KINGSTON, R.I. – July 7 – Justin M. Pratt, assistant professor of chemistry, recently received a $1,488,349 award from the National Science Foundation (NSF). The funded research seeks to advance the national goal of training future scientists by supporting faculty in accessing and implementing evidence-based laboratory teaching practices.

This Level 2 Institutional and Community Transformation project includes a collaboration between the University of Rhode Island, DePaul University, and Lewis University, seeking to improve general and inorganic chemistry laboratory instruction nationwide by training faculty to develop evidence-based laboratory experiments and by advancing understanding of faculty professional development. Through a multi-year cohort model, the project will organize workshops to enhance the educational value of chemistry laboratory experiments by emphasizing cross-disciplinary STEM skills and embedding authentic research experiences.

“It’s exciting to watch URI become a national hub for rethinking how we teach chemistry. As a chemist myself, I know that what we usually call ‘experiments’ in teaching labs are really cookbook-style recipes. Dr. Pratt’s work moves us past that by giving students the agency to make real scientific decisions in the teaching laboratory,” said Brenton DeBoef, Interim Dean of the College of Arts and Sciences.

Pratt is a discipline-based education researcher whose expertise integrates chemistry with education/pedagogy, grounded in the uniqueness of teaching chemistry. He completed his undergraduate studies in chemistry and education at Southeast Missouri State University, initially aspiring to become a high school chemistry teacher. After collaborating with a faculty member during his junior year, Pratt developed a research focus on improving teaching and learning in chemistry, ultimately earning a Ph.D. focused on chemistry education research from Miami University.

“Our goal is to make lab experiences much more authentic for students. Traditional labs are very protocol-based and depend on memorization or following predefined steps. Our approach is significantly more student-driven,” says Pratt. “In a lab, there should be more decision-making on the student’s side so that they are learning in more authentic ways”

While the initiative will enhance the instructional laboratory experience for undergraduate students at all levels, first-year students will particularly benefit from early exposure to authentic science experiences. Pratt emphasizes the importance of practicing problem solving, critical thinking, pattern recognition, and inquiry. Through improved laboratory experiences, students will transition from limited involvement in decision-making to having autonomy, a crucial component for STEM student success.

Over a five-year period, the project will recruit 60 chemistry faculty members from two- and four-year institutions and support them in revising laboratory experiments for general and inorganic chemistry courses. Participants will engage with inquiry-based laboratory methods, scientific practices, and evidence-based strategies for enhancing student learning in laboratory settings.