This two-year NSF funded (1044419) project created a model of laboratory instruction with the goal of increasing student interest in early involvement in research within the department of chemistry and biochemistry.  The primary methods to create interest included using advanced instrumentation, inquiry methods, and collaboration.  The implementation of this plan was unique in that students from two different chemistry laboratory courses (first- and second-year) were enrolled simultaneously in the same laboratory period.  Activities were implemented requiring students from two different courses to work collaboratively toward answering a specific question.  We will present how selected activities were integrated across both courses.  Data were collected via surveys, observations, and a critical thinking examination (NSF CCLI) and analyzed to identify changes in student interest in research.  We will present initial findings from the data to assess the role played by this model of instruction on increased research interest.

Fostering an induction into authentic research in the freshman/sophomore sequence

245th National Meeting (2013)

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