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的参与式学习。每个讲师将参加为期两年的过程，包括国家讲习班，区域讲习班和现场访问个人的校园。将建立一个在线社区，以便在讲习班后保持参与。一个教育研究项目将审查（1）导致有效持续实施主动学习的专业发展讲习班和后续支助活动的特点，（2）教师如何调整教材以适应其教学理念和机构环境，（3）实施主动学习模块对学生学习的影响，以及（4）创建支持持续实施主动学习的在线社区的最佳实践。通过对前期研讨会的形成性评估，完善后续研讨会和后续活动的策略，促进分析化学教师采用循证的、积极的教学方法，并进行研究。许多研究表明，小组协作学习和基于探究的活动可以显著改善学生的学习，提高学生的保留率和参与度，特别是在女性，代表性不足和第一代大学生中。然而，广泛采用主动学习方法仍然是一个难以实现的目标。激烈的和合作形式的专业发展是必要的，带来教师的知识，技能，态度和信念的变化，导致课堂和实验室教学的变化。该项目通过面对面和在线社区建立网络的过程，将使参与者和具有主动学习专门知识的主持人之间持续互动，从而形成共同的愿景，并使参与者的教学方法发生实质性变化。其结果将是一套专业发展经验，支持持续采用积极的学习战略。这将导致更有效的分析化学课程的教师和加强对学生的学习。

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.