The Quantitative Analysis Collection contains 28 activities developed by the ANA-POGIL consortium that span the range of topics likely to be covered in a semester-long quantitative analysis course: Analytical Tools, Statistics, Equilibrium, Electrochemistry, Spectrometry, and Chromatography and Separations. All activities have been reviewed and classroom tested by multiple instructors at a variety of institutions. Each written activity includes content and skill-development goals as well as a list of prerequisites. The topical treatment of concepts, as well as advanced coverage of analytical principles, can be found in the application section of each activity.
All activities are modular, follow the constructivist learning cycle paradigm, and include cues for team collaboration and self-assessment. These questions that guide students’ work within each activity model the questions scientists ask in attempting to understand new information. Going beyond content mastery, students should gain a strong sense of what an analytical chemist does, and more importantly get to experience many aspects of how an analytical chemist does it. These activities directly scaffold every laboratory skill and technique an analytical chemist should master; moreover, the critical thinking skills and information processing can greatly empower students to choose effective data analysis routes and make sound, defensible experimental decisions.
About the Authors Juliette Lantz earned a B.S. with honors in chemistry from Loyola University of Chicago, and a Ph.D. in analytical chemistry from the University of Wisconsin–Madison. She is currently a professor of Chemistry at Drew University in New Jersey. One aspect of her research focuses on the development, implementation and assessment of active learning strategies in analytical chemistry, particularly in the areas of case studies, role-playing laboratories and POGIL. Lantz was the PI on the NSF-funded project that produced POGIL material for analytical chemistry: Analytical Chemistry: A Guided Inquiry Approach - Quantitative Analysis Collection, and Analytical Chemistry: A Guided Inquiry Approach - Instrumental Analysis Collection. Currently, she is a Project PI on the ELIPSS (elipss.com) project - a collaborative project that developed resources that can be readily adopted by instructors to assess student process skills in a wide range of classrooms and across STEM disciplines. These resources include rubrics that provide students with feedback and suggestions for improvement of their process skills, as well as implementation strategies and faculty development workshops to support this rubric usage.practice of teaching.
Renée Cole is a Professor of Chemistry at the University of Iowa. Dr. Cole earned a B.A. in chemistry from Hendrix College, and M.S. and Ph.D. degrees in physical chemistry from the University of Oklahoma before completing a post-doctoral fellowship in chemistry education at the University of Wisconsin. Her research focuses on issues related to how students learn chemistry and how that guides the design of instructional materials and teaching strategies as well on efforts related to faculty development and the connection between chemistry education research and the practice of teaching. She has been a co-editor for two books focusing on chemistry education research as well as a PI for Increase the Impact, a project to support propagation of educational innovations. She is a Fellow of the American Chemical Society (2015) and was named as a CLAS Collegiate Scholar in 2018. Her achievements have also been recognized through several awards, including the University of Iowa CLAS Collegiate Teaching Award (2021), the Iowa Women of Innovation Award for Academic Innovation & Leadership (2014), the University of Central Missouri College of Science & Technology Award for Excellence in Teaching (2010), and the Missouri Governor’s Award for Excellence in Education (2009). She has been affiliated with The POGIL Project since the early days of The Project, leading workshops, serving on the Steering Committee, conducting research on student discourse in POGIL classrooms, and serving as a PI on affiliated grant projects.