Students as Investigators: Promoting Active Learning through a Case Study Assignment in a Lecture-Based Analytical Chemistry Course

Abstract

Active learning and student-centered learning are becoming the preferred teaching approach in higher education. Once heavily based on lectures, science instructors are adopting new teaching methods to promote active learning. Lecture-based courses can be modified to increase student engagement by including in-class discussions, activities, and opportunities for students to reflect on their learning. Incorporating case-study-based assignments into the curriculum is one such method that can foster an environment for active learning. To this end, we designed a case study assignment that transformed third-year analytical chemistry students into lead investigators of a fictional disease outbreak. The assignment was designed around course material but also required students to research the literature to complete a comprehensive investigation. The case study described herein provided students with an opportunity to develop essential skills such as research, critical thinking, problem solving, and communication. The assignment was well received by students as evident in course evaluations.