Making sense of student-reported affective and cognitive learning gains for one large lecture course versus a body of students across multiple lab sections taught by different instructors is a challenging endeavor. Before survey results on reported learning gains can be evaluated, it must first be determined if the pedagogy delivered and assessed is being implemented with fidelity across multiple lab sections. This presentation will look at the implementation of Reformed Experimental Activities (REActivities) for organic chemistry labs across six local four-year institutions and one 2-year institution.  Data obtained when the Meaningful Learning in the Lab Instrument (MLLI) was administered for labs implementing REActivities will be discussed as they relate to the degree of fidelity when implementing the same pedagogy.<br/>

Insights into the relationship between reported student gains and the fidelity of implementing lab REActivities across 2- and 4-year institutions

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.