Piloting Blended Strategies to Resolve Laboratory Capacity Issues in a First-Semester General Chemistry Course

Abstract

Laboratory capacity is an issue that has plagued education for more than a century. New buildings, late night classes, and virtual laboratories have offered transitory relief at great expense. Missouri University of Science and Technology is employing blended strategies to increase capacity and student success. Blended strategies expand learning workspaces so that learners conduct traditional laboratory activities in both traditional and nontraditional laboratory environments. This article focuses on the proof of concept pilot results from blending the first-semester general chemistry laboratory course, which validate the adoption of this strategy for increasing student volume.

Department(s)

Chemistry

Keywords and Phrases

Collaborative/Cooperative Learning; Curriculum; Distance Learning/Self Instruction; First-Year Undergraduate/General; General Public; Hands-On Learning/Manipulatives; Inquiry-Based/Discovery Learning; Laboratory Instruction; Laboratory Management

International Standard Serial Number (ISSN)

0021-9584

Document Type

Article - Journal

Document Version

Citation

File Type

text

Language(s)

English

Rights

© 2016 American Chemical Society (ACS), All rights reserved.

Publication Date

01 Jul 2016

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