Promoting Inclusive Excellence in the Inorganic Chemistry Curriculum through Faculty Culture Shift

Goals for the Undergraduate Instructional Inorganic Chemistry Laboratory When Course-Based Undergraduate Research Experiences Are Implemented: A National Survey

“…For example, goals corresponding to the Research Experience factor include having students use laboratory techniques also used by professional chemists, having students conduct experiments that mimic research experiences, preparing students for research experiences, developing students’ scientific reasoning skills, and increasing students’ understanding of the usefulness of laboratory techniques (see the Supporting Information for the complete Bruck and Towns instrument) . Emphasis on goals relating to Research Experience is further reflected across multiple reports of CURE implementation in the inorganic chemistry instructional laboratory. − …”

“…Again, these goals align with the CURE objective of cultivating skills requisite to scientific thinking, communication, and collaboration . They are further reflected in reports on CURE implementation in the inorganic chemistry instructional laboratory; for example, specific goals include teaching students to use spectroscopic techniques, analyze IR, NMR, and ultraviolet–visible spectral and X-ray crystallographic data, safely handle chemical reagents, and orally present results. , …”

“…Post hoc Fisher’s exact tests across three possible comparisons of student-work format indicated that courses in which CUREs were implemented tended to employ group-only student work and not individual-only student work when compared to non-CURE courses (see Table ). Use of group-only student work is also reflected in multiple reports of CURE implementation in the inorganic chemistry laboratory. − …”

“…Again, these goals align with the CURE objective of cultivating skills requisite to scientific thinking, communication, and collaboration. 11 They are further reflected in reports on CURE implementation in the inorganic chemistry instructional laboratory; for example, specific goals include teaching students to use spectroscopic techniques, 20 analyze IR, NMR, and ultraviolet−visible spectral and X-ray crystallographic data, 23 safely handle chemical reagents, 20 and orally present results. 21,23 Faculty members who do not implement CUREs, and yet have these goals for their inorganic chemistry instructional laboratory, may wish to consider adoption of the pedagogy, as the alignment with general CURE objectives suggests adoption may help them accomplish their instructional laboratory course goals.…”

“…CUREs are implemented across scientific disciplines with the general goal of supporting students’ development as scientists; this development includes learning about the nature of research and cultivating skills requisite to scientific thinking, communication, and collaboration . CUREs are further implemented across content areas in the undergraduate chemistry curriculum, including the inorganic chemistry instructional laboratory. − Understanding the unique goals of inorganic chemistry faculty members implementing CUREs in the instructional laboratory, along with instructional and departmental characteristics that facilitate their implementation, will allow curriculum designers and communities of practice to better aid faculty members in developing and implementing their own CUREs. It will further allow inorganic chemistry instructors to compare their own goals, instructional contexts, and departmental contexts with those of faculty members implementing CUREs as they consider adopting this pedagogy within their own courses.…”