/answer questions,Experimental design,Success from failure,22,The Role of the Instructor in Project/Problem-based Labs,The instructor must serve as a guide,If students are given a problem and no further guidance from the instructor, they are almost certain to get frustrated and learning will be compromised,Process: (1) students allowed to work in groups for some period of time (2) instructor intervenes to provide guidance or to summarize important learning goals,23,