In view of modern-day demands placed by industry on universities to produce "work-ready" graduates, the pedagogical approaches to qualitative laboratory learning have rapidly changed.  Such changes are a direct response to the need for these classes to reflect more closely "real-world" practice.  This, together with the new first-year curriculum delivery model implemented by Victoria University (VU) in 2018 in which four "units" (i.e. subjects such as chemistry) are taught sequentially each within an intensive, four-week block, prompted the need to re-develop second-year qualitative organic analysis classes in the form of a novel, twelve-week semester "workshop" pedagogy.<br/>This paper presents the design of a novel, programmatic approach to running qualitative organic analytical laboratories that incorporates a range of current best-practice principles, such as the inclusion of instrumental techniques, a guided-learning style and enquiry-based approach, an emphasis on laboratory notebook keeping, and the peer dissemination of results.  Furthermore, the design principles used in this "workshop model" adhere to university policies, are aligned and informed by evidence-based teaching, learning and assessment principles and outcomes, and foster a team-based approach to the delivery.  This presentation also includes: a brief review of different approaches used in teaching qualitative organic analysis, and in relation to the "workshop model", the consideration of its learning objectives, the use of blended learning and assessment considerations.<br/>It is proposed that this method of delivery takes the college laboratory a step closer to contemporary "real world" chemistry laboratory practice.

"Real-world" approach to qualitative organic analysis

2019 Fall National Meeting

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