Article
Chemistry, Multidisciplinary
Wendy A. Loughlin, Sarah L. Cresswell
Summary: The study evaluates the impact of using video resources to improve students' laboratory skills, with a three-stage model of forethought, performance, and self-reflection. Students demonstrated autonomous learning by engaging with the laboratory videos using active and passive learning approaches. Increased student grades and more effective staff-student supervision time requirements were evident across both third-year undergraduate chemistry courses in which these videos were implemented.
JOURNAL OF CHEMICAL EDUCATION
(2021)
Article
Chemistry, Multidisciplinary
Andrea Roberts, Alison L. O'Neil, Rachael Barlow, Camille Keeler, William S. Nelligan, T. David Westmoreland
Summary: By introducing the Chemical Hygiene and Safety badge and related curricular activities, students reported greater competence and confidence in laboratory safety principles.
JOURNAL OF CHEMICAL EDUCATION
(2021)
Article
Chemistry, Multidisciplinary
Madalyn Wilson-Fetrow, Vanessa Svihla, Brandon Burnside, Abhaya Datye
Summary: This study investigated students' first experiences with a CURE in a chemical engineering laboratory course. It found that students' prior experiences shaped their expectations about the CURE, and offering students constrained agency allowed them to recognize authentic supports and overcome failure.
JOURNAL OF CHEMICAL EDUCATION
(2023)
Article
Chemistry, Multidisciplinary
Megan C. Connor, Justin M. Pratt, Jeffrey R. Raker
Summary: Course-based undergraduate research experiences (CUREs) are a promising approach for incorporating inquiry-based instruction into the undergraduate chemistry laboratory curriculum. The study findings indicate that faculty members who implement CUREs place greater emphasis on specific instructional goals and are associated with certain instructional and departmental characteristics.
JOURNAL OF CHEMICAL EDUCATION
(2022)
Article
Chemistry, Multidisciplinary
Shegufa Shetranjiwalla, Nicole Leach, Lori Van Belle, Kassidy Kingdon
Summary: Students evaluated the effectiveness of different sunscreens by combining analytical chemistry and organic chemistry knowledge, identifying the reasons for variations in photoprotection levels among sunscreens with the same SPF values.
JOURNAL OF CHEMICAL EDUCATION
(2021)
Article
Chemistry, Multidisciplinary
Terra Marie M. Jouaneh, Margaret E. Rosario, Yibo Li, Elizabeth Leibovitz, Matthew J. Bertin
Summary: Growth in the biomedical and biotechnology sectors requires a highly trained and skilled workforce. Mass spectrometry is widely used in biomedical and pharmaceutical sciences, and students need practical experience in this technique. By incorporating a mass spectrometry experiment into an existing project, students' identification skills and knowledge in mass spectrometry were improved.
JOURNAL OF CHEMICAL EDUCATION
(2022)
Article
Chemistry, Multidisciplinary
David L. A. Scarborough, Rod Hall, Kellie E. N. Vanderkruk
Summary: Inquiry- and context-based learning can enhance student motivation and interest, develop critical thinking skills, and improve assessment outcomes. This study applied IBL research projects in university chemistry courses and incorporated elements of CBL. Informal student surveys showed that the projects improved students' critical thinking, communication, and experimental design skills. Students appreciated the opportunity to delve deep into a single topic and found the projects to be reflective of real scientific work. They also identified areas for improvement in subject administration, marking schemes, and access to resources.
JOURNAL OF CHEMICAL EDUCATION
(2022)
Article
Chemistry, Multidisciplinary
K. M. Seaton, A. Stockton, C. O'Mahony
Summary: Capillary electrophoresis (CE) is a powerful separation tool suitable for undergraduate laboratories; conducting experiments using CE-LIF helps students understand and apply principles of analytical chemistry, providing practical experience while easily adaptable to dry labs and online formats.
JOURNAL OF CHEMICAL EDUCATION
(2021)
Article
Chemistry, Multidisciplinary
Ashley R. Gouger, Jaime E. Mirowsky
Summary: Traditional laboratory courses focus on basic skills but lack critical thinking and independence. Project-based learning (PBL) is being used to encourage students to think and collaborate. In an Analytical Chemistry course, a PBL experience was implemented with a two-tiered approach to teach practical skills and complete research projects. Students reported increased confidence in lab, research, report writing, and presentation skills after completing the PBL.
JOURNAL OF CHEMICAL EDUCATION
(2022)
Article
Chemistry, Multidisciplinary
Robin Stoodley, Kerry J. Knox, Elizabeth A. L. Gillis
Summary: This study critically evaluates the applicability of the Cognitive Tasks of Experimental Research inventory to chemistry laboratory teaching and applies it to an upper-level laboratory course. The research highlights patterns in the prevalence of different cognitive tasks in the course and identifies differences between organic chemistry experiments and other subdisciplines. The study contributes to the debate about the role and aims of laboratory instruction in chemistry and provides a tool for chemistry educators to reflect upon their practice and curriculum.
JOURNAL OF CHEMICAL EDUCATION
(2023)
Article
Chemistry, Multidisciplinary
Shannon L. W. Accettone, Cassandra DeFrancesco, Cole Alexander King, Monique K. Lariviere
Summary: Laboratory skills assignments were created to allow students to develop hands-on laboratory skills during the pandemic. Two videos were provided for each skill, demonstrating correct and incorrect procedures. Students were required to identify the errors and their impact on data accuracy, reproducibility, and experimental safety. Student feedback on the assignments is also discussed.
JOURNAL OF CHEMICAL EDUCATION
(2023)
Article
Chemistry, Multidisciplinary
Sarah E. Shaner, Kari L. Stone
Summary: This paper describes a Fourier transform infrared (FTIR) experiment suitable for an upper-level undergraduate laboratory such as chemical instrumentation. Students collect FTIR spectra of four protio-solvents and their deuterated analogues. In addition to qualitatively observing C-H and O-H peaks shift to lower energy upon deuteration, students apply a simple harmonic oscillator model to predict the magnitude of the shifts and gain an understanding of the relationship between reduced mass and vibrational frequencies. Vibrational calculations are then performed to corroborate the experimental results and allow students to visualize the normal modes involved via animations of the vibrations. This experiment is suitable to be used as either an in-person or online laboratory.
JOURNAL OF CHEMICAL EDUCATION
(2023)
Article
Chemistry, Multidisciplinary
Carson Silsby, Roslyn McCormack, Mark F. Roll, James G. Moberly, Kristopher V. Waynant
Summary: A bioremediation course was developed to engage first-year undergraduate students in research projects aimed at enhancing the bioremediation of chlorinated aliphatic hydrocarbons. Students conducted experiments and presented their findings at an undergraduate research symposium. The course received positive feedback from students, highlighting the value of this authentic research experience.
JOURNAL OF CHEMICAL EDUCATION
(2022)
Article
Chemistry, Multidisciplinary
Annie Regan, John O'Donoghue, Carl Poree, Peter W. Dunne
Summary: This paper proposes a laboratory experiment for undergraduate chemistry students to gain hands-on introduction to materials science through synthesis and characterization of magnetic materials. The experiment involves the production of metal ferrite spinels and the creation of ferrofluid, as well as the interpretation of additional data such as X-ray diffraction and transmission electron microscopy images.
JOURNAL OF CHEMICAL EDUCATION
(2023)
Article
Chemistry, Multidisciplinary
Yizhen Jia, Prasad Nithianandam, Tzu-Li Liu, Jinghua Li
Summary: This report describes an interdisciplinary approach used in undergraduate laboratory classes to bridge the gap between scientific advances, engineering efforts, and practical applications in daily life. The field of biointegrated electronics is highlighted as an excellent opportunity for interdisciplinary learning models. Wearable glucose sensors are presented as a promising application requiring knowledge from multiple research areas. The laboratory experiment module provides students with hands-on experience in designing, testing, and integrating wearable glucose sensors. This lab class serves as an example of how interdisciplinary research can be integrated into undergraduate education and offers valuable skills and experiences for future careers.
JOURNAL OF CHEMICAL EDUCATION
(2023)
Article
Chemistry, Multidisciplinary
Jon-Marc G. Rodriguez, Stephanie Santos-Diaz, Kinsey Bain, Marcy H. Towns
JOURNAL OF CHEMICAL EDUCATION
(2018)
Editorial Material
Multidisciplinary Sciences
Stephanie Santos-Diaz
Article
Education & Educational Research
Stephanie Santos-Diaz, Marcy H. Towns
Summary: Student organizations play a crucial role in chemistry outreach, and the leadership structure is key to organizational success; research findings indicate that in outreach events, student organization leaders more frequently exhibit transactional and laissez-faire leadership styles, rather than transformational leadership style.
CHEMISTRY EDUCATION RESEARCH AND PRACTICE
(2021)
Article
Education & Educational Research
Stephanie Santos-Diaz, Marcy H. Towns
CHEMISTRY EDUCATION RESEARCH AND PRACTICE
(2020)