P837: From “cook-book” to guided inquiry laboratory experiments in biochemistry

Author: Margaret Kanipes, North Carolina Agricultural and Technical State University, USA


Date: 8/6/14

Time: 2:25 PM2:45 PM

Room: LOH 174

Related Symposium: S54

Guided-inquiry laboratory experiments have been shown to promote student-learning success in a number of STEM laboratory courses. In addition, this approach has allowed students to become independent thinkers in solving real-world problems while strengthening their application of laboratory procedures using a variety of instruments. The purification of spinach ferredoxin-NADP+ reductase (FNR) has been used in biochemistry lab courses to teach students protein isolation principles. In this study, the isolation of FNR from spinach was used as a model to begin moving students from a directed “cook-book” approach to a guided-inquiry experience in exposing them to a variety of biochemical techniques. Students were asked to design and conduct their own research study on the purification and characterization of FNR from a source of their choice. The results of this guided-inquiry laboratory experience from the students’ and instructor’s perspective will be presented.

P396: Learning styles of first year STEM students taking general chemistry

Author: Margaret Kanipes, North Carolina Agricultural and Technical State University, USA

Co-Author: Latasha Mosley-Edwards and Zakiya Wilson, North Carolina Agricultural and Technical State University, USA; Eugene Kennedy, Louisiana State University, USA

Date: 8/4/14

Time: 6:00 PM7:15 PM

Room: KC

Related Symposium: S33

Students taking the first year undergraduate chemistry courses continue to have academic difficulty leading to high DFW rates for these courses. Pre-college preparation is often cited as a major contributor to student underperformance; however, several studies have recently demonstrated that students who transition into self-regulated learners garner greater academic success. Key to this transition is a recognition of ones learning styles and the ability to apply this knowledge to rigorous college level courses. The Felder-Silverman Learning Style (FSLS) model has been used to classify the learning styles of students into five categories as sensing learners, visual learners, inductive learners, active learners and sequential learners. The FSLS model was used to assess the learning styles of over 100 first year STEM students at a minority-serving university in the southern U.S. to begin developing successful strategies for teaching and learning in these gatekeeper courses. The results of the FSLS assessment will be reported for this study.