An examination of student outcomes in studio chemistry. Issue 1 (12th December 2016)

• Record Type: Journal Article
• Authors: Kiste, Alan L.; Scott, Gregory E.; Bukenberger, Jesse; Markmann, Miles; Moore, Jennifer
• Is Part Of: Chemistry education research and practice. Volume 18:Issue 1(2017)
• Page Start: 233
• Page End: 249
• Publication Date: 2016-12-12
• Subjects: Chemistry -- Study and teaching (Higher) -- Europe -- Periodicals; Chemistry -- Periodicals; 507.114
• DOI: 10.1039/c6rp00202a
• Languages: English
• ISSNs: 1756-1108

Abstract

Abstract : Twenty years ago, a major curriculum revision at a large, comprehensive university in the Western United States led to the implementation of an integrated lecture/laboratory (studio) experience for our engineering students taking general chemistry. Based on these twenty years of experience, construction of four purpose-built studio classrooms to house the majority of the remaining general chemistry courses was completed in 2013. A detailed study of the effects of the entire ecology of the studio experience on student success was initiated at that time. Data from content knowledge pre- and post-tests, learning attitudes surveys, and student course evaluations show positive effects on student performance, the development of more expert-like learning attitudes, increased student engagement, and increased student–instructor interactions vs. the previous separate lecture and laboratory instruction for non-engineering students. Our data also show that an associated new peer Learning Assistant program increases student engagement while also having positive impacts on the Learning Assistants themselves.