Converting a Traditional Lecture Course to Active Learning with Technology Course in Chemistry

Abstract

Active learning is receiving considerable attention in education and has been applied across multiple disciplines, including at George Mason University with the newly built Active Learning with Technology (ALT) Classroom. The development of an ALT classroom for a sophomore-junior level chemistry course would be a great benefit for students majoring in the field. The method of active learning involves new techniques to enhance understanding, knowledge retention and critical thinking skills. This method of learning gives the student direct control of their learning, leading them to see the importance of their own knowledge base and take responsibility of their learning goals. The undergraduate analytical chemistry course (CHEM 321: Elementary Quantitative Analysis) is an ideal candidate for the introduction of active learning in the chemistry field. This course reviews topics from General Chemistry in more depth introduces instrumentation, and is the introduction to quantitative analysis. This presentation will cover the conversion of CHEM 321 from a traditional lecture course to an active learning course over three semesters. The discussion will also address improvement of student performance in the course.