The authors describe how a practical instructional development process helped a first-year assistant professor rapidly develop, implement, and assess the impact on her Analytical Chemistry course caused by three changes: (a) moving the lab into the same semester as the lecture, (b) developing a more collaborative classroom
environment, and (c) increasing active learning.
Details
Type Journal ArticlePub Date 1/1/2017Stock # jcst17_046_03_65Volume 046Issue 03