Research-Led Learning in Action: Development of an Online Chemistry Course for Final-Year Undergraduates

• Published in: Journal of chemical education 2023-05, Vol.100 (5), p.1877-1884
• Main Authors: Parsons, Andrew F., Sarju, Julia P.
• Format: Article
• Language: English
• Subjects: Behavioral Objectives; Chemistry; College students; Colleges & universities; Communication skills; Course Content; Feedback; Learning; Literacy; Modules; Physical chemistry; Problem solving; R&D; Research & development; Research projects; Science education; Student attitudes; Students; Teaching methods; Thinking Skills
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.2c01207

An online module for final-year master’s students has been developed over a 5-year period. The module allows equitable experiences for students studying in person at the University of York, at a university abroad, or undertaking an industrial placement. Distinctively, the module was designed around the use of modern research papers, published by Chemistry at York researchers, as vehicles of information. The approach allowed students to apply chemical principles learned in earlier years of their course to the solution of problems at the forefront of five chemistry specialisms, ranging from atmospheric and environmental, to physical chemistry. Learning objectives included an appreciation of the experimental and analytical techniques used in the research, as well as the development of scientific literacy and critical thinking skills. There was also an opportunity for students to develop communication skills through an optional competition. Staff collaborated with students as partners in the development of course content, as well as establishing student workload, and testing formative assessments. Student attitudes toward the module were monitored, which demonstrated an enthusiasm for the approach and coverage of material. The flexibility to work through the content at their own pace, at a time to suit them, was appreciated by students as a whole and highlighted in disabled students’ feedback. Challenges remain in engaging students to learn theoretical courses while wanting to focus on their individual capstone research projects. Assessment of students’ problem-solving skills by an in-person or online examination resulted in a consistent examination performance.