Piloting Blended Strategies To Resolve Laboratory Capacity Issues in a First-Semester General Chemistry Course

• Shayna Burchett ^[1] ; Jack Hayes ^[2] ; Annalise Pfaff ^[1] ; Emmalou T. Satterfield ^[1] ; Amy Skyles ^[1] ; Klaus Woelk ^[1]
  1. [1] Missouri University of Science and Technology

     Missouri University of Science and Technology

     Township of Rolla, Estados Unidos

     
  2. [2] State Fair Community College

     State Fair Community College

     Township of Sedalia, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 93, Nº 7, 2016, págs. 1217-1222
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Laboratory capacity is an issue that has plagued education for more than a century. New buildings, late night classes, and virtual laboratories have offered transitory relief at great expense. Missouri University of Science and Technology is employing blended strategies to increase capacity and student success. Blended strategies expand learning workspaces so that learners conduct traditional laboratory activities in both traditional and nontraditional laboratory environments. This article focuses on the proof of concept pilot results from blending the first-semester general chemistry laboratory course, which validate the adoption of this strategy for increasing student volume.