Research on active learning in classroom encourages the use of student centered teaching approaches and regularly incorporating low state formative assessment during teaching. Creating an engaged classroom by providing multiple learning opportunities by scaffolding, providing feedback and adding reflective exercises to promote “meta-cognition” are evidence-based teaching practices that improve student engagement and performance. These efforts ultimately lead to students who are more engaged in class and have a higher success rate among their peers. Because these practices are designed so every student has a way to contribute and engage in their own learning these methods are identified as “Total Participation by the American Psychological Association. The use of some effective, evidence-based approaches using a combination of traditional and electronic active learning tools (i-Clicker, think-pair-share, exit tickets, interactive iPads with AirServer and online HW) to provide formative assessment (in class and out of class) with the aim of enhancing student learning in Organic Chemistry courses will be discussed. Think-pair-share NMR activity used in the Organic-II laboratory recitation course will be presented. Analysis of i-clicker data from various Organic Chemistry I and II lecture and laboratory courses have been used to determine the concepts where students exhibit misconceptions and deficiencies in applying acid-base reactions, resonance, spectroscopy correctly. Screen shots of student work captured using i-pads at the point of delivery in during lectures, data from Electronic voting system data (i-clickers) and analysis of data from online HW provide valuable formative assessment data that provide valuable feedback of student misconceptions. Assessment of learning outcomes can be measured, by comparing the responses on i-clicker (in class formative assessment) with similar questions from Scranton MC exam data. Analysis of the formative assessment data helps the instructor understand how students learn Organic Chemistry and make required changes to their pedagogy. Specific information about the where students are struggling are revealed. The data also informs instructors about where content adjustments need to be made for students to achieve the highest level of success in the course. The challenges encountered while using the above techniques will be discussed. Student perceptions on using these techniques will be shared.

Implementing evidence-based teaching practices to provide formative assessment in undergraduate Organic Chemistry courses

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.