Incorporating Students’ Self-Designed, Research-Based Analytical Chemistry Projects into the Instrumentation Curriculum

In a typical chemistry instrumentation laboratory, students learn analytical techniques through a well-developed procedure. Such an approach, however, does not engage students in a creative endeavor. To foster the intrinsic motivation of students’ desire to learn, improve their confidence in self-directed learning activities and enhance their problem-solving skills, students’ self-designed, research-based analytical chemistry projects have been developed within the course of Advanced Chemical Methods for junior and senior undergraduates at SUNY College at Old Westbury. In addition to a series of manual-based laboratories held on a regular basis, students also do a literature search to formulate their own ideas that are tested using appropriate analytical instruments. By participating in self-designed projects, students independently go through the key components of analytical chemistry with greater engagement: from literature survey, problem identification, experimental design, sample preparation, measurements, results and discussion to conclusion, in a self-inquiry-based learning environment. The instructor’s observation, assessment of written reports and students’ self-evaluations indicate successful implementation of the projects and students’ progress toward the goals mentioned above. This project provides students a research-based chemistry laboratory for self-inquiry-driven learning and independent thinking.