Multiple national documents have called for undergraduate laboratory reform and curricula focusing on argumentation, writing and inquiry are well established and published. Despite these resources wide-spread laboratory reform has been limited. A primarily undergraduate research institution has implemented the Argument-Driven Inquiry (ADI) laboratory curriculum in the general chemistry courses. An instructional design analysis of the three-year process for the implementation will be presented. Through this analysis, we identify unexpected barriers to implementation as well as valuable insights into the process of laboratory reform. This analysis will present both positive and problematic issues that developed at the institutional, departmental, instructional and student levels.<br/>

Joys and challenges to laboratory reform: An instructional design analysis

251st National Meeting (2016)

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