Collaborative Research:Transforming the Organic Chemistry Experience: Development, Implementation and Evaluation of Studio-Based Modules

项目摘要- Collison - 12451606基于一个取得成功成果的试点项目，本项目需要开发和实施12个以主题为中心的工作室-实验室模块，这些模块将贯穿整个本科有机化学实验课程。这些模块结合了指导性探究模式和工作室-实验室方法。这些努力包括四年制和两年制院校之间的合作，以证明模块的可移植性和有效实施，并改善学生在各种学术环境中的学习。该项目的智力价值在于开发了一个完全整合的工作室有机化学课程，通过提高学生的批判性思维技能和对实验室的信心，以及在课堂和实验室之间更有效地转移课程材料，提高了学生的学习收益。此外，这些模块的开发具有固有的可移植性和交付灵活性，可以定制地纳入任何本科有机化学实验室课程。该项目的更广泛影响包括各类机构和部门更容易采用和实施这些模块。评估活动包括使用教学观察协议（TDOP和RTOP），通过工作室-实验室方法与历史学生成绩数据进行学生总结性成绩比较，以及学生访谈和调查，包括科罗拉多州对科学的学习态度调查（CLASS）工具。结果和成果通过面向课程潜在采用者的教师发展研讨会、同行评议出版物、会议报告和教科书合作伙伴关系进行传播。

Project Abstract - Collison - 1245160Building upon a pilot project that produced successful outcomes, this project entails developing and implementing a collection of 12 topic-focused studio-laboratory modules for incorporation throughout the undergraduate organic chemistry laboratory curriculum. The modules combine a guided-inquiry model with a studio-laboratory methodology. These efforts comprise a collaboration between four-year and two-year institutions, in order to demonstrate the transportability and effective implementation of the modules and improvement of student learning in various academic settings.The intellectual merit of the project lies in the development of a fully integrated studio-organic chemistry curriculum that demonstrates enhancement of student learning gains through improved critical thinking skills and confidence in the laboratory, along with more efficient transfer of course material between the lecture and laboratory. Furthermore, the development of these modules with inherent portability and flexibility of delivery makes for customized incorporation into any undergraduate organic chemistry laboratory curriculum.Broader impacts of the project include the ease of adoption and implementation of the modules by a wide variety of types of institutions and departments. Evaluation activities include the use of teaching observational protocols (TDOP and RTOP), summative grade comparisons of students taught via the studio-lab approach versus historical student grade data, and student interviews and surveys, including the Colorado Learning Attitudes about Science Survey (CLASS) instrument. Results and outcomes are disseminated through a faculty development workshop for potential adopters of the curriculum, peer-reviewed publications, conference presentations, and a textbook partnership.