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The Chemical Educator

ISSN: 1430-4171 (electronic version)

Table of Contents

Abstract Volume 23 (2018) pp 69-73

Implementation of Active Experiential Learning Labs in the Instrumental Analysis Seniors Undergraduate Course at the University of Maryland Eastern Shore

Uche Udeochu, Marcos Cheney, and Victoria V. Volkis*

Department of Natural Sciences, University of Maryland Eastern Shore, Princess Anne, MD 21853, vvolkis@umes.edu
Received February 12, 2018. Accepted April 18, 2018.

Published: 27 April 2018

Abstract. Experiential learning approach has shown promising results in undergraduate education. It enhances students’ knowledge when they repeatedly act and then reflect on actions, enable students to develop skills through practice and reflection, and facilitates communication among students. As an attempt to improve chemistry students’ curiosity, connection to their major, understanding of their future career and attitude towards their core courses during their senior year, we have gradually replaced three of the traditional labs in the instrumental analysis senior undergraduate course by active experiential learning labs over a period of five years. Although the grades data after the implementation does not suggest any strong correlation between the infusion of active learning labs and student’s overall course performance, students have expressed better satisfaction with the experience of the active learning labs because it allows them to be on the driving seat for solving real problems. The description of the approach in general and three experiential learning labs in particular is presented.

Key Words: Laboratories and Demonstrations; instrumental analysis; active experiential learning; open-end labs

(*) Corresponding author. (E-mail: vvolkis@umes.edu)

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