scholarly journals Peer-teaching in the food chemistry laboratory: student-produced experiments, peer and audio feedback, and integration of employability skills

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Julie Lisa Dunne
Keyword(s):  
Student Evaluation ◽  
Peer Teaching ◽  
Employability Skills ◽  
Chemistry Laboratory ◽  
Case Group ◽  
Food Chemistry ◽  
Research Projects ◽  
Laboratory Assessment ◽  
Audio Feedback ◽  
Innovative Approaches

This paper describes the author’s experience over the last several years of implementing an alternative Food Chemistry laboratory practical model for a group of third-year BSc Nutraceuticals students. The initial main objectives were to prepare students for the more independent final-year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow students working in groups to research, design and run a laboratory for their class. The first year of the project involved innovative approaches to feedback, including weekly feedback sessions, report checklists and audio feedback podcasts. Student evaluation after one year suggested the case group felt more prepared for final-year research projects and work placement owing to the redesign of the laboratory assessment. This, together with general positive feedback across several indicators, was proof of concept, and was a foundation for an improved model. The improvements related to the organisation and management of the project, but the same pedagogical approach has been retained. The second year saw the introduction of a more rigorous and easier to manage peer evaluation though use of the online Comprehensive Assessment for Team-Member Effectiveness (CATME) tool. The most recent revision has included a Project Wiki hosted on Blackboard to facilitate the organisation, communication, assessment and feedback of student-generated resources.More recently, the final-year students who had participated in the peer-teaching Food Chemistry labs when in third year have been evaluated. This evaluation took place following their research projects, and suggests that the peer-teaching model better prepared them for these activities, compared to traditional laboratories.

Making It Count: Using Real-World Projects for Course Assignments

2019 ◽  
Vol 47 (4) ◽  
pp. 314-324
Author(s):  
Jason Wollschleger
Keyword(s):  
Nonprofit Organizations ◽  
Real World ◽  
Applied Research ◽  
Student Evaluation ◽  
Undergraduate Research ◽  
High Impact ◽  
Course Evaluations ◽  
Research Projects ◽  
Evaluation Scores ◽  
Previous Scholarship

Previous scholarship has demonstrated the value of high-impact practices of community engagement, inquiry-based pedagogy, and collaborative learning for engagement and learning in sociology courses, especially undergraduate research methods and statistics. This article explores the changes made to an upper-division undergraduate course focused on applied research practices and community-level interventions. After teaching the course once as a lecture-based course with assignments that simulated real projects and receiving poor student evaluation scores, I revised the course by partnering with local nonprofit organizations that were in need of research assistance. I turned the major graded assignments into real-world research projects that would ultimately be presented to the local organization, thus making everything actually count—in the real world. The findings from surveys of students, course evaluations, and assessment of group projects suggest that students found this to improve their experience of the course and to increase their learning and engagement of the material and confidence in their ability to conduct applied research on their own.

Investigating the viability of a competency-based, qualitative laboratory assessment model in first-year undergraduate chemistry

2018 ◽  
Vol 19 (2) ◽  
pp. 629-637 ◽  
Author(s):  
Reyne Pullen ◽  
Stuart C. Thickett ◽  
Alex C. Bissember
Keyword(s):  
Learning Experience ◽  
Assessment Model ◽  
Chemistry Laboratory ◽  
First Year ◽  
Skills Acquisition ◽  
Laboratory Assessment ◽  
New Model ◽  
Before And After ◽  
Competency Based ◽  
Criterion Referenced

In chemistry curricula, both the role of the laboratory program and the method of assessment used are subject to scrutiny and debate. The ability to identify clearly defined competencies for the chemistry laboratory program is crucial, given the numerous other disciplines that rely on foundation-level chemistry knowledge and practical skills. In this report, we describe the design, implementation, results, and feedback obtained on a competency-based assessment model recently introduced into the first-year laboratory program at an Australian university. Previously, this laboratory program was assessed via a quantitative, criterion-referenced assessment model. At the core of this new model was a set of competency criteria relating to skills-acquisition, chemical knowledge and application of principles, safety in the laboratory, as well as professionalism and teamwork. By design, these criteria were aligned with the learning outcomes of the course and the degree itself, as well as local accrediting bodies. Qualitative and quantitative feedback from students (and staff) obtained before and after the implementation of this new model suggested this approach provided an enhanced learning experience enabling a greater focus on the acquisition of fundamental laboratory skills and techniques.

Student evaluation of research projects in a first-year physics laboratory

2014 ◽  
Vol 35 (2) ◽  
pp. 025004 ◽  
Author(s):  
Manjula D Sharma ◽  
Alberto Mendez ◽  
Ian M Sefton ◽  
Joe Khachan
Keyword(s):  
Student Evaluation ◽  
First Year ◽  
Research Projects ◽  
Physics Laboratory

The Food Chemistry Laboratory

2003 ◽  
Author(s):  
Connie M. Weaver ◽  
James R. Daniel
Keyword(s):  
Chemistry Laboratory ◽  
Food Chemistry

scholarly journals Determination of carbohydrates content in red dragon fruit for food chemistry laboratory

2021 ◽  
Author(s):  
Nova Kurnia ◽  
Liliasari ◽  
Dede Robiatul Adawiyah ◽  
Florentina Maria Titin Supriyanti
Keyword(s):  
Chemistry Laboratory ◽  
Food Chemistry ◽  
Dragon Fruit

scholarly journals Arts-Informed Inquiry in Teacher Education: Contesting the Myths

2008 ◽  
Vol 7 (4) ◽  
pp. 512-522 ◽  
Author(s):  
Robyn Ewing ◽  
John Hughes
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Educational Research ◽  
Research Methodology ◽  
Research Projects ◽  
The University ◽  
Teacher Education Research ◽  
Innovative Approaches

Arts-informed inquiry has attracted a great deal of controversy in recent times as it has gained popularity as an educational research methodology in teacher education. As with other innovative approaches and methodologies, there have been lively debates about its rigour, authenticity and appropriateness. This article suggests principles for its use in exploring relevant questions in teacher education research and examines some of the issues that have been used to challenge its integrity. Several recent teacher education research projects undertaken by staff and research higher degree graduates at the University of Sydney are discussed initially as exemplars and to provide a context for the discussion. The authors demonstrate how research using arts-informed inquiry contributes perspectives and understandings that are distinctive from other methodologies and so can offer new understandings about some of the liminal issues in teacher education.

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