We report a study of the general
chemistry laboratory course at
one university over four years. We found that when taught as a traditional
laboratory course, lab experiences do not encourage students to deepen
their understanding of chemical concepts. Although the lab instructor
emphasized that the lab experiences were designed to enhance understanding
of chemistry, both survey and interview data show that students instead
feel that the lab is primarily useful in learning laboratory procedures.
As a result of these studies, the laboratory course was reconfigured
to include weekly, separately scheduled times for teaching assistant-moderated
student discussion of concepts, analysis of data, and reflection on
the laboratory. With the inclusion of required discussion, students
did report that the lab was a place for learning chemistry and visualizing
the chemical phenomena discussed in class.
Duke University. Saterbak is the lead author of the textbook, Bioengineering Fundamentals. Saterbak's outstanding teaching was recognized through university-wide and departmental teaching awards. In 2013, Saterbak received the ASEE Biomedical Engineering Division Theo C. Pilkington Outstanding Educator Award. For her contribution to education within biomedical engineering, she was elected Fellow in the Biomedical Engineering Society and the American Society of Engineering Education.
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