Research evidence shows that traditional, verification laboratory activities are not effective in attaining the desired goals of laboratory education, such as those put forth by the National Research Council in 2005: �development of scientific reasoning, understanding of the nature of science, developing practical skills, cultivating interest in science and in learning science, developing team working skills and supporting mastery of subject matter�. However, this instructional model prevails in college science education. Three obstacles that may hamper successful lab reform are: (a) not using a systematic instructional design approach, (b) lack of collaboration between chemistry educational researchers and practitioners, and (c) insufficient support for instructors to face the period of design and implementation. The work presented here describes the design and implementation of the Authentic Chemistry Experiment Laboratories, ACE-Labs, at the University of South Florida. This academic environment introduces students to authentic experimental learning opportunities in General Chemistry. In this environment, learners are able to actually experiment and not simply go through the motions of reproducing procedures in verification lab activities. The curricular reform presented here is aligned with current principles of instructional theory and instruction design and uses the Integrated Course Design approach. This work is informed by approaches and results from successful programs already in place at other institutions. Furthermore, this project responds to calls by expert and authoritative advising entities and agencies (NSF, National Research Council, ACS) to transform laboratory instruction and realize its pedagogical potential. This work used a holistic approach to conduct curricular reform and intended to build up a cohesive program. The outcomes of the ongoing curricular reform will be presented and discussed.

Integration of cooperative, project-based, authentic experiments in the General Chemistry Laboratory Program at the University of South Florida

247th National Meeting (2014)

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