Paper No. 11
Presentation Time: 9:00 AM-6:00 PM
INTEGRATING THE PORTABLE XRF INTO THE UNDERGRADUATE CURRICULUM: EARLY SUCCESSES AND LESSONS LEARNED
SURPLESS, Benjamin
1,
SURPLESS, Kathleen2, BUSHEY, Michelle
3, CORONA, Madeline
3, HIRSCHFELD, Nicolle
4 and RITSON, Kate
5, (1)Geosciences, Trinity University, 1 Trinity Place, San Antonio, TX 78212, (2)Geosciences, Trinity University, One Trinity Place, San Antonio, TX 78212, (3)Department of Chemistry, Trinity University, 1 Trinity Place, San Antonio, TX 78212, (4)Classical Studies, Trinity University, One Trinity Place, San Antonio, TX 78212, (5)Art and Art History, Trinity University, One Trinity Place, San Antonio, TX 78212, ksurples@trinity.edu
The departments of Geosciences, Chemistry, Art, Classical Studies, and Biology at Trinity University have begun to integrate the use of an NSF-funded portable XRF device (PXRF) into curriculum and research. The PXRF has a pedagogical advantage over traditional elemental analysis methods because data can be collected in the lab or the field in real time. Our goals are to improve students’ 1) understanding of the scientific method; 2) depth of understanding of elemental analysis methods; and 3) recognition of the inherent interdisciplinary nature of many scientific problems. We developed activities to address these goals at the introductory level for both science and non-science majors. At the upper level, we are developing more rigorous activities that utilize the PXRF; for example, a Chemistry major working closely with faculty from Chemistry and Classical Studies is performing PXRF analyses of pigments that decorate archaeological artifacts.
Independent assessment of our efforts revealed that students learned a great deal about methods of elemental analysis and better understood the scientific method. Where data were available, students learned significantly more about these topics than in the same courses taught prior to PXRF use, and students commonly expressed excitement about engaging directly in the scientific process. In addition, faculty and staff reported that this initiative has fostered greater faculty interaction and discussion among a range of disciplines. However, it is clear that more activities need to be developed, both within and between existing science and non-science courses and within and between departments. Also, threads of the scientific process should be better woven throughout introductory coursework to emphasize both the relevance and application of these ideas to societal issues. Finally, we are in the process of calibrating the PXRF for quantitative, research-grade analysis for upper level courses and student research.
