TY - JOUR
T1 - A process for developing introductory science laboratory learning goals to enhance student learning and instructional alignment
AU - Duis, Jennifer M.
AU - Schafer, Laurel L.
AU - Nussbaum, Sophia
AU - Stewart, Jaclyn J.
PY - 2013/9/10
Y1 - 2013/9/10
N2 - Learning goal (LG) identification can greatly inform curriculum, teaching, and evaluation practices. The complex laboratory course setting, however, presents unique obstacles in developing appropriate LGs. For example, in addition to the large quantity and variety of content supported in the general chemistry laboratory program, the interests of faculty members from various chemistry subdisciplines and the service goals of such a course should be addressed. To optimize the instructional impact of limited laboratory contact time, achieve learning gains in basic and transferable (i.e., valuable in other sciences) laboratory learning content, and establish departmental consensus, a model was created for LG and assessment development that was inspired by interdisciplinary science laboratory LGs implemented at Rice University. These newly developed processes and materials were used to enhance the introductory chemistry laboratory curriculum at the University of British Columbia, involving a large (>1700 student) laboratory program. This model has potential to guide alignment and build consensus within, and possibly across, science laboratory instructional programs.
AB - Learning goal (LG) identification can greatly inform curriculum, teaching, and evaluation practices. The complex laboratory course setting, however, presents unique obstacles in developing appropriate LGs. For example, in addition to the large quantity and variety of content supported in the general chemistry laboratory program, the interests of faculty members from various chemistry subdisciplines and the service goals of such a course should be addressed. To optimize the instructional impact of limited laboratory contact time, achieve learning gains in basic and transferable (i.e., valuable in other sciences) laboratory learning content, and establish departmental consensus, a model was created for LG and assessment development that was inspired by interdisciplinary science laboratory LGs implemented at Rice University. These newly developed processes and materials were used to enhance the introductory chemistry laboratory curriculum at the University of British Columbia, involving a large (>1700 student) laboratory program. This model has potential to guide alignment and build consensus within, and possibly across, science laboratory instructional programs.
KW - Chemical Education Research
KW - First-Year Undergraduate/General
KW - Laboratory Instruction
KW - Testing/Assessment
UR - http://www.scopus.com/inward/record.url?scp=84884170879&partnerID=8YFLogxK
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U2 - 10.1021/ed4000102
DO - 10.1021/ed4000102
M3 - Article
AN - SCOPUS:84884170879
SN - 0021-9584
VL - 90
SP - 1144
EP - 1150
JO - Journal of Chemical Education
JF - Journal of Chemical Education
IS - 9
ER -