Active Learning in Organic Chemistry: Implementation and Analysis, ACS Symposium Series Book 1336
Active Learning in Organic Chemistry: Implementation and Analysis, ACS Symposium Series Book 1336
Active Learning in Organic Chemistry: Implementation and Analysis, J. Houseknect, A. Leontyev, V. Maloney, and C. Welder is now available in the ACS Symposium Series eBooks. The chapters are based on presentations from the Active Learning in Organic Chemistry Symposium at the 2018 BCCE at Notre Dame University. It includes detailed descriptions of how various methods of active learning were incorporated in organic courses, and the impact of these practices on learning, scores, DFW rates, and surveys of student attitudes towards the courses. For those considering active learning for their students, this book should provide specific guidance for how to do so and what rewards and challenges to expect. The methods described include Just-In-Time teaching, the Flipped Classroom, and POGIL. There are chapters describing the use of technology for active learning, such as clickers and a game app to help students learn to draw mechanisms. The methods described have been applied to a range of institutions and classroom environments from small private liberal arts colleges, an institution with primarily rural students, and large public universities. ACS members can use their membership benefit of up to 50 downloads per year to download chapters for free at https://pubs.acs.org/doi/10.1021/bk-2019-1336. A hardcopy version should be available in 2020.
Table of Contents
|
Author |
Title |
|
Justin Houseknecht, Alexey Leontyev, Vincent Maloney, Catherine Welder |
Introduction to Active Learning in Organic Chemistry and Essential Terms |
|
Mary S. Lenczewski |
Using Just-in-Time Teaching to Engage Rural Students in Small Organic Chemistry Classes |
|
Thomas P. Umile |
Finding Time for Active Learning with Just-in-Time Teaching |
|
Racquel C. DeCicco |
Clickers in Small Undergraduate Organic Chemistry Courses: Increasing Student Engagement while Improving Perception |
|
Ryan C. Jeske, James A. Jones, Courtney L. Standford |
Collaborative Problem Solving: Using Clickers and Cloud Folders to Enhance Student Learning in Organic Chemistry |
|
Kevin M. Shea |
Student Use of Classroom Response Systems to Promote Active Learning |
|
Julia Winter |
The Mechanisms App and Platform: A New Game-Based Product for Learning Curved Arrow Notation |
|
Catherine O. Welder |
An All-In Approach to Flipping the Organic Chemistry Classroom Using Elements of Peer-Led Team Learning with Undergraduate Learning Assistants |
|
Doug M. Schirch |
Flipping an Allied Health Survey Course of Organic and Biological Chemistry |
|
James C. Shattuck |
Benefits of a Partially Flipped Organic Chemistry Course to Student Perceptions and Learning |
|
Matthew D. Casselman |
Effective Implementations of a Partially Flipped Classroom for Large-Enrollment Organic Chemistry Courses |
|
Dorian A. Canelas, Jennifer L. Hill, and Robert G. Carden |
Cooperative Learning in Large Sections of Organic Chemistry: Transitioning to POGIL |
|
Matthew P. DeMatteo |
Combining POGIL and a Flipped Classroom Methodology in Organic Chemistry |