In theory, the chemistry laboratory offers unique opportunities for students to practice �doing� science and to form links between phenomena that can be seen by the naked eye and atomic- and molecular-scale interpretations of these phenomena. Laboratories can also stimulate and motivate students to learn more about science. Unfortunately, science education research suggests that the potential of the laboratory environment is seldom realized. The primary goal of the ACELL project is to provide professional development to chemistry faculty by expanding their understanding of teaching and learning in the instructional laboratory environment. To meet this goal, ACELL is holding a workshop in May 2012 at Purdue University, in which 24 faculty will work alongside 24 undergraduate students to experience and learn about a variety of new laboratory approaches that research suggests are more successful at conveying the practice of science to students; to examine their beliefs about the role of laboratory education in light of current educational research; and to analyze and revise more traditional chemistry laboratory experiments to make them engaging and meaningful for students. After the workshop, faculty members will conduct small, locally-relevant educational research projects that will allow them to critically evaluate and improve the laboratory learning experiences at their home institutions. In this presentation, we will discuss the development of the project and our plans for the 2012 workshop.

Advancing chemistry by enhancing learning in the laboratory: The ACELL project

243rd National Meeting (2012)

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