Student development of specific skills in their chemistry education has gained more attention in recent years. Through participation in laboratory activities, students are presented with the opportunity to develop transferrable skills such as written/oral communication, how to report scientific findings, and applying major scientific concepts to novel contexts. Prior works have (1) highlighted the general notion that students should develop transferrable skills that will aid them in their future careers and (2) identified faculty goals for what students should achieve in their chemistry laboratory courses. However, there has been little focus on the alignment of course expectations with respect to skill development in the laboratory curriculum. In this study, we present an analysis of the results of a survey that addresses the ways in which departmental program outcomes are articulated, developed, and assessed throughout the laboratory curriculum. The goal is to identify areas where outcomes can be more consistently integrated throughout the curriculum to better support student development and achievement.

Investigating instructor methods of addressing program outcomes in the undergraduate chemistry laboratory

2019 Spring National Meeting

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