Using a Modular Approach to Introduce Python Coding to Support Existing Course Learning Outcomes in a Lower Division Analytical Chemistry Course

2021 ◽  
Author(s):  
David O. De Haan ◽  
Julia A. Schafer ◽  
Eleanor I. Gillette
Keyword(s):  
Analytical Chemistry ◽  
Learning Outcomes ◽  
Modular Approach ◽  
Lower Division

scholarly journals The Implementation of Role Playing on Water, Soil, and Air Lab at Diploma of Analytical Chemistry, Islamic University of Indonesia

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Yuli Rohyami ◽  
Reni Banowati Istiningrum
Keyword(s):  
Analytical Chemistry ◽  
Quality Assurance ◽  
Quality Management ◽  
Learning Outcomes ◽  
Quality Management System ◽  
Role Playing ◽  
Assessment Instruments ◽  
Self Assessment ◽  
Practical Analysis ◽  
Evaluation Of Learning

ABSTRACT: The implementation of role playing learning with self-assessment and assessment trial in Analysis of Water, Land and Air Practicum Course has been performed. Learning role playing scenarios in modules that have been developed for the implementation of control and quality assurance in laboratory quality management system ISO / IEC 17025. Development of learning is done through role playing includes four steps, namely the preparation of the draft development of learning, the development of assessment instruments, learning implementation, and evaluation of learning with a self-assessment and trial assessment.The implementation of role playing with self-assessment and trial assessment can influence the attainment of students in the Practical Analysis of Water, Land, and Air. Achievement of competence for the basic package and UV-Vis spectrometry through self-assessment methods 69.07% and 47.86%, while the assessment of trial results in 68.58 and 49.11%. implementation of role playing with self-assessment and trial assessment on the Practical of Analysis of Water, Land and Air can improve learning outcomes. Achievement of learning outcomes with an average in grade A was 87.96% with an average NKMD value of 3.72.

scholarly journals The Development of Inquiry Learning on Analytical Chemistry Lab II at Diploma of Analytical Chemistry

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Thorikul Huda ◽  
Yuli Rohyami
Keyword(s):  
Analytical Chemistry ◽  
Learning Outcomes ◽  
Learning Process ◽  
Lesson Plan ◽  
Inquiry Learning ◽  
Practice Test ◽  
Practicum Students ◽  
Learning Development ◽  
Written Test ◽  
Chemical Procedure

ABSTRACT: The development of inquiry learning has been performed on Chemistry Analytic II Practicum at Chemistry Analyst Department. This study is a classroom action research using 68 students of semester 2nd. Inquiry learning development that has been implemented in general has given the results of innovation learning in vocational education programs. Development of learning innovation is particularly relevant to the competency certification systems that have been developed in Professional Certification Agency (LSP UII). The lesson plan has been done contributed to improvements in the design of learning that refers to the Indonesian National Competency Standards in 2015.The development of inquiry learning can help the achievement of student competence. Achievement of competence from the knowledge aspect is done by using written test response test data, while from the attitude and skill aspect is measured from test practice test value. Mean of achievement of knowledge competence is 57.34 and mean of attainment of competency from attitude and skill aspect is 72.06. Competence is an assessment of knowledge, attitudes and skills that can be measured. Chemical Practicum Learning Analysis II is a process of inquiry learning conducted through a series of experiments so that the learning process should be supported by the understanding of the theory concepts that get in the classroom. Practicum learning is focused on achieving the competence of work attitude which gives birth to a standardized work culture and skills must be supported with sufficient knowledge.Data supporting the achievement of student competence can be measured through self assessment in three competency units, that is MSL973002A prepare work solution, MSL974001A prepare, standardize, and use solution and MSL974003A perform testing and chemical procedure that is in accordance with this course with SKKNI Field Laboratory Testing Services from Australian Laboratory Operations Training Package (MSL09). Assessment is done after the students follow the learning process inquiry with the development of learning video. Achievement of students' average student competency Semester 2nd of Chemical Analyst Department at three units of competence is 78.52%. During the learning process practicum, students are given learning tasks in preparing work solutions including preparing, standardizing and using the solution. Achievement rates on these units were 77.30% and 79.51%.The result of the learning development that has been done can give the improvement of the learning result according to the expected target. Learning outcomes can be obtained grades A was 70.74%. Assessment of students in learning practicum is an accumulation of the value of knowledge of pre-test and test responses of writing, the value of skills and attitudes of practicum activities, preparation of reports, seminars and practice test exams. Based on the results of the study showed that inquiry learning can help the achievement of learning outcomes.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

Analytical Chemistry in Archaeology

2007 ◽  
Author(s):  
A. M. Pollard ◽  
C. M Batt ◽  
B. Stern ◽  
S. M. M. Young
Keyword(s):  
Analytical Chemistry
Sign in / Sign up

Export Citation Format

Share Document