Hypothesis driven assessment of an NMR laboratory curriculum

CHED 398

Kimberly C. Earnheart, knc122@psu.edu, Department of Chemistry, Penn State University, 104 Chemistry Building, University Park, PA 16802 and Karl T. Mueller, ktm2@psu.edu, Department of Chemistry, Pennsylvania State University, 152 Davey Laboratory, University Park, PA 16802.
The goal of this project was to develop a battery of assessments to determine whether deeper understanding of one particular instrumental concept, Nuclear Magnetic Resonance (NMR), increases undergraduate students' abilities to solve other chemical problems. This project tracks students' responses to our laboratory curriculum using assessments for the constructs of understanding, confidence and problem-solving ability. The curriculum itself is comprised of instructional modules, each course specific, developed to give undergraduates hands-on experience, in addition to a more in-depth look at particular NMR topics. Written assignments and online surveys were used to assess the key constructs. Assessments monitor changes in students' understanding, confidence, and problem-solving abilities using written assignments and online surveys. All data was analyzed quantitatively upon course termination using methods adapted from the educational literature. This data was used to support or disprove the hypothesis that problem solving ability will increase as students gain a deeper understanding of NMR.
 

Assessing Chemistry Laboratory Courses
1:30 PM-4:15 PM, Tuesday, August 21, 2007 Seaport -- Plaza A, Oral

Division of Chemical Education

The 234th ACS National Meeting, Boston, MA, August 19-23, 2007