Investigating the Learning Goals and Expectations of Laboratory Coordinators, Graduate Teaching Assistants, and Students in General and Organic Chemistry Laboratory Courses

Abstract

As chemistry education researchers and practitioners continue to investigate and improve undergraduate laboratory courses, it is necessary to consider the perspectives held by each of the stakeholders who are directly involved in these courses, including laboratory coordinators, graduate teaching assistants, and students. This study sought to qualitatively investigate the learning goals and expectations held by laboratory coordinators, graduate teaching assistants (GTAs), and students for general and organic chemistry laboratory courses at a single institution. This was completed through the collection and analysis of semistructured interview data from laboratory coordinators and GTAs and open-ended written responses from students. Results indicated that while many of the learning goals and expectations were shared among the three groups, there were laboratory coordinator defined learning goals and expectations that were mentioned by very few or no GTAs and students. Additionally, the GTAs and students held expectations that were not described by the laboratory coordinators. The results of this study highlight the importance of explicit communication related to learning goals and expectations among laboratory coordinators, GTAs, and students involved in undergraduate laboratory courses. If the learning goals and expectations established by laboratory coordinators are not properly communicated to GTAs, then it is likely that these goals and expectations are also not being communicated to students, who bring in their own unique laboratory expectations based on their previous experiences and current beliefs.