By Lanigan, Katherine C
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Additional resources for Chemistry and the environment : pedagogical models and practices
ACS Symposium Series; American Chemical Society: Washington, DC, 2015. ch003 fact that their value was so much lower than the other values. After consulting the instructor, the students were informed that the majority of creek water had been diverted to an irrigation ditch and now there was a greater inluence of the snow melt from the city on Coal Creek. The high sulfate values from the creek were due to the mountain runoff passing over sulfate rich rocks. The city runoff only passes over asphalt and thus contains much less sulfates.
What did you learn from your experience in the Water Lab that was new to you and/or unique? How did your experience in the Water Lab help you in your undergraduate education? How did your experience in the Water Lab help you in your post undergrad education? Has your experience in the Water Lab helped you in your career? Did your Water Lab experience set you apart from your colleagues? Is there anything about your time at the SUU Water Lab that you would want other people to know about? What did you learn in the Water Lab that you didn’t learn anywhere else?
The NELAP standards require that more faculty/managerial instruction occur, but even with this increase in faculty oversight, peer mentoring still plays an important role within the Water Lab. The primary mode of training falls on the more experienced analysts. New students begin by observing the analyst performing their tests and gaining an understanding of the basic structure of the analysis. After the initial observation, the new student works in tandem with the peer mentor until they are competent enough to be the lead analyst.