Developing meaningful learning in a freshman-level chemistry course for non-STEM majors

Abstract

Best practices in general education work in the US is important especially within the sciences.  Additionally, independent student laboratory work provides options for both online science classes as well as face-to-face [F2F].  What started out as the development and implementation of an authentic, problem-based learning [PBL] experience in a chemistry course for non-majors became a way to maintain students’ authentic experiences during the move from F2F to online due to the COVID-19 situation. This PBL lab experience was part of a conceptual chemistry course at a large, public university in the Midwest.