Active Learning in the Introductory Graduate Student Analytical Chemistry Course: Getting Students to 'Think Analytically'

摘要

Active learning benefits graduate students for many of the same reasons as undergraduates. They gain ownership of material from internal motivation, not faculty pull. We describe a first-semester graduate survey course on analytical chemistry that gives students perspective on a wide range of technology, professional ethos, literature awareness, and discusses how to approach novel or difficult topics.