Many instructors in upper-division inquiry-oriented laboratory environments have begun using  curriculum materials grounded in evidence-based principles of teaching and learning, leading to a need to characterize student learning outcomes in these courses. One such set of curriculum materials arises from the POGIL-PCL (Process Oriented Guided Inquiry Learning – Physical Chemistry Laboratory) (Hunnicutt, Grushow, and Whitnell, 2015) community of practice. We report the initial findings of a mixed-methods study of POGIL-PCL at multiple institutions, addressing research questions on student perception of their learning, the effect of the nature of facilitation, and student understanding of physical chemistry phenomena. Methods include pre/post administration of the Meaningful Learning in the Laboratory Instrument (MLLI), (Galloway and Bretz, 2015) analysis of laboratory observation data to characterize facilitation and student activity using the Laboratory Observation Protocol for Undergraduate STEM (LOPUS)  (Velasco, <i>et al.</i>, 2016), and pre/post think-aloud interviews coupled to knowledge surveys (Bell and Volckmann, 2011). This ongoing effort to study student learning outcomes in advanced chemistry courses from multiple perspectives is funded by the National Science Foundation (NSF DUE 1726066/1726071).<br/>

Toward the characterization of student learning outcomes in POGIL-PCL laboratory environments

255th National Meeting (2018)

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