Using Expert Witness Testimony with an Illicit Substance Analysis To Increase Student Engagement in Learning the GC/MS Technique

Dukes, Albert D.; Hollifield, Jeffrey M.; Gardner, Dave

doi:10.1021/bk-2019-1324.ch012

Cited by 2 publications

(1 citation statement)

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“…Authentic educational experiences are defined by Newmann and Wehlage as those that meet the following three criteria: students must produce knowledge and construct meaning, the knowledge they construct must result from inquiry, and the work they produce must have meaning beyond the specific course or program of study in which they are engaged . When the lab course meets in person, there are many options that are available for laboratory activities that will fit Newmann and Wehlage’s definition of authentic experiences. − However, when the instruction is shifted to an online platform, it becomes much more challenging to provide students with an authentic educational experience because rarely would a chemical analysis be performed virtually. This reflection will focus on the issues that were encountered in trying to move the laboratory portion of our Instrumental Analysis course to an online instruction format.…”

Section: Introductionmentioning

confidence: 99%

Teaching an Instrumental Analysis Laboratory Course without Instruments During the COVID-19 Pandemic

Dukes

2020

J. Chem. Educ.

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The COVID-19 pandemic presented numerous challenges for all levels of the education system. In March 2020, virtually all colleges and universities in the United States moved all instruction to an online environment as a result of the pandemic. While this posed challenges for all faculty, it posed a particular challenge for those faculty members who taught laboratory courses. By their nature, laboratory courses are a hands-on experience for students, and shifting them to an online format will necessarily change what students will do during their laboratory experience. In this reflection, the difficulties that were encountered in switching an Instrumental Analysis lab course to an online format will be discussed. The ideas deployed to address these challenges included providing current students with data collected by students in previous years and assigning them simulations to allow them to collect their own data. Some of the methods employed were more successful than others, but none of them were able to completely replicate the experience they would have received by actually being in the lab and conducting the analysis themselves. In the process of attempting to teach Instrumental Analysis in an online environment, it has become obvious that the time that students typically perceive as downtime where they do not see anything happening is important to their understanding of the data they collect.

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Section: Introductionmentioning

confidence: 99%