Active Learning at a Community College
Donna M. Barron
Abstract
The use of active learning in the classroom and laboratory components of a one-semester analytical chemistry course is described. Students complete highly structured pre-class assignments that prepare them to work in small groups on activities during class time. The combination of pre-class and small-group work has enabled us to delve more deeply into many topics than occurred prior to the use of active learning. A similar active learning strategy is used in the classroom component of the second semester general chemistry course. The laboratory component of the analytical course includes three short projects involving titrimetry, spectroscopy and chromatography. Expectations for the students are raised as they progress through the small-group projects. Students write individual reports for each project and give a group oral presentation on outcomes of the spectroscopy and chromatography projects. Collectively the class and laboratory experiences provide students with a deeper and more practical understanding of analytical chemistry. One of the primary outcomes of these methods is an improvement in the confidence of the students to undertake scientific work.