Transforming a Traditional Laboratory to an Inquiry-Based Course: Importance of Training TAs when Redesigning a Curriculum

Abstract

Laboratory course redesign and effective implementation of an inquiry-based curriculum can be challenging, particularly when teaching assistants (TAs) are responsible for instruction. Our multiyear redesign of a traditional general chemistry laboratory course has included transitioning to a project based guided inquiry (PBGI) curriculum that emphasizes chemical lab techniques, self-driven experiments, and development of scientific writing skills as well as development of an intensive, inquiry-based training for TAs. The purpose of this article is to describe our inquiry-based laboratory curriculum and TA training, discuss the benefits of an immersive week-long training process for both undergraduate TAs (UTAs) and graduate TAs (GTAs), provide evidence of efficacy of our program, and offer suggestions on ways to develop a similar model in other university contexts. By providing extended training for all TAs that covers teaching theory, pedagogy, and practical aspects of lab, this course now allows students to master chemical concepts while learning to think and act like scientists.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 62 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.