developing and implementing lab skills seminars, a student-led learning approach in the organic chemistry laboratory: mentoring curent students while benefiting facilitators
By: Sabanayagam, Kalyani.
Contributor(s): Dani, Vivek D | Matthew, John | Restivo, Wanda | Mikhaylichenko, Svetlana | Dalili, Shadi.
Material type:
ArticleDescription: 1881-1888.Subject(s): Laboratory instructions | Organic chemistry | Hands on learning | Student centered learningDDC classification: 547.0078 / Sab Online resources: Click here to access online
In:
Journal of Chemical Education, 94(12), December 2017Summary: This paper describes the successful adaptation of certain components of peer-led team learning (PLTL) as well as service learning principles into our initiative: lab skills seminars (LSS). These seminars were organized for large, second year organic chemistry laboratory courses. Prior to LSS, the only help available for students was traditional office hours conducted by the course coordinator. Such office hours are not sufficient or effective in large courses for numerous reasons, such that laboratory skill seminars were created to fill that gap and also diminish high levels of anxiety associated with complicated laboratories. Seminars were prepared and facilitated by upper year service learning students or volunteers, who had successfully completed the same course. Facilitators and course students mutually benefit significantly from these seminars, and this article will discuss these benefits in greater detail.
| Item type | Current location | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| Journal Article | Article | 547.0078 / Sab (Browse shelf) | Available | ar3507 |
This paper describes the successful adaptation of certain components of peer-led team learning (PLTL) as well as service learning principles into our initiative: lab skills seminars (LSS). These seminars were organized for large, second year organic chemistry laboratory courses. Prior to LSS, the only help available for students was traditional office hours conducted by the course coordinator. Such office hours are not sufficient or effective in large courses for numerous reasons, such that laboratory skill seminars were created to fill that gap and also diminish high levels of anxiety associated with complicated laboratories. Seminars were prepared and facilitated by upper year service learning students or volunteers, who had successfully completed the same course. Facilitators and course students mutually benefit significantly from these seminars, and this article will discuss these benefits in greater detail.
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