Learning and teaching are too often done in isolation. When the instructor feels alone in front of a sea of students, they forget that many students feel isolated and alone. Quantitative analysis—where each student receives a unique unknown—provides a powerful context to foster group and peer-to-peer learning, which mitigate isolation and promote deeper learning. I will share some tactics for fostering such learning communities. But the instructor is still alone. In many colleges there is a single analytical instructor. Regional workshops and national symposia on teaching analytical chemistry build and foster communities of analytical instructors. I will share strategies o develop both types of forums. Finally, I recently became a co-author of a popular analytical textbook. I will share insights from that experience. For instance, a text must serve three communities: the current students, the instructors, and the students 5–10 years later. I will provide a preview of some of the revisions to Daniel Harris’s Quantitative Chemical Analysis designed to serve each of these communities.

Building learning & teaching communities in analytical chemistry: From campus to textbook

2019 Fall National Meeting

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