P1011: Web-based chemistry laboratory safety training for STEM majors: A case study of New Jersey City University

Author: Aylen Badilla Wargniez, New Jersey City University, USA

Co-Author: Robert Aslanian, New Jersey City University, USA

Date: 8/7/14

Time: 10:15 AM10:35 AM

Room: MAK B1110

Related Symposium: S73

Implementing safety in teaching laboratories requires an appropriate leadership style and a holistic management of innovative training resources, concerned stakeholders, sustaining knowledge feed, monitoring tasks, and outcome assessments. This study presents the development of a web-based chemistry laboratory safety training tool, its two-semester implementation results, the students’ response and assessment outcomes, and the benefits and challenges that influenced the incremental improvisational changes in improving the chemistry instructional laboratory safety practices and program for STEM majors at New Jersey City University. The results highlight the effectiveness of the web-based safety training and a framework that showcases the leadership and factors influencing its successful implementation in teaching basic instructional laboratory safety concepts and requirements in improving the university laboratory safety culture.

P270: Structured collaborative inquiry learning approach (SCILA) for STEM majors: A disruptive web-based teaching innovation for general chemistry laboratory courses at New Jersey City University

Author: Aylen Badilla Wargniez, New Jersey City University, USA

Co-Author: Kenneth Yamaguchi, Bumjung Kim, New Jersey City University, USA

Date: 8/4/14

Time: 2:25 PM2:45 PM

Room: MAN 123

Related Symposium: S8

Laboratory reports generally reflect students’ understanding of the application of theories and concepts in scientific inquiry. However, writing scientific reports can be a daunting task to students taking general chemistry laboratory courses because of lack of hands-on experience and critical thinking skill. The results of content analysis of laboratory reports from students enrolled in general chemistry laboratory courses at New Jersey City University from spring 2004 to 2014 primarily revealed a trend in writing difficulty due to weak understanding of experimental concepts and difficulty in connecting these concepts in interpreting experimental results. This study presents the preliminary findings of implementing a web-based “structured collaborative inquiry learning approach (SCILA)” in improving the scientific report writing skill of students in general chemistry laboratory courses at New Jersey City University. SCILA is an innovative way of germinating critical thinking skill in students through use of technology and collaborative inquiry learning between students and the educator in improving their scientific report writing outcome. The results highlight the development of SCILA model, the symbiotic roles of students and educators in effecting this pedagogy, and its effectiveness in addressing the perennial learning problem in general chemistry laboratory courses.