| Analytical Chemistry Laboratory: ROLE-PLAYING AS A PEDAGOGICAL APPROACH St. Olaf College Northfield, Minnesota This report was prepared as part of the PKAL Dreyfus Chemistry Writing Project: Capstone Courses At St. Olaf College, such a dilemma awaits Chemistry students in the Chemistry 255/256 Analytical Chemistry courses originally developed between 1985 and 1999 by Professor John Walters. In this class students assume roles ( Manager, Hardware, Software , or Chemist ) in a "company" and then play out those roles in pursuit of a solution of a management dilemma. In this course at the junior level, students learn chemical methods of analysis; learning instrumental methods of analysis is the focus of the senior-level course. The "role-playing" Analytical Chemistry lab approach emphasizes interdependence and small-group learning As former student Maren Bunge noted: "What really struck me was the cooperation and noncompetitiveness of the class, as well as the willingness of students to work hard together on the problems." The process of dividing responsibilities at the onset is as much a part of the integration as is bringing it all together at the end. "One of the advantages of role playing in the Chemistry laboratory is to allow the development of technical expertise at an individual level while at the same time stressing and developing communication and collaborative skills," Professor Walters notes. "It is particularly effective for teaching undergraduate Analytical Chemistry because much Analytical work naturally thrives in an interdependent, diverse small group." Likewise the role of the instructor changes - as it becomes imperative that the instructor plays along and becomes the kind of active listener who can help people realize and experience the consequences of what they say in the role they are playing. | |
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