tion board, students will be able to perform quantitative experiments rapidly on a very small scale.

We think that by integrating laboratory, computation, and book learning into a single whole a t the chemical workstation, instructors will be able to use each of these three modes of learning to prepare for, enhance, and build upon one another in a manner directly analogous to the way chemical knowledge is advanced a t the research level.

Talladega College Charlie M. Stinson, Jr. Talladega, AL 35160

We propose to develop a series of laboratories for intro- d u c t o j chemistry that &es modem technology to engage the students, provides students with opportunities to de- sign experiments that explore topics o?current chemical interest, and allows students to discover or develop appro- priate ways to analyze their data. These experiments will depend on the use of modem hardware and software to free the students to think more deeolv about exoerimental design and analysis of results. ~ i i h - t h e s e toois students will be able to desim. test. and customize data acauisition

Another aspect of the project is to enhance and improve the lecture presentations in general chemistry by incorpo- rating greater use of the Learning Center. The chemistry learning aids (computer programs, videotapes, videodisks, reference books, etc.) will be cataloged and referenced to specific concepts and learning objectives for the course. Multimedia curriculum materials developed from the Pfizer project and other projects will be incorporated sys- tematically into the Learning Center, a s well a s traditional classroom settings. Evaluation of this project will be ac- complished a t three different levels. The measurements to be conducted include:

(1) retention data in general chemistry; (2) Learning Center use and circulation statistics and . (3) student understanding of concepts.

Worcester Polytechnic Institute

Nicholas Kildahl Worcester, MA01609

The Devartment of Chemistrv a t WPI will develoo two .. . stratc~&, cdlc:ct tlw data, then use the irnmcdlaye nnnly- new cours(!.s in introductory rhenktry, to be offered f h the sls cavabilitv ofthe computer Dromarns to assess the valid- first time iu Fall r ~ f 1993. \Vr refer to these courses a s the ity of'the experimental protoch a i d , if necessary, redesign or customize the experiment all within a single lab period. To achieve the goals, a series of computer interfaces, com- puter networks (LAN), and in some instances WAN, will be &ed.

The experiments developed will satisfy one or more of three basic objectives:

(1) they should complement many topics that are covered in the introductory course,

(2) they should be a broad representation of current trends in chemistry, and (3) wherever possible they should be con- sistent with student-driven design and analysis.

Tuskegee University Adriane G. Ludwick Tuskegee, AL 36088

The major focus of the project a t Tuskegee University Department of Chemistry is to develop and produce a se- ries of videotapes that will assist in the learning of impor- tant, but challenging, concepts presented in the first-year chemistry course. Areas such a s limiting reactants, writing and balancing net-ionic equations, writing and drawing Lewis structures, VSEPR theory and molecular geometry, and gas law demonstrations will be explored. Preparation of detailed scripts, problem sets, and preliminary taping will be done by the faculty. Initial segments will be re- corded using the available eauioment and laboratorv- demonstration space in the department. To insure that <he tapes are developed from a student perspective, a chemis- try student will assist in all phases of planning and pro- duction. Final production will involve the assistance of in- dividuals on the staff a t the 'hskegee University School of Veterinary Medicine who possess the equipment and expe- rience necessary to produce high quality segments. Multi- ple copies of these tapes will be available to students in the "BiologyChemistry Learning Center" (a non-library room in proximity to biology and chemistry classrooms and labo- ratories) and on loan to study elsewhere. The tapes will be digitized for communication by computers to other parts of

Interactive-Cooperative-Discovery (ICD) Option. The ICD Option will run concurrentlv with our current courses, and will be available to, a t mosi, 60 chemistry, chemical engi- neering, and biolom majors. Each new course will consist of three interactiie dialogs, one group activity hour, and one threc-hour lalvmtor!. period per week The student.; will be solit into two sectlons of 30 snch for interactive dra- logs, group activity hour, and laboratory. Each course will be staffed bv two chemistrv facultv and one aadua te stu- dent teaching assistant. ~ L b j e d i a t t e r willYbe organized around a small collection of unifying major concepts, with emphasis on a constructivist view (versus a n objectivist view) of science. Laboratorv will continue to be Discoverv and Instrument-based; however, i t will be less structurei and more project-oriented than the current introductory lab. Finally, uses of computers i n chemistry will be stressed.

The Interactive Dialog

In a n interactive dialog, the "lecturer" poses a series of well-designed questions to the students, who are expected to volunteer answers. If no student volunteers. the lecturer selects a student to provide a n answer. In this way, the in- structor mides the students to deliver the subiect matter of the lecture. Often the interactive dialog works best when the lecturer poses a problem for the class to solve. In the course of solving the problem via interaction, the lec- turer can introduce, discuss, and reinforce the underlying principles.

The Group Activity Hour- Cooperative Learning via Group Activity

Our ICD Option will involve one group-activity hour per week. A section of 30 students will be divided into six groups and will be given a problem to solve collectively. This will be accomplished via intragroup discussion and discussion with the instructor, who will circulate and inter- act with all groups. Upon completion of the group problem- solving session, students will individually take a test that i s related to or derivative of the group activity. A student's test grade will be a composite of his or her own grade and

the campus. the average grade for the group.

928 Journal of Chemical Education