Incorporating a Student-Centered Approach with Collaborative Learning into Methods in Quantitative Element Analysis

This paper summarizes a project seminar in analytical chemistry that includes a method comparison approach and collaborative learning. In this project seminar, 12 students worked in four groups, each of which focused on one method for quantitative element analysis, including flame atomic absorption spectroscopy, inductively coupled plasma mass spectrometry, inductively coupled plasma optical emission spectroscopy, and X-ray fluorescence spectroscopy. The seminar was structured into two phases. In the first phase, students became familiar with their method and instrumentation through characterizing the method's capabilities for the analysis of a steel reference sample and then sharing and comparing results between groups. In the second phase, all groups used insights gained during the first phase to design and perform experiments with their methods to solve an analytical challenge. Specifically, the aim of each group was to quantify major, minor, and trace element concentrations from periglacial sediment layers from the hills southeast of Zürich, Switzerland. At the end of phase two, the student-groups presented and compared their results in a joint public poster presentation. Assessment was based on material produced by the participants: posters, teaching materials, method profiles, and written reports. The course evaluation indicates a high satisfaction with the course. The student-centered approach enabled students to get extensive hands-on experience in order to acquire subject-specific skills as well as soft skills. It is well-suited for upper-level undergraduate and graduate students for specialization in analytical chemistry. Further insights, observations, potential for improvement, and limitations are discussed.