Improving Assessment Strategies in General Chemistry

In an effort to improve assessment strategies in a general chemistry course at Valparaiso University, a new homework submission and evaluation system was implemented. Learning objectives for the course were revised to match new goals. These updated learning objectives guided the creation of homework problem sets on the LearningOnline Network with Computer-Assisted Personalized Approach (LON-CAPA). This free, open-source, distributed learning content management system provides improved homework assessment for students through immediate feedback, personalized questions, and a flexible format. Homework for the first semester general chemistry course was prepared on LON-CAPA and a simple user\u27s guide was also created for LON-CAPA to facilitate future use of the program

A Flipped Classroom Redesign in General Chemistry

The flipped classroom continues to attract significant attention in higher education. Building upon our recent parallel controlled study of the flipped classroom in a second-term general chemistry course (J. Chem. Educ., 2016, 93, 13–23), here we report on a redesign of the flipped course aimed at scaling up total enrollment while keeping discussion sizes small (i.e.,students), and maintaining equivalent contact hour load for faculty and workload for students. To that end, the course format featured lecture contact pushed outside of the classroom in the form of video lectures (mean duration 13 minutes) paired with online homework sets, and three parallel weekly one-hour discussion sections were held in adjoining lab rooms immediately prior to the three-hour laboratory session. As in our previous design, the discussion sections were led by teaching assistants; however, the weekly discussion meeting was shortened from 75 minutes to 50 minutes, and the primary instructor “floated” between the three parallel sessions. Two such sessions were held each week, affording a possible enrollment of 144; initial enrollment was 141, with students self-selecting into the course. We examine student performance in and satisfaction with the course using: (1) a pre-test/post-test design based on the paired questions American Chemical Society (ACS) first-term and second-term exams, (2) data on DFW (D, F, withdrawal) rates, and (3) student evaluations

"The Chemicals Project": Connecting General Chemistry to Students' Lives

"The Chemicals Project" described here strives to bring freshman chemistry alive for students by emphasizing its connection to the real world and to their own lives and experiences. Its major assignments deal with chemical phobias, recognizing the chemicals found in everyday life and chemical hazards (using Material Data Safety Sheets). The project is described in a cooperative learning format, employs portfolio grading, and includes a significant writing component. Ways of linking this project with the course lecture and student evaluations of the project are described. The bottom line: pre- and post-testing shows that it works. The Chemicals Project brings chemistry alive for students

A General Chemistry Course for Prospective Elementary School Teachers

The paper describes a general chemistry course designed for students who are planning to become elementary school teachers. The course has been structured so as to transmit the fun and excitement of experiencing chemistry and uncovering its basic principles by centering on laboratory and other discovery experiences. In addition, the course uses peer led workshops in which the students discuss these experiences. The course is thus a product of a particularly strong collaboration between public schools and college faculties. It is going to become a part of a new four-course sequence that will be required of all students intending to earn elementary education certification at Lehman College

Chemistry: Space resources for teachers including suggestions for classroom activities and laboratory experiments

Curriculum supplement to assist general chemistry teachers in updating instruction materials with aerospace development

Enhancing General Chemistry Labs to Construct Engaging, Colorful Experiments

General Chemistry I (CHEM 121) sets the foundation for the chemistry education of Valparaiso students; therefore, it is critical that the CHEM 121 lecture and laboratory courses provide rich learning experiences that are meaningful, focused and both academically and visually engaging. In this project, two new or significantly revised laboratory experiments were incorporated into the curriculum during the Spring 2018 semester for the first time: 1) The Limiting Reagent in Action: Determining the Formula of a Precipitate and 2) The Analysis of Microplastic Pollution in Local Soil. The common goal of both labs were to increase student understanding of challenging general chemistry concepts by enhancing student engagement. In the case of Experiment 1, this was accomplished by improving the visual appeal of the reactions employed; in the case of Experiment 2, this was accomplished by directly connecting course material to study real-world pollution problems facing NW Indiana. Results of this experimentation and its impact on student learning in CHEM 121 are described

Experiments in general chemistry

The investigations described here in are concerned with several problems. The original investigation dealt with a common qualitative test for the presence of cobalt ion. The test involves the use of alcoholic ammonium thiocyanate which results in the formation of the unstable blue complexion Co(SCN)4

Understanding the Transition from General to Organic Chemistry

Organic chemistry is commonly known to have high failure rates and regarded as one of the most difficult courses offered in undergrad. This study assessed whether a modified general chemistry curriculum allowing for more time focused on foundational organic chemistry concepts in general chemistry can improve students’ grade outcome and/or self efficacy when transitioning from general to organic chemistry courses. Two separate variables were tested: grade outcome and self efficacy. Using an independent sample t-test, a comparison of the two groups (modified versus traditional general chemistry) was performed. Grades were assessed by giving students four questions (out of 4 points total) based on acid base chemistry, which were scored and summed to represent students’ grade outcome. A total of 79 students were evaluated, 29 of which participated in the modified general chemistry course while 50 participated in the traditional general chemistry courses. Modified general chemistry (M = 3.54, SD 0.60) scored similarly to traditional general chemistry (M = 3.65, SD = 0.51). There was no statistical significance in terms of grade outcome between the two groups (p = 0.354). The self efficacy assessment, based out of 30 points max, included six statements whereby students ranked their confidence level in each topic using a likert scale from 1 being not confident and 5 being totally confident. A total of 96 students participated, 31 from the modified general chemistry course and 65 from the traditional general chemistry courses. Modified general chemistry (M = 23.71, SD = 3.580) scored higher in self efficacy compared to traditional general chemistry (M = 21.72, SD = 4.021). The results displayed statistical significance (p = 0.021), implying a possible correlation between a modified general chemistry course and improved self efficacy. However, this outcome may have been due to other factors not analyzed in the study