Collaborative Research: Moving Faculty from Experimentation With to Long-term Adoption of Engaged Student Learning in Analytical Chemistry

该项目的目标是实施一项国家专业发展计划，促进学生在分析化学课堂和实验室中使用参与式学习。每位教师将参加为期两年的过程，包括全国研讨会、地区研讨会和对个人校园的实地访问。研讨会结束后，将建立一个在线社区以保持参与。一个教育研究项目将检查(1)专业发展研讨会和后续支持活动的特点，这些活动导致积极学习的有效持续实施，(2)教师如何调整材料以适应他们的教学理念和机构环境，(3)实施积极学习模块对学生学习的影响，(4)创建支持主动学习持续实施的在线社区的最佳实践。早期讲习班的形成性评价将用于完善和改进以后讲习班和后续活动的战略。本项目将促进和研究分析化学教师采用循证、积极的教学方法。大量研究表明，小组协作学习和基于探究的活动在统计上显著改善了学生的学习，增加了学生的保留率和参与度，特别是在女性、代表性不足的学生和第一代大学生中。然而，积极学习教学法的广泛采用仍然是一个难以实现的目标。强烈和合作形式的专业发展被保证带来教师知识、技能、态度和信念的变化，从而导致课堂和实验室教学的变化。该项目通过个人和在线社区建立网络的过程将为参与者和具有主动学习专业知识的辅导员之间提供持续的互动，从而导致参与者的共同愿景和教学方法的实质性变化。结果将是一套专业发展经验，支持持续采用主动学习策略。这将导致更有效的分析化学课程的讲师，并提高学生的学习能力。

The goal of this project is to implement a national professional development program that promotes the use of engaged student learning in the analytical chemistry classroom and laboratory. Each instructor will participate in a two-year process involving a national workshop, regional workshop, and site visit to the individual's campus. An online community will be developed to sustain engagement after the workshops. An education research project will examine the (1) characteristics of professional development workshops and follow-up support activities that result in effective sustained implementation of active learning, (2) ways instructors adapt the materials to suit their teaching philosophies and institutional environments, (3) impact of the implementation of active learning modules on student learning, and (4) best practices for creating an on-line community that supports sustained implementation of active learning. Formative assessment of early workshops will be used to refine and improve the strategies for later workshops and follow-up activities.This project will promote and study the adoption of evidence-based, active teaching methods by analytical chemical faculty members. Numerous studies show that small-group collaborative learning and inquiry-based activities lead to statistically significant improvements in student learning and increased student retention and engagement, especially among women, underrepresented, and first generation college students. However, wide-spread adoption of active learning pedagogies remains an elusive goal. Intense and collaborative forms of professional development are warranted to bring about changes in teacher knowledge, skills, attitudes, and beliefs that lead to changes in classroom and laboratory instruction. This project's process of networking in person and via an on-line community will provide sustained interaction between participants and facilitators with expertise in active learning leading to a shared vision and substantive change in the teaching methods of participants. The result will be a set of professional development experiences that support sustained adoption of active learning strategies. This will lead to more effective instructors of analytical chemistry courses and enhanced learning on the part of their students.