This study was designed to determine the effect of collaborative learning on student attitudes and performance in an introductory chemistry laboratory. Two sections per semester for three semesters were randomly designated as either a control section or an experimental section. Students in the control section performed most labs individually, while those in the experimental section performed all labs in groups of four. Both quantitative and qualitative measures were used to evaluate the impact of collaborative learning on student achievement and attitudes. Grades did not differ between the two sections, indicating that collaborative learning did not affect short-term student achievement. Students seemed to develop a more positive attitude about the laboratory and about chemistry in the collaborative learning sections as judged from their classroom evaluations of the teacher, the course, and the collaborative learning experience. The use of collaborative learning in the laboratory as described in this paper therefore may provide a means of improving student attitudes toward chemistry.

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General Chemistry I historically had one of the highest failure and withdrawal rates at Penn State Berks, a four-year college within the Penn State system. The course was completely redesigned to incorporate more group work, the use of classroom response systems, peer mentors, and a stronger online presence via the learning management system (ANGEL). Five years of data about the redesigned course were compared with the previous five years. The redesigned course significantly improved student success as measured by the average GPA and lower withdrawal rates. Student achievement in the subsequent course, General Chemistry II, has also improved, suggesting that not only are more students completing the first course, but they are also completing the course with better preparation for the next course. Student ratings have improved for the course, showing increased satisfaction with both the course and the instructor. The findings from 10 years of data suggest significant improvements in student success are possible for General Chemistry I.

The patterns of Glut1 and Glut3 glucose transporter protein and mRNA expression were assessed during embryogenesis of chicken brain and skeletal muscle, Glut4 protein levels were also evaluated in skeletal muscle and heart, and Glut1 was examined in the developing heart and liver. Glut1 protein expression was detectable throughout brain ontogeny but was highest during early development. Glut1 mRNA levels in the brain remained very high throughout development. Glut3 protein was highest very early and very late and mRNA was highest during the last half of development. In embryonic skeletal muscle, the levels of Glut1 and Glut3 proteins and mRNA were highest very early, and declined severely by mid-development. Glut1 protein and mRNA in the heart also peaked early and then decreased steadily. Although Glut1 mRNA levels were consistently high in the embryonic liver, Glut1 protein expression was not detected. These results suggest that (1) Glut1 is developmentally regulated in chick brain, skeletal muscle, and heart, (2) Glut1 mRNA is present in liver but does not appear to be translated, (3) Glut3 in brain increases developmentally but is virtually absent in muscle, and (4) Glut4 protein and mRNA appear to be absent from chick heart and skeletal muscle.