Audience response systems (ARS, “clickers”) are commonly used to increase student engagement and achievement of course objectives.  The study was performed in a small class (less than 20 students) to evaluate whether student learning is improved over traditional lecture/problem solving teaching methods.  The course was divided based on topics.  The topics were roughly split based on similarity of difficulty.  Half of the topics were taught by classic lecture methods, including in-class problem-solving; the other half were taught using the Peer Instruction Model using ARS.  The course for the study (Inorganic Chemistry, CHE 410 at Quinnipiac University) meets every other year.  The second cohort of students has completed the course.  Updated results will be presented.<br/>

Continuing study of the use of automated response systems (ARS) in a small, upper-division chemistry class

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.