P764: Improving synthetic, laboratory and instrumental skills via a series of organic synthetic and nanomaterial projects in the Instrumental Analysis lab

Author: Kenneth Yamaguchi, New Jersey City University, USA

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

Date: 8/6/14

Time: 9:35 AM9:55 AM

Room: MAN 107

Related Symposium: S60

Project-based labs have been developed for our instrumental analysis course and used successfully to enhance learning, critical-thinking, and laboratory skills. Students have used a variety of synthetic techniques to generate nanomaterials and organic products which were characterized by a variety of spectroscopic and chromatographic techniques. These projects were integrated into the instrumental analysis lab course and offer a meaningful way to reinforce laboratory and synthetic skills with a variety of instrumental techniques. A description of these project-based labs will be presented.

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.