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

项目摘要-Colison-1245160在一个产生了成功结果的试点项目的基础上，该项目需要开发和实施12个以专题为重点的工作室-实验室模块，将其纳入整个本科有机化学实验室课程。这些模块将引导式询问模式与工作室-实验室方法相结合。这些努力包括四年制和两年制院校之间的合作，以展示单元的可移植性和有效实施，以及在各种学术环境中改善学生的学习。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，展示了通过提高学生的批判性思维能力和对实验室的信心，以及在讲课和实验室之间更有效地转移课程材料，提高学生的学习收益。此外，这些模块的开发具有内在的可移植性和交付的灵活性，有助于将其定制纳入任何本科有机化学实验课程。该项目的广泛影响包括各种类型的机构和部门易于采用和实施这些模块。评估活动包括使用教学观察方案(TDOP和RTOP)，通过工作室-实验室方法教授的学生与历史学生成绩数据的总结性成绩比较，以及学生访谈和调查，包括科罗拉多州学习对科学的态度调查(CLUST)工具。结果和结果通过为课程的潜在采用者举办的教师发展研讨会、同行评议的出版物、会议报告和教科书伙伴关系来传播。

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.