Online in No Time: Design and Implementation of a Remote Learning First Quarter General Chemistry Laboratory and Second Quarter Organic Chemistry Laboratory

2020 ◽  
Author(s):  
William J. Howitz ◽  
Taylor A. Thane ◽  
Taylor Frey ◽  
Xinran S. Wang ◽  
Joe C. Gonzales ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
General Chemistry ◽  
Experimental Work ◽  
Lessons Learned ◽  
Chemistry Laboratory ◽  
Web Based ◽  
Course Content ◽  
General Chemistry Laboratory ◽  
Design And Implementation ◽  
Organic Chemistry Laboratory

The instruction of high enrollment general and organic chemistry laboratories at a large public 10 university always have curricular, administrative, and logistical challenges. Herein, we describe how we met these challenges in the transition to remote teaching during the COVID-19 pandemic. We discuss the reasoning behind our approach, the utilization of our existing web-based course content, the additions and alterations to our curriculum, replacement of experimental work with videos, the results of both student and TA surveys, and lessons learned for iterations of these courses in the near 15 future.

scholarly journals Online in No Time: Design and Implementation of a Remote Learning First Quarter General Chemistry Laboratory and Second Quarter Organic Chemistry Laboratory

2020 ◽  
Author(s):  
William J. Howitz ◽  
Taylor A. Thane ◽  
Taylor Frey ◽  
Xinran S. Wang ◽  
Joe C. Gonzales ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
General Chemistry ◽  
Experimental Work ◽  
Lessons Learned ◽  
Chemistry Laboratory ◽  
Web Based ◽  
Course Content ◽  
General Chemistry Laboratory ◽  
Design And Implementation ◽  
Organic Chemistry Laboratory

The instruction of high enrollment general and organic chemistry laboratories at a large public 10 university always have curricular, administrative, and logistical challenges. Herein, we describe how we met these challenges in the transition to remote teaching during the COVID-19 pandemic. We discuss the reasoning behind our approach, the utilization of our existing web-based course content, the additions and alterations to our curriculum, replacement of experimental work with videos, the results of both student and TA surveys, and lessons learned for iterations of these courses in the near 15 future.

scholarly journals Online in No Time: Design and Implementation of a Remote Learning First Quarter General Chemistry Laboratory and Second Quarter Organic Chemistry Laboratory

2020 ◽  
Author(s):  
William J. Howitz ◽  
Taylor A. Thane ◽  
Taylor Frey ◽  
Xinran S. Wang ◽  
Joe C. Gonzales ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
General Chemistry ◽  
Experimental Work ◽  
Lessons Learned ◽  
Chemistry Laboratory ◽  
Web Based ◽  
Course Content ◽  
General Chemistry Laboratory ◽  
Design And Implementation ◽  
Organic Chemistry Laboratory

The instruction of high enrollment general and organic chemistry laboratories at a large public 10 university always have curricular, administrative, and logistical challenges. Herein, we describe how we met these challenges in the transition to remote teaching during the COVID-19 pandemic. We discuss the reasoning behind our approach, the utilization of our existing web-based course content, the additions and alterations to our curriculum, replacement of experimental work with videos, the results of both student and TA surveys, and lessons learned for iterations of these courses in the near 15 future.

Web-Based Data Analysis and Feedback for General Chemistry Laboratory: Improving Analysis with Timely, Distance Feedback

2002 ◽  
Vol 760 ◽  
Author(s):  
Joseph F. Lomax ◽  
Debra K. Dillner ◽  
Melonie A. Teichert
Keyword(s):  
General Chemistry ◽  
Data Analysis ◽  
The United States ◽  
Chemistry Laboratory ◽  
Naval Academy ◽  
Immediate Feedback ◽  
Web Based ◽  
United States Naval Academy ◽  
General Chemistry Laboratory ◽  
Typical Experiment

ABSTRACTIn a general chemistry course, while the hands-on experience of the laboratory is important, the goals of the laboratory are not fulfilled until the calculations and analysis are complete. Quite often students are capable of following laboratory instructions and generating excellent data, only to fail in the data analysis, which rarely occurs in the confines of the laboratory or the presence of the instructor. All too often, students are unable to learn important information from the interpretation of experimental results and draw correct conclusions because they make calculational errors, which are most often discovered by the instructor in the grading process. There is an opportunity for distance learning to help bridge the gap between collection of data and its correct analysis. At the United States Naval Academy (USNA), we have developed a Web-based system where the students input their data and calculational results into a web form with immediate feedback. The students are then allowed to correct their errors and resubmit. This system has been in successful use for 5 years. A description of a typical experiment will be discussed along with an assessment of student and faculty satisfaction with the program.

scholarly journals DIFFICULTIES OF UNDERGRADUATE STUDENTS IN THE ORGANIC CHEMISTRY LABORATORY

2012 ◽  
Vol 42 (1) ◽  
pp. 74-81
Author(s):  
Maria Gabriela Lorenzo ◽  
Ana Maria Reverdito ◽  
Mercedes Blanco ◽  
Alejandra Salerno
Keyword(s):  
Organic Chemistry ◽  
Undergraduate Students ◽  
Experimental Work ◽  
Data Gathering ◽  
Learning Difficulties ◽  
Opportunity To Learn ◽  
Chemistry Laboratory ◽  
Laboratory Environment ◽  
Organic Chemistry Laboratory

Experimental work supposes a unique opportunity to learn procedural contents. However, the conditions and constraints to learn procedures have not been sufficiently discussed or investigated in a laboratory environment. Students` difficulties in organic chemistry laboratory at university are described and explained. A case study (n=15 undergraduate students) was performed. The study was carried out in an actual laboratory class, using different ways for data gathering: 1) A comparison between declarative knowledge of students about experimental work and observations of procedures in class. 2) An evaluation of the effect of laboratory work on the knowledge of students related with the assembly of the apparatus. This research suggests that students’ difficulties in performing experimental work are deeply related to a deficient interrelationship between conceptual and methodological frameworks. Key words: experimental work, learning difficulties, organic chemistry laboratory, procedural contents, university.

Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course

2020 ◽  
Author(s):  
William J. Howitz ◽  
Kate J. McKnelly ◽  
Renee Link
Keyword(s):  
Organic Chemistry ◽  
Chemistry Laboratory ◽  
Grading System ◽  
Traditional Grading ◽  
Final Grade ◽  
Laboratory Courses ◽  
Lower Division ◽  
Collaborative Learning Environment ◽  
Organic Chemistry Laboratory ◽  
Grade Uncertainty

<p>Large, multi-section laboratory courses are particularly challenging when managing grading with as many as 35 teaching assistants (TAs). Traditional grading systems using point-based rubrics lead to significant variations in how individual TAs grade, which necessitates the use of curving across laboratory sections. Final grade uncertainty perpetuates student anxieties and disincentivizes a collaborative learning environment, so we adopted an alternative grading system, called specifications grading. In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels. Each students’ grade is solely dependent on the work they produce rather than the performance of other students. We piloted specifications grading in the smaller, third quarter course of the lower division organic chemistry laboratory series held during a summer term. Open-ended questions were chosen to gather student and TA perceptions of the new grading system. TAs felt that the new grading system reduced the weekly grading time because it was less ambiguous. Responses from students about the nature of the grading system were mixed. Their perceptions indicate that initial buy-in and multiple reminders about the bigger picture of the grading system will be essential to the success of this grading system on a larger scale.</p>

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