Collaborative- and Project-Collaborative- and Project-based Learning in the based Learning in the

Undergraduate Analytical Undergraduate Analytical Chemistry CurriculumChemistry Curriculum

Thomas J. WenzelThomas J. WenzelDepartment of ChemistryDepartment of Chemistry

Bates CollegeBates CollegeLewiston, MaineLewiston, Maine

Goals TodayGoals Today

•Broader Learning OutcomesBroader Learning Outcomes

•Cooperative Learning in the Cooperative Learning in the ClassroomClassroom

•Project-based LaboratoriesProject-based Laboratories

Desired Learning OutcomesDesired Learning Outcomes

• Knowledge outcomesKnowledge outcomes – “..particular areas of – “..particular areas of disciplinary or professional contentdisciplinary or professional content that that students can students can recall, relate, and recall, relate, and appropriately deployappropriately deploy.”.”

• Skills outcomesSkills outcomes – “the learned capacity to – “the learned capacity to do something – for example, think critically, do something – for example, think critically, communicate effectively, productively communicate effectively, productively collaborate, or collaborate, or perform particular technical perform particular technical proceduresprocedures – as either an end in itself or as – as either an end in itself or as a prerequisite for further developmenta prerequisite for further development

• Affective Outcomes – “..usually involve Affective Outcomes – “..usually involve changes in beliefs or in the development of changes in beliefs or in the development of particular values, for example, empathy, particular values, for example, empathy, ethical behavior, self respect, or respect for ethical behavior, self respect, or respect for others.”others.”

• Learned abilities – “..typically involve the Learned abilities – “..typically involve the integration of knowledge, skills, and integration of knowledge, skills, and attitudes in complex ways that require attitudes in complex ways that require multiple elements of learning. Examples multiple elements of learning. Examples embrace leadership, teamwork, effective embrace leadership, teamwork, effective problem-solving, and reflective practice”problem-solving, and reflective practice”

From Ewell, P.T., From Ewell, P.T., Accreditation and Student Learning Outcomes: A Accreditation and Student Learning Outcomes: A Proposed Point of DepartureProposed Point of Departure, Council for Higher Education , Council for Higher Education Accreditation (CHEA) Occasional Paper, Washington, DC, September Accreditation (CHEA) Occasional Paper, Washington, DC, September 20012001

By its nature, cooperative and By its nature, cooperative and project-based learning will involve project-based learning will involve the development of content and the development of content and

laboratory skillslaboratory skills

Decide what content/skills you Decide what content/skills you would like to be included and would like to be included and

design activities that include those design activities that include those content/skillscontent/skills

My Individual CoursesMy Individual Courses• General ChemistryGeneral Chemistry““General Chemistry: Expanding the Learning Outcomes and Promoting General Chemistry: Expanding the Learning Outcomes and Promoting

Interdisciplinary Connections through the Use of a Semester-long Interdisciplinary Connections through the Use of a Semester-long Project,” Wenzel, T. J., Project,” Wenzel, T. J., Cell Biology EducationCell Biology Education, , 20062006, , 55, 76-84., 76-84.

““General Chemistry: Expanding the Goals Beyond Content and Lab General Chemistry: Expanding the Goals Beyond Content and Lab Skills,” Wenzel, T. J.; in Skills,” Wenzel, T. J.; in Gender, Science and the Undergraduate Gender, Science and the Undergraduate Curriculum: Building Two Way StreetsCurriculum: Building Two Way Streets, Association of American , Association of American Colleges and Universities, Colleges and Universities, 20012001, 29-46., 29-46.

• Upper-level separations courseUpper-level separations course““The Teaching Learning Process in Analytical Chemistry,” Wenzel, T. J.; The Teaching Learning Process in Analytical Chemistry,” Wenzel, T. J.;

Microchimica ActaMicrochimica Acta, , 20032003, , 142142, 161-166., 161-166.

"A New Approach to Undergraduate Analytical Chemistry," Wenzel, T.J.; "A New Approach to Undergraduate Analytical Chemistry," Wenzel, T.J.; Analytical ChemistryAnalytical Chemistry, , 19951995, , 6767, 470A-475A., 470A-475A.

• Analytical Sciences Digital Library – Analytical Sciences Digital Library – www.asdlib.org – NSF DUE 0816649 (Thanks!)www.asdlib.org – NSF DUE 0816649 (Thanks!)

Lecture/Cooperative Lecture/Cooperative LearningLearning

• Carefully constructed research Carefully constructed research studies show that a lecture format is studies show that a lecture format is not that effective a way for many not that effective a way for many students to learnstudents to learn

““The Lecture as a Learning Device,” Wenzel, T. The Lecture as a Learning Device,” Wenzel, T. J., J., Analytical ChemistryAnalytical Chemistry, , 19991999, , 7171, 817A-819A., 817A-819A.

• A larger group of carefully A larger group of carefully constructed research studies show constructed research studies show that cooperative learning is a better that cooperative learning is a better way for many students to learnway for many students to learn

Cooperative LearningCooperative Learning

• Class divided into small groups (3-5)Class divided into small groups (3-5)

• Presented with a problem or questionPresented with a problem or question– I serve as a facilitatorI serve as a facilitator– If one student sees the point, she or he If one student sees the point, she or he

is to explain it to the othersis to explain it to the others– When the groups appreciate the point, I When the groups appreciate the point, I

call timeout and highlight the conceptcall timeout and highlight the concept

Advantages of Advantages of Cooperative LearningCooperative Learning

• More “teacher” resources because the More “teacher” resources because the students are teachers as wellstudents are teachers as well

• Less formalLess formal• Active learning – I know what they do/don’t Active learning – I know what they do/don’t

understand – they know what they do/don’t understand – they know what they do/don’t understandunderstand

• Students spend more time on class materialStudents spend more time on class material• Cooperation, not competitionCooperation, not competition• Students learn moreStudents learn more

Outcomes of Cooperative Learning Outcomes of Cooperative Learning from Prior Research Studiesfrom Prior Research Studies

• Statistically significant improvements in Statistically significant improvements in academic achievementacademic achievement

• Better reasoning and critical thinking skillsBetter reasoning and critical thinking skills• Proposed more new ideas when presented Proposed more new ideas when presented

with problemswith problems• Transferred more of what was learned in Transferred more of what was learned in

prior situations to new problemsprior situations to new problems• Reduced levels of stressReduced levels of stress• Promotes more positive attitudes toward Promotes more positive attitudes toward

subject and instructional experience – subject and instructional experience – faculty get to know students betterfaculty get to know students better

• Decreased absenteeismDecreased absenteeism

• Improved student commitmentImproved student commitment

• Greater motivation toward learningGreater motivation toward learning

• Better student retention (especially for Better student retention (especially for women and minorities)women and minorities)

-Socially involved-Socially involved

-Academically involved-Academically involved

““Peer-Assessment and Self-Assessment of Group Activities,” Wenzel, Peer-Assessment and Self-Assessment of Group Activities,” Wenzel, T. J., T. J., Journal of Chemical EducationJournal of Chemical Education, , 20072007, , 8484, 182-186., 182-186.

““Practical Tips for Cooperative Learning,” Wenzel, T. J., Practical Tips for Cooperative Learning,” Wenzel, T. J., Analytical Analytical ChemistryChemistry, , 20002000, , 7272, 359A-361A., 359A-361A.

““Cooperative Student Activities as Learning Devices,” Wenzel, T. J., Cooperative Student Activities as Learning Devices,” Wenzel, T. J., Analytical ChemistryAnalytical Chemistry, , 20002000, , 7272, 293A-296A., 293A-296A.

““Cooperative Group Learning in Undergraduate Analytical Cooperative Group Learning in Undergraduate Analytical Chemistry,” Wenzel, T.J., Chemistry,” Wenzel, T.J., Analytical ChemistryAnalytical Chemistry, , 19981998, , 7070, 790A-, 790A-795A.795A.

The Role of the Instructor in The Role of the Instructor in “Guided Inquiry” or Cooperative “Guided Inquiry” or Cooperative LearningLearning• The instructor must serve as a guideThe instructor must serve as a guide

• If students are given a problem and no If students are given a problem and no further guidance from the instructor, further guidance from the instructor, they are almost certain to get frustrated they are almost certain to get frustrated and learning will be compromisedand learning will be compromised

• Process: (1) students allowed to work in Process: (1) students allowed to work in groups for some period of time (2) groups for some period of time (2) instructor intervenes to provide guidance instructor intervenes to provide guidance or to summarize important learning goalsor to summarize important learning goals

Laboratory – FindingsLaboratory – Findings• Traditional laboratory methods have little Traditional laboratory methods have little

measurable effects on the educational measurable effects on the educational achievement of studentsachievement of students– Hofstein, A.; Lunetta, V.N., The role of the laboratory in teaching: Hofstein, A.; Lunetta, V.N., The role of the laboratory in teaching:

Neglected Neglected aspects of research, aspects of research, Rev. Educ. Res.Rev. Educ. Res., , 19821982, , 5252, 201-217. , 201-217.

• Higher order cognitive skills occur in inquiry-Higher order cognitive skills occur in inquiry-based as compared to conventional labs based as compared to conventional labs – Nakhleh, M.B.; Polles, J.; Malina, E., Learning in a Laboratory Environment, Nakhleh, M.B.; Polles, J.; Malina, E., Learning in a Laboratory Environment,

in in Chemical Education: Towards Research-based PracticeChemical Education: Towards Research-based Practice, Gilbert, J.K.; De , Gilbert, J.K.; De Jong, O.; Justi, R.; Treagust, D.F.; Van Dried, J.H., Eds., Kluwer, Dordrecht, Jong, O.; Justi, R.; Treagust, D.F.; Van Dried, J.H., Eds., Kluwer, Dordrecht, Netherlands, Netherlands, 20022002, pp 69-94., pp 69-94.

– Reif, F; St. John, M., Teaching physicists thinking skills in the laboratory, Reif, F; St. John, M., Teaching physicists thinking skills in the laboratory, Am. J. Phys.Am. J. Phys., , 19791979, , 4747, 950-957. , 950-957.

– Raghubir, K.P., The laboratory investigative approach to science Raghubir, K.P., The laboratory investigative approach to science instruction, instruction, J. Res. Sci. TeachingJ. Res. Sci. Teaching, , 19791979, , 1616, 13-18., 13-18.

– Wheatley, J.H., Evaluating cognitive learning in the college science Wheatley, J.H., Evaluating cognitive learning in the college science laboratory, laboratory, J. Res. Sci. TeachingJ. Res. Sci. Teaching, , 19751975, , 1212, 101-109., 101-109.

General ChemistryGeneral ChemistryLaboratory Project – Groups of Laboratory Project – Groups of

44

•Do plants grown in soil Do plants grown in soil contaminated with lead take up contaminated with lead take up more lead?more lead?

•Does the uptake of lead vary Does the uptake of lead vary with the acidity of the rain water?with the acidity of the rain water?

Some questions the students Some questions the students need to answer:need to answer:

•What to grow?What to grow?

•What soil to use?What soil to use?

•How to mimic acid rain?How to mimic acid rain?

•How much lead to add?How much lead to add?

•What watering schedule?What watering schedule?

•What to use as a control?What to use as a control?

Some advantages of the Some advantages of the project:project:

• Conduct a real investigationConduct a real investigation

• Ask/answer questionsAsk/answer questions

• Design experimentsDesign experiments

• Unanticipated problemsUnanticipated problems

• TeamworkTeamwork

• Communication – Informal/formalCommunication – Informal/formal

• Opportunity for leadershipOpportunity for leadership

UncertaintyUncertainty

•26 of 29 contaminated samples 26 of 29 contaminated samples had higher leadhad higher lead

-other three?-other three?

•Acidity trend is inconclusiveAcidity trend is inconclusive

Separation Science CourseSeparation Science Course

• Volatiles in coffee Volatiles in coffee

• Trihalomethanes in drinking waterTrihalomethanes in drinking water

• Catechins (polyphenols) in chocolateCatechins (polyphenols) in chocolate

• Caffeine, theophylline, and theobromine in Caffeine, theophylline, and theobromine in chocolatechocolate

• Nitrate and nitrite in hot dogs/cured meatsNitrate and nitrite in hot dogs/cured meats

• Toxic metals in sludges from waste-water Toxic metals in sludges from waste-water treatment plantstreatment plants

• Groups of 2 or 3 – one project per groupGroups of 2 or 3 – one project per group

• Proposal five weeks into the termProposal five weeks into the term

• 30 hours of minimum lab time (excluding 30 hours of minimum lab time (excluding writing of final report)writing of final report)

• Individually written final reportsIndividually written final reports

• Final oral presentations - PowerpointFinal oral presentations - Powerpoint

Emphasizes the entirety of the analytical Emphasizes the entirety of the analytical process – a real sense of analytical process – a real sense of analytical chemistrychemistry

-define the problem-define the problem-search the literature-search the literature-make decisions (sampling, workup, -make decisions (sampling, workup,

etc.)etc.)-collect samples-collect samples-perform the analysis-perform the analysis-interpret data/draw conclusions-interpret data/draw conclusions-present the findings – oral and -present the findings – oral and

writtenwritten

• So, what do we do?So, what do we do?Scifinder Scholar searchScifinder Scholar search

• Team work/communication/leadershipTeam work/communication/leadership3 x 30 = 90 hours3 x 30 = 90 hours

• Ability to work “off hours”Ability to work “off hours”6 am air sampling6 am air samplingMost work far more than 30 hoursMost work far more than 30 hours

• Problem solvingProblem solvingUnanticipated problemsUnanticipated problems

• Independence/empowerment – Three-room Independence/empowerment – Three-room problemproblem

• No group completes their project, but they No group completes their project, but they appreciate the process of analytical appreciate the process of analytical chemistrychemistry– SamplingSampling– Sample workupSample workup– StandardsStandards– ReproducibilityReproducibility– Accuracy/reliabilityAccuracy/reliability

• Appreciated how difficult it is to obtain a Appreciated how difficult it is to obtain a good analytical number, especially when good analytical number, especially when performing trace analysisperforming trace analysis

• Ask/answer questionsAsk/answer questions• Experimental designExperimental design• Success from failureSuccess from failure

The Role of the Instructor in The Role of the Instructor in Project/Problem-based LabsProject/Problem-based Labs

• The instructor must serve as a guideThe instructor must serve as a guide

• If students are given a problem and no If students are given a problem and no further guidance from the instructor, further guidance from the instructor, they are almost certain to get frustrated they are almost certain to get frustrated and learning will be compromisedand learning will be compromised

• Process: (1) students allowed to work in Process: (1) students allowed to work in groups for some period of time (2) groups for some period of time (2) instructor intervenes to provide guidance instructor intervenes to provide guidance or to summarize important learning goalsor to summarize important learning goals