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The Chemical Educator
ISSN: 1430-4171 (electronic version)
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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