RELITE:Research-Led Innovative Teaching

Experiments

Dr Jacquie Robson

RSC School Teacher Fellow

Department of Chemistry, Durham University

RELITE has seen the redevelopment of the first year chemistry laboratory course:

• to ease transition into the undergraduate laboratory

• to improve practical skill levels

• to promote independent study

• to improve collaborative learning

• to reconsider assessment of practical skills

• A blended approach to Level 1 practical with I/O/P/A combined in short Blocks

• Clear mapping of skills

• Key skills taught first then developed

• More applied, context-based experiments and a mini-investigation come later

• A progressive, spiral curriculum: pre-lab, in-lab and post-lab work, and group working

• Virtual support using VLE and targeted resources for independent learning / stretch-and-challenge

• More aligned with Physics!

Key changes and developments:

• It has long been known that students have problems during lab work caused by overload of the working memory.1,2

• New tasks designed to prepare students to think during the lab activity.

• Tasks include preparation of the lab notebook, quizzes, written exercises and experimental risk assessments.

• Demand of tasks increases during the year.

The pre-lab work

1Johnstone and Vianna, Studies in Higher Education, 1994, 19, 1, 77-882Reid, N. Enhancing Chemistry Laboratories, 2003, Royal Society of Chemistry

Virtual Support: Use of LabSkills and the chemistry ILP (via DUO)

http://www.labskills.co.uk/university.php http://chemp-ilp.net

Research-oriented (learning to ‘do’ research)

- understanding the nature of scientific inquiry

Research-based (inquiry-based)

– Discovery and Projects

Research-informed (using educational research to inform teaching methods)

– the use of pre-lab tasks and a spiral approach

Research-led (learning about others’ research)

- Projects

Research-led teaching

• A capstone activity that allows some student choice

• Consolidates skills learned throughout year

• Project direction is determined by student

• Develops creative thinking and problem-solving

• Further development of report writing skills

• ‘Extra-curricular’

• Research-led content – links to departmental research

The ‘Projects’

• Biodiesel – organic synthesis, purification

• Hydrogels – polymer and gel chemistry, data analysis

• Dye-sensitised solar cells – electronic properties of materials, natural product extraction, redox chemistry, spectroscopy

• Honey – viscosity, hygroscopicity, thixotropicity and optical properties, data analysis

• All involve a simple literature search and some experimental design

• Generally well-received by most students (but not all…)

Projects available:

We feel we have more confident undergraduates who can talk about chemistry with their peers, junior demonstrators and senior demonstrators.

• They prepare well.

• They think about (and practice) practical work away from the lab.

• They think more about what they are doing and can be very creative.

• They are less scared to ask for help.

Benefits of RELITEA culture of support and encouragement

• Better training – self-motivated

• Better resources for preparation – access to virtual resources

• They are more confident

• They are keen to input ideas for further development

• They take ownership of the experiments

• They develop better relationship with students

• Expertise consolidated from year to year?

Unexpected benefits:

Postgraduate Demonstrators

Future workExtension of the ethos up the Levels

…and across Departments?

Thanks:

RELITE team, especially Prof John Evans, Dr Andrew Hughes, Dr Ivana Evans, Mr Craig Hopper

(Department of Chemistry)

Dr Marek Szablewski and Dr Helen Vaughan

(Department of Physics)

STFs across the country for help and advice (particularly Mr Tim Harrison (Bristol) and Dr David Read (Southampton))

Funding:HE STEM Large Scale Curriculum Development Grant

Durham University ELSE award

The Royal Society of Chemistry

Contact: Dr Jacquie Robson, j.m.robson@durham.ac.uk