Development of thematic modular laboratory experiences for incorporating problem-based learning into the undergraduate analytical chemistry curriculum at Butler University.

化学（12）本项目采用改进的基于问题的学习（PBL）方法在巴特勒大学教授分析化学课程。它是在一个利用多个基于主题的模块化课程的框架内实现的。该框架的主要组成部分包括：通过化学文献和其他来源识别科学问题，用多种分析技术解决问题，以书面和口头形式分析和交流结果。这些都是通过团队合作和开放式的基于探究的项目进行的，使用的技术包括LC-MS， GC-MS, IC-Conductivity, ICP-MS， ICPOES, FT-IR，发光光谱和NMR。目前正在开发、实施和评估以分离科学、法医分析、环境分析、生化分析和服务学习（面向K-12教育）为重点的模块课程。每个模块在整个学期中逐渐发展，随着学期的进展，学生的责任也在增加。这种方法被用于(a)促进对整个分析过程的深入培训，同时提供多种分析仪器的实践经验，(b)促进和发展多个科学学科之间的联系，以及(c)激发学生对解决科学问题的兴趣。此外，正在开发形成性和总结性两种方法来评估学习成果。该项目还为化学其他领域以及其他学科的研究和课程教学提供了工具性资源。通过在国家和区域会议上组织的讲习班以及在同行评议期刊上发表的出版物，正在分享关于这种多模块主题PBL方法的结构和实施情况的信息。

Chemistry (12)This project is adopting a modified problem-based learning (PBL) approach for delivery of analytical chemistry courses at Butler University. It is being implemented within a framework that utilizes multiple, theme-based modular courses. Major components of the framework include: identification of scientific problems through chemical literature and other sources, solving the problems with multiple analytical techniques, analyzing and communicating the results in written and orals forms. These are being carried out through team work and open-ended inquiry-based projects using techniques such as LC-MS, GC-MS, IC-Conductivity, ICP-MS, ICPOES, FT-IR, Luminescence spectrometry and NMR. Modular courses with focus on separation science, forensic analysis, environmental analysis, biochemical analysis and service learning (geared towards K-12 education) are being developed, implemented and evaluated. Each module develops gradually through the semester with students' responsibilities increasing as the semester progresses. This approach is being used for (a) facilitating in-depth training on the whole analytical process while providing hands-on experience with multiple analytical instruments, (b) promoting and developing connections between multiple scientific disciplines, and (c) stimulating students to develop interest in solving scientific problems. Furthermore, both formative and summative methods are being developed to assess learning outcomes. The project also offers instrumental resources for research and teaching of courses in other areas of chemistry as well as other disciplines. Information on the structure and implementation of this multi-modular theme-focused PBL approach is being shared through organized workshops at national and regional meetings and also through publications in peer-reviewed journals.