A Research-Based Sophomore Organic Chemistry Laboratory

Davis, David; Hargrove, Robert J.; Hugdahl, Jeffrey D.

doi:10.1021/ed076p1127

Cited by 29 publications

(38 citation statements)

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“…Many possible ways to structure cooperative learning groups and to utilize cooperative learning methods have been described in the literature (13,16,17,18,19,20)). Examples of the use of cooperative or collaborative group learning in general (21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31), analytical (32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44), biological (45,46), inorganic (47), organic (48)(49)(50)(51)(52)(53), and physical (54-56) chemistry courses have been described, although this is by no means an exhaustive list of all of the published examples on the use of group learning methods in the laboratory or classroom components of chemistry courses.…”

Section: Collaborative Learning In the Classroommentioning

confidence: 99%

Collaborative and Project-Based Learning in Analytical Chemistry

Wenzel

2007

ACS Symposium Series

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Collaborative and project-based learning are used to enhance the learning outcomes of undergraduate analytical chemistry courses. The learning outcomes that can be realized through the use of these methods are described. The advantages of these methods in promoting student learning of content, techniques, and other skills such as communication, team work, leadership, and problem solving is discussed. The format that is used in the class and laboratory is described, and examples of the projects that students undertake in the lab are presented.The undergraduate analytical chemistry curriculum is often structured into two courses, one generally referred to as quantitative analysis and the other as instrumental analysis. The history of this course structure has been summarized, and both textbooks and changes in the discipline were important in shaping the current situation (1). The textbooks available today for undergraduate analytical chemistry courses generally reinforce the quantitative and instrumental structure. The distinction between quantitative and instrumental methods is a false one as instruments are used to perform quantitative analyses and every quantitative analysis course most likely includes some aspects of instrumentation. A further reality is that the textbooks within these two categories primarily consist of chapters distinguished by the type of analysis method. These books include far more analysis methods than can be reasonably covered in a one-semester course, leaving the instructor with difficult choices to make about what material and methods ought to be covered in the limited amount of available time. 54

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Section: Collaborative Learning In the Classroommentioning

confidence: 99%

Collaborative and Project-Based Learning in Analytical Chemistry

Wenzel

2007

ACS Symposium Series

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“…Practice and feedback in process skills can also be provided by assigning appropriately-designed project work, offering the opportunity for student groups to work together over extended periods of time. Various applications of group project-based pedagogies in undergraduate settings in the sciences (for example Bartle et al, 2011) and chemistry (for example : Nowak, 1998;Davis et al, 1999;Van Ryswyk, 2005;Tribe and Cooper, 2008;Logan et al, 2015) have been documented. At the same time, a systematic review of literature on teamwork pedagogy suggests that such activities have received a greater degree of attention from instructional designers and researchers when situated within contexts such as business or engineering degree programmes than within chemistry courses (Riebe et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Encouragingly, there is evidence that group projects in the sciences can be received positively by students (for example : Nowak, 1998;Davis et al, 1999;Tribe and Cooper, 2008;Logan et al, 2015), and that the challenges associated with teamwork pedagogy can be overcome through instructional design. Design features of group work pedagogy in undergraduate courses have been shown to have an influence on student perceptions and instructor evaluations (Pfaff and Huddleston, 2003;Kidder and Bowes-Sperry, 2012;Jackson et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

A positive student experience of collaborative project work in upper-year undergraduate chemistry

Knox

Gillis

Dake

2019

Chem. Educ. Res. Pract.

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Demands are placed on undergraduate courses in chemistry to develop transferable skills, such as teamwork, alongside subject content and technical skills. Such skills can be developed by implementing pedagogies which involve students working together. Such pedagogies can, however, pose various challenges, including unfavourable student perceptions and experiences including the occurrence of dysfunctional student teams. This article presents a research-informed group project assignment delivered as part of an upper-year undergraduate chemistry course which has been found to overcome these challenges. The instructional activity is characterized by a high degree of structure and support for teamwork. Student perceptions, collected by survey and interview, and peer- and self-evaluations of contributions to the work of the groups reveal that students have experienced the activity positively. Many perceived disadvantages of working in a team to complete a project were either reportedly not experienced or could be overcome by the students, while perceived advantages were often reported to be experienced. Dysfunction within teams did not represent a significant issue.

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“… 4 Many project-based laboratories are open-ended by allowing students to pick their targets (either novel or known compounds) and then develop synthetic plans based on previous literature. 5 In this project, the targeted product itself was novel (but selected for students) 6 and students were tasked with developing novel reaction conditions to synthesize that target. 7 …”

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confidence: 99%

A Research Module for the Organic Chemistry Laboratory: Multistep Synthesis of a Fluorous Dye Molecule

et al. 2014

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A multi-session research-like module has been developed for use in the undergraduate organic teaching laboratory curriculum. Students are tasked with planning and executing the synthesis of a novel fluorous dye molecule and using it to explore a fluorous affinity chromatography separation technique, which is the first implementation of this technique in a teaching laboratory. Key elements of the project include gradually introducing students to the use of the chemical literature to facilitate their searching, as well as deliberate constraints designed to force them to think critically about reaction design and optimization in organic chemistry. The project also introduces students to some advanced laboratory practices such as Schlenk techniques, degassing of reaction mixtures, affinity chromatography, and microwave-assisted chemistry. This provides students a teaching laboratory experience that closely mirrors authentic synthetic organic chemistry practice in laboratories throughout the world.

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A Research-Based Sophomore Organic Chemistry Laboratory

Cited by 29 publications

References 1 publication

Collaborative and Project-Based Learning in Analytical Chemistry

Collaborative and Project-Based Learning in Analytical Chemistry

A positive student experience of collaborative project work in upper-year undergraduate chemistry

A Research Module for the Organic Chemistry Laboratory: Multistep Synthesis of a Fluorous Dye Molecule

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