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

项目摘要- Collison -1245160建立在一个试点项目，产生了成功的结果，该项目需要开发和实施一个集合的12个主题为重点的工作室，实验室模块纳入整个本科有机化学实验室课程。 这些模块结合了联合收割机的指导调查模式与工作室实验室的方法。 这些努力包括四年制和两年制院校之间的合作，，以证明这些单元的可移植性和有效实施，以及学生在不同学术环境中的学习效果。该项目的智力价值在于开发一个完全集成的工作室，有机化学课程，通过提高学生的批判性思维能力和对有机化学的信心，实验室，沿着更有效地传输讲座和实验室之间的课程材料。 此外，这些模块的开发与固有的可移植性和交付的灵活性，使定制纳入任何本科有机化学实验室courses. The项目的更广泛的影响，包括各种类型的机构和部门的采用和实施的模块的方便。 评估活动包括使用教学观察协议（TDOP和RTOP），总结性的成绩比较通过工作室实验室的方法与历史的学生成绩数据，学生的访谈和调查，包括科罗拉多学习态度科学调查（CLASS）仪器。结果和成果通过教师发展研讨会的课程，同行评审的出版物，会议演示和教科书的合作伙伴关系的潜在采用者传播。

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.