Wednesday, May 26, 2021

Andrea began her work on the MICRO (Making Introductory Course Real while Online) project at the beginning of the pandemic as there was a need for hands-on laboratory experiments that could be delivered remotely. 

You can find the abstract and link to full article below!

Graphical abstract for the Inquiry-Based Laboratories Using Paper Microfluidic Devices paper. On the left you can see a traditional laboratory experiment setup with a checklist of instructions with an arrow pointing to the right showing a depiction of a microfluidic laboratory setup

Inquiry-Based Laboratories Using Paper Microfluidic Devices

Rachel M. Roller, Saichon Sumantakul, Michelle Tran, Andrea Van Wyk, Jessica Zinna, Destiny A. Donelson, Sarah G. Finnegan, Gregory Foley, Olivia R. Frechette, Jessica Gaetgens, Jiani Jiang, Katheryn C. Rinaolo, Renée S. Cole, Marya Lieberman, Vincent T. Remcho, and Kimberley A. Frederick

The Making Introductory Courses Real while Online (MICRO) laboratory project was developed to meet the need for hands-on experiments, focused on topics in analytical chemistry, to be delivered safely remotely or in a socially distanced in-person lab. Unlike more traditional lab experiments, MICRO laboratories use only microgram or nanogram amounts of chemicals; paper microfluidic technology is used to store and mix reactants. Instructional materials use an inquiry-based approach and are situated in a context that highlights the human impacts of the scientific analysis. To support broader-scale implementation of the experiments and promote a shift to more inquiry-based laboratory instruction, an array of supports were developed, including adaptable instructional materials, instructional videos for lab preparation, resource guides, and an introductory workshop. A cohort of nine institutions implemented MICRO laboratories both remotely and in person during Fall 2020. Students were able to successfully complete the experiments, and the inquiry nature of the laboratories led to an increased comfort with the trial-and-error nature of authentic scientific practice. Additionally, most faculty participants indicated a commitment to an increased degree of inquiry in their laboratory pedagogy.