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2006
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December
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In the Laboratory
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A New Model for Transitioning Students from the Undergraduate Teaching Laboratory to the Research Laboratory. The Evolution of an Intermediate Organic Synthesis Laboratory Course
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Jessica J. Hollenbeck, Emily N. Wixson, Grant D. Geske, Matthew W. Dodge, T. Andrew Tseng, Allen D. Clauss, and Helen E. Blackwell
Department of Chemistry, University of Wisconsin–Madison, Madison, WI 53706-1322
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December 2006
Vol. 83 No. 12
p. 1835
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| Abstract |
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This article outlines the recent transformation of an intermediate undergraduate organic synthesis laboratory course at the University of Wisconsin–Madison. This course has had a unique design for over 30 years, with structured experiments performed in the teaching laboratory only for the first half of the course. In the second half of the course, students are assigned to projects in graduate research laboratories. The classroom component of the course, however, did not provide students with many of the skills essential for success in the research laboratory. Over the academic years 2003–2005, we systematically changed the classroom and laboratory components of this course so that it now provides experience using modern chemistry experimental techniques and chemical information resources, instruction in scientific writing and the use of chemical drawing software, and awareness of basic scientific ethics. Here, we outline our rationale behind each course component change, describe how the changes were implemented, and discuss how the effects on student learning were assessed. Overall, these changes have been greeted with enthusiasm by our students, faculty, and staff, and we believe this course provides a curricular model exportable to other chemistry departments.
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| Supplement |
The following are available: An abridged Chemistry 346 Laboratory Manual; "Supporting Information" forms for experiments 1–3; a case study handout on scientific ethics; guidelines for preparing an extended abstract; and guidelines for making an effective poster.
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| More Information |
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Citation |
Hollenbeck, Jessica J.; Wixson, Emily N.; Geske, Grant D.; Dodge, Matthew W.; Tseng, T. Andrew; Clauss, Allen D.; Blackwell, Helen E. J. Chem. Educ. 2006 83 1835.
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Keywords |
Chemoinformatics; Communication / Writing; Curriculum; Inquiry-Based / Discovery Learning; Internet / Web-Based Learning; Laboratory Instruction; Organic Chemistry; Professional Development; Synthesis; Undergraduate Research; Upper-Division Undergraduate
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History |
Created:
Last Updated: |
10/30/2006
11/7/2006
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 Caution! | | Experiments, laboratory exercises, lecture demonstrations, and other descriptions of the use of chemicals, apparatus, instruments, computers, and computer interfaces are presented in the Journal of Chemical Education as illustrative of new or improved ideas or concepts in chemistry instruction and are directed at qualified teachers. Although every effort is made to assure and encourage safe practices and safe use of chemicals, the Journal of Chemical Education cannot assume responsibility for uses made of its published materials. Many chemicals are hazardous. Precautions for the safe use of hazardous chemicals and directions for their proper disposal are described in the Material Safety Data Sheets and on the labels. We strongly urge all those planning to use materials from our pages to make choices and to develop procedures for laboratory and classroom safety in accordance with local needs and situations. |
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2006
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December
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1835
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