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 journalArticle

30 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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  • Carrick Award for Australian University Teaching - Citation for Outstanding Contribution to Student Learning

    Ian Jamie (Recipient), Mark A. Buntine (Recipient), Scott H. Kable (Recipient), Justin R. Read (Recipient) & Simon C. Barrie (Recipient), 2007

    Prize

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