Hansen, S. J. R., Zhu, J., Karch, J. M., Sorrento, C. M., Ulichny, J. C., & Kaufman, L. J. (2016). Bridging the Gap between Instructional and Research Laboratories: Teaching Data Analysis Software Skills through the Manipulation of Original Research Data. Journal of Chemical Education, 93(4), 663–668.
This article demonstrates successful integration of ongoing research into an instructional laboratory course in the context of teaching basic data analysis skills using a Microsoft Excel-based activity. The research team is from the Department of Chemistry at Columbia University, New York. A graduate student adapted an article by the first author into an assignment that required undergraduate students to engage with the data by performing a series of analytical tasks and collaborative work. The assignment was first pilot tested in a summer course with a small class size (n=29) and then with larger classes sizes over three semesters (n=125, n=272, n=124). Multiple iterations allowed exploration of different pedagogical approaches. Results from survey data showed improvements in students’ self-reported pre- and post Excel ability, with greater gains showed by students who were most positive about the assignment. This is an example of providing opportunities for graduate students to gain valuable curriculum development experience at the same time as challenging undergraduate students to read complex literature while practicing data analysis techniques with little to no support. Recommendations are included for adapting a similar exercise for a course.