Writing as a Mode of Learning: Staged Approaches to Chromatography and Writing in the Undergraduate Organic Lab

Abstract

In an effort to provide our second-year organic chemistry students with experience in a scientific investigation, a staged writing approach to a chromatographic experiment was designed. Using best practices from writing in the disciplines approaches to learning, short lab exercises followed by writing assignments with periods of reflection and marker/tutor/instructor feedback were implemented. When combined with a guided peer review process by peer tutors, graded student performance in all sections of a lab report were improved. Four years of development and study found that students increase their written performance involving both the theory and principles of chromatography as well as the craft of writing when guided by a chemistry professional as well as a writing professional.

Critical Thinking through Literature Review in Organic Chemistry Laboratory Course

“…For academic journals, the peer review process is often performed by the experts in the field. As stated by Latimer, “effective peer review requires clear directions and active support from the instructors to ensure that students understand how to assess and comment on their peers’ drafts” . The practice of peer review in undergraduate courses is recommended. − …”

“…As stated by Latimer, "effective peer review requires clear directions and active support from the instructors to ensure that students understand how to assess and comment on their peers' drafts". 16 The practice of peer review in undergraduate courses is recommended. 17−22 Peer review was also employed in our literature review project during the online teaching period.…”

Proof of Concept for a Thin-Layer Chromatography Digital Badge Assignment Within a Laboratory Practical Exam for a Nonchemistry Majors’ Organic Chemistry Lab

“…5,6 Ideally, laboratory assessments would be designed such that students must demonstrate their ability and skills to manipulate equipment and carry out procedural techniques. Traditional assessments of laboratory work have involved data sheets, laboratory reports, 7 and practicals, 8−11 assessment. 12 Laboratory practical exams are ideal for evaluating skills, content knowledge, and the development of scientific analysis.…”

“…For some of these goals, however, students who work in groups often approach the laboratory activities with a “divide and conquer” mentality, which can result in a subset of group members physically manipulating equipment or instrumentation while other group members never learn the technique nor experience intended procedures and processes. , Ideally, laboratory assessments would be designed such that students must demonstrate their ability and skills to manipulate equipment and carry out procedural techniques. Traditional assessments of laboratory work have involved data sheets, laboratory reports, and practicals, − and novel assessments are continually being proposed, such as a lab interview assessment . Laboratory practical exams are ideal for evaluating skills, content knowledge, and the development of scientific analysis. − They also help prepare students for scenarios they would encounter in workplace settings …”

Results of a Peer Review Activity in an Organic Chemistry Laboratory Course for Undergraduates

“…Laboratory reports are useful means to improve undergraduate students' writing skills, as already demonstrated by many studies in this field. 1−8 In addition, writing is a mode of learning: 9 critical thinking and concept engagement can be improved by a correct technical reporting of laboratory activities, as illustrated by Berry and Fawkes 10 and by others. 6,11−13 Unfortunately, too many academics have complained that science undergraduate students in their first years have not yet developed enough writing skills.…”