Advancing Chemistry by Enhancing Learning in the Laboratory (ACELL): A model for providing professional and personal development and facilitating improved student laboratory learning outcomes

Mark A. Buntine*, Justin R. Read, Simon C. Barrie, Robert B. Bucat, Geoffrey T. Crisp, Adrian V. George, Ian M. Jamie, Scott H. Kable

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    32 Citations (Scopus)

    Abstract

    The Advancing Chemistry by Enhancing Learning in the Laboratory (ACELL) project aims to improve the quality of learning in undergraduate laboratories through two interlocking mechanisms. The first is to build a database of experiments that are both chemically and educationally sound by testing them in a third-party laboratory, usually through an ACELL workshop involving both academic staff and students, to ensure that they work. The second mechanism provides personal and professional development for staff and students through a workshop process, and reinforced through on-going engagement with the ACELL community via the project website and experiment assessment and evaluation. The ACELL workshops include discussion of educational issues, both in abstract (through discussing laboratory learning in general) and concrete (through debriefing of each experiment tested) terms. This paper discusses the design of the ACELL project, and illustrates some of the successes of the staff and student personal and professional development aims.

    Original languageEnglish
    Pages (from-to)232-254
    Number of pages23
    JournalChemistry Education Research and Practice
    Volume8
    Issue number2
    Publication statusPublished - Apr 2007

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