Goals for the Undergraduate Instructional Inorganic Chemistry Laboratory When Course-Based Undergraduate Research Experiences are Implemented: A National Survey
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| Title: | Goals for the Undergraduate Instructional Inorganic Chemistry Laboratory When Course-Based Undergraduate Research Experiences are Implemented: A National Survey |
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| Language: | English |
| Authors: | Megan C. Connor (ORCID |
| Source: | Journal of Chemical Education. 2022 99(12):4068-4078. |
| Availability: | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Inorganic Chemistry, Science Laboratories, College Faculty, Teacher Attitudes, Undergraduate Study, Student Research, Science Instruction, Science Curriculum, Educational Objectives |
| DOI: | 10.1021/acs.jchemed.2c00267 |
| ISSN: | 0021-9584 1938-1328 |
| Abstract: | Course-based undergraduate research experiences (CUREs) are a promising approach for incorporating inquiry-based instruction into the undergraduate chemistry laboratory curriculum. This study used data from a national survey of inorganic chemistry faculty members (n = 142) to investigate CURE implementation in the inorganic chemistry instructional laboratory. Results indicate that faculty members who implement CUREs place greater emphasis on a distinct set of instructional goals when compared to faculty members who do not implement CUREs. CURE implementation was further associated with a range of instructional and departmental characteristics, including group-only student work, independent course development by faculty instructors, limited graduate TA support, and ACS certification of degree programs. Findings from this investigation point toward (1) a need for increased efforts focused on supporting CURE implementation, (2) productive avenues through which curriculum designers and communities of practice can provide this support, and (3) needed areas of research that will further inform these efforts. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442219 |
| Database: | ERIC |
| Abstract: | Course-based undergraduate research experiences (CUREs) are a promising approach for incorporating inquiry-based instruction into the undergraduate chemistry laboratory curriculum. This study used data from a national survey of inorganic chemistry faculty members (n = 142) to investigate CURE implementation in the inorganic chemistry instructional laboratory. Results indicate that faculty members who implement CUREs place greater emphasis on a distinct set of instructional goals when compared to faculty members who do not implement CUREs. CURE implementation was further associated with a range of instructional and departmental characteristics, including group-only student work, independent course development by faculty instructors, limited graduate TA support, and ACS certification of degree programs. Findings from this investigation point toward (1) a need for increased efforts focused on supporting CURE implementation, (2) productive avenues through which curriculum designers and communities of practice can provide this support, and (3) needed areas of research that will further inform these efforts. |
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| ISSN: | 0021-9584 1938-1328 |
| DOI: | 10.1021/acs.jchemed.2c00267 |
