July 26, 2021
July 26, 2021
July 19, 2022
To better understand the change in student perception and abilities in a CHE laboratory course, a multi-dimensional survey was administered to two different student cohorts: one with a traditional lab structure and one with a revised lab structure. While quantitative data from the self-assessment and lab skills test has been analyzed , this work presents analysis of one of the open-ended responses questions on the lab skills test. This study was motivated by the desire to understand the impact curriculum revisions have on student experience and abilities. The data set for this project consists the text responses to one open-ended question. Open-ended responses were read and sorted based on key themes related to research questions, such as: How well can students connect known principles with specific experiments? How does their equipment familiarity and use of technical terminology improve over time? To assist in reviewing the quality and range of responses, we developed an analytic scoring rubric loosely modeled on the Design Quality Rubric . This work explores student performance on one of several open-ended skills test questions. Overall trends from these research questions will be discussed.
  Chenette, H.C.S., Neumann, G.T., and Anastasio, D.A. “What’s Happening in Lab?: Multi-Dimensional Assessment Tools to Track Student Experience through a Unit Operations Laboratory Sequence.” Chemical Engineering Education, 2021 (in press).  V. Jain and D. Sobek, “Two Instruments For Assessing Design Outcomes Of Capstone” in Capstone Design II, American Society for Engineering Education, Salt Lake City, Utah. 2004.
Chenette, H. C. S., & Anastasio, D. D., & Neumann, G. T. (2021, July), Qualitative Analysis of Skills in a CHE Laboratory Course Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37623
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