Expanding Instrumentation Access at Multiple Institutions Using Portable IR, Raman, and XRF Spectrometers

使用便携式红外、拉曼和 XRF 光谱仪扩大多个机构的仪器使用范围

• 批准号: 1431522
• 负责人: Christopher Stromberg
• 金额: $ 33.1万
• 依托单位: Hood College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-01-01 至 2018-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1431522&HistoricalAwards=false
• 关键词: Expanding; Instrumentation; Access; Multiple; Institutions

Collaborators at Hood College, Frederick Community College, and Mount St. Mary's College seek to develop inquiry based laboratory experiments while simultaneously providing a replicable model for increasing instrumentation access across multiple institutions. The implementation of these inquiry-based activities will place the responsibility for learning on the students, so that they engage with the material at a deeper level than in traditional ?confirmation? experiments. This will lead to greater internalization and integration of the material, which increases both student learning and confidence. The primary focus of this Improving Undergraduate Education project will be on integrating guided-inquiry experiences across the chemistry curriculum, however faculty in other disciplines including physics, geosciences, and art/archaeology will also be involved. Each activity will be developed by one institution, but as many as possible will be tested at multiple sites. Assessment will allow the activities to be vetted across different institution types (PUI versus community college) with varied student profiles, resulting in a library of experiments that can be shared with the chemical education community. The results of this work will be disseminated widely through posters, presentations, publications, and web-based resources.There are varying levels of inquiry from low, level hands-on activities where the teacher determines the topics and questions to high level inquiry where the students determine all aspects of the experiment. Recognizing this, the collaborators plan to design experiments that use the highest level of inquiry possible, in which students choose the topic, methods, and finally share their interpretation of the results. In other words, students will be exposed to ways of learning and knowing that occur in scientific research. Data generated through assessment and evaluation should support the rationale that by cultivating students' self-efficacy in the laboratory environment, they will have better content knowledge and greater assurance in their scientific abilities. Formative and summative evaluation will focus on whether or not the project objectives have been met and the effectiveness of project activities. Each experiment will be evaluated both qualitatively and quantitatively (pre- and post-tests and selected exam questions. Because of the small class sizes at all three participating institutions, quantitative data is expected to be helpful for some of the larger courses like general and organic chemistry, but will be of limited utility for small courses. Therefore immediate student feedback mechanisms for each experiment will be developed. The results of this work will be widely disseminated, both on the individual activity and project level. Innovative experiments will be published in peer-reviewed journals such as the Journal of Chemical Education and The Chemical Educator. The results will also be presented at the American Chemical Society Biennial Conference on Chemical Education (2016). When appropriate, activities will also be uploaded to sub-discipline specific online communities such as the NSF-supported Virtual Inorganic Pedagogical Resource. Project deliverables will include results of summative evaluation and all course materials.

在胡德学院，弗雷德里克社区学院和圣玛丽山学院的合作者寻求开发基于调查的实验室实验，同时提供一个可复制的模型，增加跨多个机构的仪器访问。 这些探究式活动的实施将把学习的责任放在学生身上，这样他们就能比传统教学更深层次地接触材料。确认？实验 这将导致更大的内化和材料的整合，从而增加学生的学习和信心。 这个改进本科教育项目的主要重点将是在整个化学课程中整合引导探究经验，但其他学科的教师，包括物理学，地球科学和艺术/考古学也将参与其中。 每项活动将由一个机构开发，但尽可能多的活动将在多个地点进行测试。评估将允许在不同的机构类型（PUI与社区学院）与不同的学生档案进行审查的活动，从而产生一个可以与化学教育界共享的实验库。 这项工作的结果将通过海报、演示文稿、出版物和网络资源广泛传播。调查的层次从低层次的动手活动（教师确定主题和问题）到高层次的调查（学生确定实验的各个方面）不等。 认识到这一点，合作者计划设计实验，使用最高水平的调查可能，其中学生选择的主题，方法，并最终分享他们对结果的解释。 换句话说，学生将接触到学习和了解科学研究中发生的方式。 通过评估和评价产生的数据应支持这样一个理论，即通过培养学生在实验室环境中的自我效能，他们将拥有更好的内容知识和更大的科学能力保证。 形成性和总结性评价将侧重于项目目标是否实现以及项目活动的有效性。 每个实验将进行定性和定量评估（前和后测试和选定的考试问题。 由于所有三个参与机构的班级规模较小，预计定量数据将有助于一些较大的课程，如普通化学和有机化学，但对小型课程的实用性有限。因此，将为每个实验制定即时的学生反馈机制。这项工作的结果将在个别活动和项目一级广泛传播。 创新实验将发表在同行评审的期刊上，如化学教育杂志和化学教育家。 研究结果还将在美国化学学会化学教育两年一度的会议（2016年）上发表。 在适当的时候，活动也将上传到子学科的具体在线社区，如NSF支持的虚拟无机教学资源。项目成果将包括总结性评估的结果和所有课程材料。