Marcy Towns (Purdue University, USA), Stacey Lowery Bretz (Miami University, USA), Laura Bruck, Aaron Bruck (Purdue University, USA)
Faculty perspectives of the undergraduate chemistry laboratory were investigated using a mixed methods study to articulate the goals, strategies, and assessments used in undergraduate teaching laboratories. Interviews were conducted with 22 faculty engaged in teaching or supervising undergraduate laboratories from different types of institutions, chemistry disciplines, and course levels. Faculty goals for general chemistry, organic chemistry, and upper division laboratories were elucidated and compared across courses and institutional types. Additional comparisons were made between faculty who had received grants to implement changes in laboratory and those who had not. Based upon the results of the interviews and analysis, a survey of faculty goals for undergraduate laboratory was created and distributed in the U.S. to over 1800 faculty, with slightly over 300 faculty responding. Results from the survey, with comparisons across courses, institutional types, and funding will be presented.